A case study analysis of the role of resources in the teaching and learning of senior primary geography in the Northern Province
- Khubana, Christopher Shonisani
- Authors: Khubana, Christopher Shonisani
- Date: 1999
- Subjects: Geography -- Study and teaching (Primary) -- South Africa Geography -- Study and teaching (Primary) -- South Africa -- Northern Province
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1431 , http://hdl.handle.net/10962/d1003312
- Description: The dynamic nature of Geography has meant that over the years it has undergone many changes. These changes - for example, in curricula, approaches and methods - have had a great impact on how Geography is taught and learned in schools. Learning theories on how children learn Geography are changing from behaviourism, in terms of which learners are regarded as passive recipients of knowledge in the form of facts, to socially constructivist theory, where learners learn by constructing their own knowledge. In the South African context this has meant moving away from the positivistic tendencies of the 1960s and 1970s, to constructivist practices embodied in the outcomes-based education envisaged for the 21st Century. These changes have impacted on the nature and use of resources. This research attempts to reveal teachers' and learners' perceptions of resources. In the previous curriculum, resources were largely limited to textbooks. In the new curriculum., our perception of resources has to become wider to encompass anything that can enhance teaching and learning. This study focuses on Grade 5 and 6 children in the Northern Province. In the intermediate phase, young children need a wide variety of resources. As we approach the 21 st Century, the information technology of media like computers and the Internet, together with traditional media and resources found in the environment, provide teachers and learners with great opportunities and a wide variety of choices. The study surveyed schools in the Northern Province, through a questionnaire. In order to understand the depth of the problem, three schools were selected for a case study. Data obtained from these studies were analysed and compared to determine trends and patterns regarding the availability or use of resources as teaching and learning aids. On the one hand the study highlights the severe lack of even basic infrastructure on which to develop a 'traditional' resource base and stresses the need for innovation and creativity (and dedication) among a teaching body which feels isolated and marginalised, while on the other hand this research has revealed teachers' desire and willingness to accept change and to adapt, given the necessary epistemological enforcement to effect change.
- Full Text:
- Date Issued: 1999
- Authors: Khubana, Christopher Shonisani
- Date: 1999
- Subjects: Geography -- Study and teaching (Primary) -- South Africa Geography -- Study and teaching (Primary) -- South Africa -- Northern Province
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1431 , http://hdl.handle.net/10962/d1003312
- Description: The dynamic nature of Geography has meant that over the years it has undergone many changes. These changes - for example, in curricula, approaches and methods - have had a great impact on how Geography is taught and learned in schools. Learning theories on how children learn Geography are changing from behaviourism, in terms of which learners are regarded as passive recipients of knowledge in the form of facts, to socially constructivist theory, where learners learn by constructing their own knowledge. In the South African context this has meant moving away from the positivistic tendencies of the 1960s and 1970s, to constructivist practices embodied in the outcomes-based education envisaged for the 21st Century. These changes have impacted on the nature and use of resources. This research attempts to reveal teachers' and learners' perceptions of resources. In the previous curriculum, resources were largely limited to textbooks. In the new curriculum., our perception of resources has to become wider to encompass anything that can enhance teaching and learning. This study focuses on Grade 5 and 6 children in the Northern Province. In the intermediate phase, young children need a wide variety of resources. As we approach the 21 st Century, the information technology of media like computers and the Internet, together with traditional media and resources found in the environment, provide teachers and learners with great opportunities and a wide variety of choices. The study surveyed schools in the Northern Province, through a questionnaire. In order to understand the depth of the problem, three schools were selected for a case study. Data obtained from these studies were analysed and compared to determine trends and patterns regarding the availability or use of resources as teaching and learning aids. On the one hand the study highlights the severe lack of even basic infrastructure on which to develop a 'traditional' resource base and stresses the need for innovation and creativity (and dedication) among a teaching body which feels isolated and marginalised, while on the other hand this research has revealed teachers' desire and willingness to accept change and to adapt, given the necessary epistemological enforcement to effect change.
- Full Text:
- Date Issued: 1999
A case study describing factors perceived to be impacting staff satisfaction amongst health care professionals at the East London Hospital complex
- Authors: Galo, Luntu
- Date: 2012
- Subjects: Medical personnel -- Job satisfaction -- South Africa -- Case studies Medical personnel -- Job stress -- South Africa -- Case studies Medical personnel -- South Africa -- Attitudes -- Case studies Hospitals -- South Africa -- Administration Health services administration -- South Africa Health planning -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:784 , http://hdl.handle.net/10962/d1003905
- Description: This thesis was born from a concern the researcher had with regard to negative reports in the media emanating from 4 babies that died at Cecilia Makiwane Hospital Peadiatric ICU unit due to power supply failure. The most significant of these negative reports was in 2007 when the Daily Dispatch ran a series of articles regarding what they termed avoidable deaths over the last 14 years. The ease with which staff communicated with the media together with the high absenteeism rate and high turnover was a cause for concern. When the researcher analysed the history of the problem, it immerged from the respondents’ responses that the rationalistion process undertaken by the Eastern Cape Department of Health (ECDoH) was a significant root cause to the problem. The literature review focused on three areas viz.: Organisational Culture, Organisational Change, Foundations of Satisfaction. This focus was used to confine the problem to a manageable project but secondly each of the aspects are interwoven. Routledge (2010) notes that culture is the reflection of the values advocated by a founder or leader by way of his/her day to day actions. This is done by the leader creating a perception or viewpoint that assists the employees to achieve the organisation’s mission, vision and goals. In any organisation change is a constant and it needs to be effectively managed. With government institutions like the East London Hospital Complex (ELHC) directives come from the top and are implemented by an unprepared and untrained leadership and management cadre and clear communication of vision and objective of the desired outcomes never happens. The aim of the research was to: describe the existing Organisational Culture present at ELHC (Perform an organisational diagnosis); describe the impact of change (rationalisation) and to analyze why there was such a high staff turnover. It is clear from the results of the survey conducted that significant dissatisfaction prevailed relating to how the institution was managed. Dissatisfaction amongst the health professionals was general but also specific to the following: leadership and management issues, fairness, remuneration and lack of resources. The recommendations therefore focused on developing management and leadership within the proposal of Dubrin’s model (2001).
- Full Text:
- Date Issued: 2012
- Authors: Galo, Luntu
- Date: 2012
- Subjects: Medical personnel -- Job satisfaction -- South Africa -- Case studies Medical personnel -- Job stress -- South Africa -- Case studies Medical personnel -- South Africa -- Attitudes -- Case studies Hospitals -- South Africa -- Administration Health services administration -- South Africa Health planning -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:784 , http://hdl.handle.net/10962/d1003905
- Description: This thesis was born from a concern the researcher had with regard to negative reports in the media emanating from 4 babies that died at Cecilia Makiwane Hospital Peadiatric ICU unit due to power supply failure. The most significant of these negative reports was in 2007 when the Daily Dispatch ran a series of articles regarding what they termed avoidable deaths over the last 14 years. The ease with which staff communicated with the media together with the high absenteeism rate and high turnover was a cause for concern. When the researcher analysed the history of the problem, it immerged from the respondents’ responses that the rationalistion process undertaken by the Eastern Cape Department of Health (ECDoH) was a significant root cause to the problem. The literature review focused on three areas viz.: Organisational Culture, Organisational Change, Foundations of Satisfaction. This focus was used to confine the problem to a manageable project but secondly each of the aspects are interwoven. Routledge (2010) notes that culture is the reflection of the values advocated by a founder or leader by way of his/her day to day actions. This is done by the leader creating a perception or viewpoint that assists the employees to achieve the organisation’s mission, vision and goals. In any organisation change is a constant and it needs to be effectively managed. With government institutions like the East London Hospital Complex (ELHC) directives come from the top and are implemented by an unprepared and untrained leadership and management cadre and clear communication of vision and objective of the desired outcomes never happens. The aim of the research was to: describe the existing Organisational Culture present at ELHC (Perform an organisational diagnosis); describe the impact of change (rationalisation) and to analyze why there was such a high staff turnover. It is clear from the results of the survey conducted that significant dissatisfaction prevailed relating to how the institution was managed. Dissatisfaction amongst the health professionals was general but also specific to the following: leadership and management issues, fairness, remuneration and lack of resources. The recommendations therefore focused on developing management and leadership within the proposal of Dubrin’s model (2001).
- Full Text:
- Date Issued: 2012
A case study exploring the level of awareness of NCP Chlorchem's staff of environmental costs associated with hazardous waste
- Tlhapane, Keatlaretse Kefilwe
- Authors: Tlhapane, Keatlaretse Kefilwe
- Date: 2014
- Subjects: Chlorchem (Firm) , Environmental auditing -- South Africa -- Ekurhuleni , Hazardous wastes -- South Africa -- Ekurhuleni , Hazardous wastes -- Environmental aspects , Hazardous wastes -- Economic aspects , Hazardous wastes -- Management , Hazardous wastes -- Law and legislation -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:841 , http://hdl.handle.net/10962/d1015639
- Description: [Integrative executive summary] NCP Chlorchem (Pty) Ltd manufactures and distributes Chlor alkali products such as chlorine, hydrochloric acid, caustic soda flakes, etc. and in the process generates both hazardous and general waste. Following changes in South African waste management legislation in 2011, the organisation’s waste service provider had to increase the costs associated with the handling of site’s hazardous waste. Top management of NCP Chlorchem (Pty) Ltd requested a meeting with the waste service provider in order to establish the reasons behind the price increase. In that meeting, which the researcher attended, the waste service provider explained the changes in waste legislation and how it was going to impact on their business. Top management understood the reasons behind the price increase; however, they requested the waste service provider to review the price increase. The waste service provider gave the top management of NCP Chlorchem (Pty) Ltd assurance that they were going to discuss the price reduction request with their own senior management and would provide feedback. The researcher did not participate in the feedback meetings; however, to this day, NCP Chlorchem (Pty) Ltd still uses the services of the same waste service provider. The effect the escalating annual waste handling costs has had on NCP Chlorchem (Pty) Ltd’s management team led to the study. Environmental impacts have costs that directly impact on company’s bottom line, such as the costs associated with the generation of waste. Although environmental costs are only one of the many costs incurred by businesses, they deserve management’s attention. According to Jasch (2003), there is an apparent lack of awareness and understanding of the magnitude of the environmental costs generated by organisations, and many opportunities for cost savings through good environmental management are lost. However, using a relatively new tool in environmental management, that is, environmental management accounting (EMA), management would ensure that relevant and significant environmental costs are considered when making business decisions (Jasch, 2003). The main purpose of the thesis is to explore the level of awareness of environmental costs associated with hazardous waste within NCP Chlorchem (Pty) Ltd. In order to carry out the study, literature about environmental and cost accounting as well as literature on waste management was reviewed. Questionnaires were distributed to staff members, and meetings were held with different senior personnel. This case study seeks to answer the following questions: What is NCP Chlorchem (Pty) Ltd’s staff members’ level of understanding of waste management? What is the level of awareness of NCP Chlorchem (Pty) Ltd’s staff of environmental costs with regard to the generation, handling, transportation and disposal of hazardous waste? How can the current traditional accounting within the organisation be integrated with environmental management accounting? The findings of the first research objective revealed that staff members knew the site’s waste streams as per the South African legal definition of waste and as identified in the site’s environmental management system documentation. The conceptual approach to waste management is underpinned by the waste hierarchy. The respondents support the waste hierarchy in its approach to waste management, which is prevention of waste, reduction, reuse, recycle and safe disposal of waste as the last resort. Lack of awareness of environmental management, among other things, was cited as the cause of waste. In addition to that, the respondents believe the waste hierarchy can be achieved by employing recycling facilities, following procedures and by carrying out environmental awareness campaigns. Improving process design and control and including changes in raw material was cited, among other things, as the respondents’ perception on how waste can be reduced. The findings of the respondents’ understanding of waste hierarchy revealed that staff members understood waste management. The respondents cited the impacts of waste on the business as financial impact on the business, impact on their bonuses, and possible loss of business. In relation to the second research objective, it was found that staff members knew the hazardous waste streams and identified amongst other waste, sludge and chlorine emissions as NCP Chlorchem (Pty) Ltd’s hazardous waste. However, with regard to environmental management accounting data, an average of 55.1% of respondents were not familiar with the physical and monetary components of EMA. An average of 19.6% of respondents who were aware of EMA might have been senior personnel. It could further be established that those who were familiar with EMA information were actually working with the data, either for reporting purposes, or for employing waste minimisation strategies, as well as awareness purposes, to their juniors. On average, 80% of the respondents perceived the production department as the area within site that has the EMA information.
- Full Text:
- Date Issued: 2014
- Authors: Tlhapane, Keatlaretse Kefilwe
- Date: 2014
- Subjects: Chlorchem (Firm) , Environmental auditing -- South Africa -- Ekurhuleni , Hazardous wastes -- South Africa -- Ekurhuleni , Hazardous wastes -- Environmental aspects , Hazardous wastes -- Economic aspects , Hazardous wastes -- Management , Hazardous wastes -- Law and legislation -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:841 , http://hdl.handle.net/10962/d1015639
- Description: [Integrative executive summary] NCP Chlorchem (Pty) Ltd manufactures and distributes Chlor alkali products such as chlorine, hydrochloric acid, caustic soda flakes, etc. and in the process generates both hazardous and general waste. Following changes in South African waste management legislation in 2011, the organisation’s waste service provider had to increase the costs associated with the handling of site’s hazardous waste. Top management of NCP Chlorchem (Pty) Ltd requested a meeting with the waste service provider in order to establish the reasons behind the price increase. In that meeting, which the researcher attended, the waste service provider explained the changes in waste legislation and how it was going to impact on their business. Top management understood the reasons behind the price increase; however, they requested the waste service provider to review the price increase. The waste service provider gave the top management of NCP Chlorchem (Pty) Ltd assurance that they were going to discuss the price reduction request with their own senior management and would provide feedback. The researcher did not participate in the feedback meetings; however, to this day, NCP Chlorchem (Pty) Ltd still uses the services of the same waste service provider. The effect the escalating annual waste handling costs has had on NCP Chlorchem (Pty) Ltd’s management team led to the study. Environmental impacts have costs that directly impact on company’s bottom line, such as the costs associated with the generation of waste. Although environmental costs are only one of the many costs incurred by businesses, they deserve management’s attention. According to Jasch (2003), there is an apparent lack of awareness and understanding of the magnitude of the environmental costs generated by organisations, and many opportunities for cost savings through good environmental management are lost. However, using a relatively new tool in environmental management, that is, environmental management accounting (EMA), management would ensure that relevant and significant environmental costs are considered when making business decisions (Jasch, 2003). The main purpose of the thesis is to explore the level of awareness of environmental costs associated with hazardous waste within NCP Chlorchem (Pty) Ltd. In order to carry out the study, literature about environmental and cost accounting as well as literature on waste management was reviewed. Questionnaires were distributed to staff members, and meetings were held with different senior personnel. This case study seeks to answer the following questions: What is NCP Chlorchem (Pty) Ltd’s staff members’ level of understanding of waste management? What is the level of awareness of NCP Chlorchem (Pty) Ltd’s staff of environmental costs with regard to the generation, handling, transportation and disposal of hazardous waste? How can the current traditional accounting within the organisation be integrated with environmental management accounting? The findings of the first research objective revealed that staff members knew the site’s waste streams as per the South African legal definition of waste and as identified in the site’s environmental management system documentation. The conceptual approach to waste management is underpinned by the waste hierarchy. The respondents support the waste hierarchy in its approach to waste management, which is prevention of waste, reduction, reuse, recycle and safe disposal of waste as the last resort. Lack of awareness of environmental management, among other things, was cited as the cause of waste. In addition to that, the respondents believe the waste hierarchy can be achieved by employing recycling facilities, following procedures and by carrying out environmental awareness campaigns. Improving process design and control and including changes in raw material was cited, among other things, as the respondents’ perception on how waste can be reduced. The findings of the respondents’ understanding of waste hierarchy revealed that staff members understood waste management. The respondents cited the impacts of waste on the business as financial impact on the business, impact on their bonuses, and possible loss of business. In relation to the second research objective, it was found that staff members knew the hazardous waste streams and identified amongst other waste, sludge and chlorine emissions as NCP Chlorchem (Pty) Ltd’s hazardous waste. However, with regard to environmental management accounting data, an average of 55.1% of respondents were not familiar with the physical and monetary components of EMA. An average of 19.6% of respondents who were aware of EMA might have been senior personnel. It could further be established that those who were familiar with EMA information were actually working with the data, either for reporting purposes, or for employing waste minimisation strategies, as well as awareness purposes, to their juniors. On average, 80% of the respondents perceived the production department as the area within site that has the EMA information.
- Full Text:
- Date Issued: 2014
A case study investigation into drama in education as an effective teaching methodology to support the goals of outcome based education
- Authors: Elliott, Terri Anne
- Date: 2011
- Subjects: Drama in education -- South Africa Competency based education -- South Africa Curriculum planning -- South Africa Student centered learning -- South Africa Critical thinking -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2160 , http://hdl.handle.net/10962/d1008306
- Description: The introduction of outcomes based education (OBE) in the form of Curriculum 2005 (C2005), the National Curriculum Statement (NCS) and the Revised National Curriculum Statement (RNCS) in post-apartheid South Africa resulted in a shift from a content-centred to a learner-centred view on education. This transition took place rapidly as the new government wanted to introduce a democratic education system after the divisive Bantu education system from Apartheid. However, after the changes were implemented, education in South Africa was theoretically outcomes based but practically many educators were still teaching in a content-centred manner. The research puts forward the proposal that drama-in-education (D-i-E) is a useful means by which to align the practical and theoretical goals of OBE within the context of South Africa's current RNCS. This hypothesis drives the main research question: "Can D-i-E be an effective teaching methodology to realise the goals of the RNCS and generate OBE learning environments in a South African high school?" D-i-E is a learner-centred teaching methodology and in practise it meets many of the goals and Critical Cross-Field Outcomes (CCFOs) of OBE. Some of these include the fact that learners can: • Practice problem-solving skills; • Engage with critical and creative thinking; • Grow cultural and aesthetic sensitivity; • Work effectively in groups; and ii. • Learn in inclusive environments that cater for different learning styles and levels. The research examines the use of D-i-E as an outcomes based methodology by which the RNCS could be implemented in the classroom. This is explored through the use of qualitative research in the form of a case study investigation at a South African high school. The case study was conducted with Grade 11 and Grade 12 Dramatic Arts learners and involves an analysis of a D-i-E approach to learning. The conclusion that D-i-E is an effective outcomes based teaching methodology which could assist educators in realising the RNCS was largely reached through participant observation of D-i-E classes and by analysing the learners' journals in which they reflected on D-i-E experiences. The learners' feedback about the experience was generally positive and they reflected that they found D-i-E beneficial because of the fact that it engaged them experientially. They also reflected that D-i-E provided them with a more meaningful and exciting way of learning. These findings are however only generalisable to the type of context (Dramatic Arts learners from a well-resourced girls' high school) in which the research was conducted. The findings provide detailed insight into a specific case study and may be beneficial to educators in South Africa who aim to make use of the same or similar methodologies in their classroom practice. D-i-E also supports many of the underlying tenants of OBE such as learner-centredness, learner diversity and inclusive learning, and can effectively aid educators in implementing the RNCS in an outcomes based way.
- Full Text:
- Date Issued: 2011
- Authors: Elliott, Terri Anne
- Date: 2011
- Subjects: Drama in education -- South Africa Competency based education -- South Africa Curriculum planning -- South Africa Student centered learning -- South Africa Critical thinking -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2160 , http://hdl.handle.net/10962/d1008306
- Description: The introduction of outcomes based education (OBE) in the form of Curriculum 2005 (C2005), the National Curriculum Statement (NCS) and the Revised National Curriculum Statement (RNCS) in post-apartheid South Africa resulted in a shift from a content-centred to a learner-centred view on education. This transition took place rapidly as the new government wanted to introduce a democratic education system after the divisive Bantu education system from Apartheid. However, after the changes were implemented, education in South Africa was theoretically outcomes based but practically many educators were still teaching in a content-centred manner. The research puts forward the proposal that drama-in-education (D-i-E) is a useful means by which to align the practical and theoretical goals of OBE within the context of South Africa's current RNCS. This hypothesis drives the main research question: "Can D-i-E be an effective teaching methodology to realise the goals of the RNCS and generate OBE learning environments in a South African high school?" D-i-E is a learner-centred teaching methodology and in practise it meets many of the goals and Critical Cross-Field Outcomes (CCFOs) of OBE. Some of these include the fact that learners can: • Practice problem-solving skills; • Engage with critical and creative thinking; • Grow cultural and aesthetic sensitivity; • Work effectively in groups; and ii. • Learn in inclusive environments that cater for different learning styles and levels. The research examines the use of D-i-E as an outcomes based methodology by which the RNCS could be implemented in the classroom. This is explored through the use of qualitative research in the form of a case study investigation at a South African high school. The case study was conducted with Grade 11 and Grade 12 Dramatic Arts learners and involves an analysis of a D-i-E approach to learning. The conclusion that D-i-E is an effective outcomes based teaching methodology which could assist educators in realising the RNCS was largely reached through participant observation of D-i-E classes and by analysing the learners' journals in which they reflected on D-i-E experiences. The learners' feedback about the experience was generally positive and they reflected that they found D-i-E beneficial because of the fact that it engaged them experientially. They also reflected that D-i-E provided them with a more meaningful and exciting way of learning. These findings are however only generalisable to the type of context (Dramatic Arts learners from a well-resourced girls' high school) in which the research was conducted. The findings provide detailed insight into a specific case study and may be beneficial to educators in South Africa who aim to make use of the same or similar methodologies in their classroom practice. D-i-E also supports many of the underlying tenants of OBE such as learner-centredness, learner diversity and inclusive learning, and can effectively aid educators in implementing the RNCS in an outcomes based way.
- Full Text:
- Date Issued: 2011
A case study investigation into the utility of baseline data versus normative data using a computer-based concussion management programme
- Authors: Mitchell, Julia
- Date: 2005
- Subjects: Brain -- Concussion , Neuropsychological tests , Sports injuries -- Psychological aspects , Head -- Wounds and injuries -- Complications
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3021 , http://hdl.handle.net/10962/d1002530 , Brain -- Concussion , Neuropsychological tests , Sports injuries -- Psychological aspects , Head -- Wounds and injuries -- Complications
- Description: Neuropsychological testing is recognised as one of the cornerstones of concussion evaluation, contributing significantly to both an understanding of the injury as well as management of the recovery process. Despite the high incidence of concussion at school level, traditional paper-and-pencil neuropsychological testing has generally been absent from school concussion management programmes, largely due to time and cost constraints. Now, the recent development of computerised neuropsychological testing is providing the opportunity for including neurocognitive assessment in this process. The Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT) is a valid and reliable instrument of this type and normed on 13 - 18 year old North American high school athletes, as well as adult groups. The current recommendation is that athletes are baselined preseason in order to provide an individualised comparative level against which to monitor recovery and provide return-to-play recommendations. This in itself is quite a cumbersome process, thus the present study set out to ascertain whether baseline testing of all athletes is necessary, or whether the use of US or SA normative data alone would provide an appropriate standard against which to interpret the postinjury scores. From a leading South African rugby playing school, the 1st and 2nd rugby teams, (16 - 18 years) were baselined using ImPACT. Three athletes, who were subsequently referred with concussion during the rugby season, were followed up with serial testing on ImPACT. An analysis of the follow up scores was conducted to chart the athletes' recovery process, in relation to the athletes own baseline scores (using US and SA reliable change indices) and age appropriate US and SA normative ranges. The relative utility of individual baselines scores versus these normative ranges was then critically evaluated. It was concluded that a combination of both baseline and normative data provided optimal management of the athlete, with the methods complementing each other in the interpretation of post-injury results. Overall, the SA normative ranges seemed to provide slightly better management guidelines than the US normative ranges when used with this sample of South African high school athletes.
- Full Text:
- Date Issued: 2005
- Authors: Mitchell, Julia
- Date: 2005
- Subjects: Brain -- Concussion , Neuropsychological tests , Sports injuries -- Psychological aspects , Head -- Wounds and injuries -- Complications
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3021 , http://hdl.handle.net/10962/d1002530 , Brain -- Concussion , Neuropsychological tests , Sports injuries -- Psychological aspects , Head -- Wounds and injuries -- Complications
- Description: Neuropsychological testing is recognised as one of the cornerstones of concussion evaluation, contributing significantly to both an understanding of the injury as well as management of the recovery process. Despite the high incidence of concussion at school level, traditional paper-and-pencil neuropsychological testing has generally been absent from school concussion management programmes, largely due to time and cost constraints. Now, the recent development of computerised neuropsychological testing is providing the opportunity for including neurocognitive assessment in this process. The Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT) is a valid and reliable instrument of this type and normed on 13 - 18 year old North American high school athletes, as well as adult groups. The current recommendation is that athletes are baselined preseason in order to provide an individualised comparative level against which to monitor recovery and provide return-to-play recommendations. This in itself is quite a cumbersome process, thus the present study set out to ascertain whether baseline testing of all athletes is necessary, or whether the use of US or SA normative data alone would provide an appropriate standard against which to interpret the postinjury scores. From a leading South African rugby playing school, the 1st and 2nd rugby teams, (16 - 18 years) were baselined using ImPACT. Three athletes, who were subsequently referred with concussion during the rugby season, were followed up with serial testing on ImPACT. An analysis of the follow up scores was conducted to chart the athletes' recovery process, in relation to the athletes own baseline scores (using US and SA reliable change indices) and age appropriate US and SA normative ranges. The relative utility of individual baselines scores versus these normative ranges was then critically evaluated. It was concluded that a combination of both baseline and normative data provided optimal management of the athlete, with the methods complementing each other in the interpretation of post-injury results. Overall, the SA normative ranges seemed to provide slightly better management guidelines than the US normative ranges when used with this sample of South African high school athletes.
- Full Text:
- Date Issued: 2005
A case study investigation of the neuropsychological profile of a rugby player with a history of multiple concussions
- Authors: Case, Stephanie
- Date: 2006
- Subjects: Rugby football injuries , Brain -- Concussion -- Complications , Neuropsychological tests , Head -- Wounds and injuries -- Complications , Sports injuries -- Psychological aspects
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3165 , http://hdl.handle.net/10962/d1007727 , Rugby football injuries , Brain -- Concussion -- Complications , Neuropsychological tests , Head -- Wounds and injuries -- Complications , Sports injuries -- Psychological aspects
- Description: sustained multiple concussions may be at risk of cumulative impairment. The role of neuropsychological testing in the management of sports-related concussion is a contentious and challenging issue which has gained credibility given the lack of clear and well-established guidelines pertaining to the diagnosis, assessment and return-to-play decisions following concussion. Despite various traditional paper and pencil tests being shown to be effective indicators of postconcussive neuropsychological dysfunction, testing has not been widely implemented, due to time- and labour-demands. ImPACT, a computer-based neuropsychological assessment instrument, has been recognised as a valid and reliable tool in the monitoring of athletes' symptoms and neurocognitive functioning preseason and postconcussion. As a part of larger-scale concussion research conducted on top-team university rugby players, this is an in-depth case study conducted on a 20-year old participant with a history of multiple concussions, who was referred following a concussion sustained during the season. The objectives of the study were: (i) to determine the sensitivity of ImPACT versus WAIS-III Digit Span and Trail Making Test during the acute postconcussive phase; and (ii) to examine the sensitivity of ImPACT versus a comprehensive battery of neuropsychological tests to possible residual deficits as a result of the multiple concussions. ImPACT was determined to be more sensitive to acute postconcussive impairment following concussion than Digit Span and Trail Making Test. Furthermore, the ImPACT preseason baseline scores appear to be sensitive to neurocognitive dysfunction, possibly due to cumulative concussive injuries.
- Full Text:
- Date Issued: 2006
- Authors: Case, Stephanie
- Date: 2006
- Subjects: Rugby football injuries , Brain -- Concussion -- Complications , Neuropsychological tests , Head -- Wounds and injuries -- Complications , Sports injuries -- Psychological aspects
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3165 , http://hdl.handle.net/10962/d1007727 , Rugby football injuries , Brain -- Concussion -- Complications , Neuropsychological tests , Head -- Wounds and injuries -- Complications , Sports injuries -- Psychological aspects
- Description: sustained multiple concussions may be at risk of cumulative impairment. The role of neuropsychological testing in the management of sports-related concussion is a contentious and challenging issue which has gained credibility given the lack of clear and well-established guidelines pertaining to the diagnosis, assessment and return-to-play decisions following concussion. Despite various traditional paper and pencil tests being shown to be effective indicators of postconcussive neuropsychological dysfunction, testing has not been widely implemented, due to time- and labour-demands. ImPACT, a computer-based neuropsychological assessment instrument, has been recognised as a valid and reliable tool in the monitoring of athletes' symptoms and neurocognitive functioning preseason and postconcussion. As a part of larger-scale concussion research conducted on top-team university rugby players, this is an in-depth case study conducted on a 20-year old participant with a history of multiple concussions, who was referred following a concussion sustained during the season. The objectives of the study were: (i) to determine the sensitivity of ImPACT versus WAIS-III Digit Span and Trail Making Test during the acute postconcussive phase; and (ii) to examine the sensitivity of ImPACT versus a comprehensive battery of neuropsychological tests to possible residual deficits as a result of the multiple concussions. ImPACT was determined to be more sensitive to acute postconcussive impairment following concussion than Digit Span and Trail Making Test. Furthermore, the ImPACT preseason baseline scores appear to be sensitive to neurocognitive dysfunction, possibly due to cumulative concussive injuries.
- Full Text:
- Date Issued: 2006
A case study of a series of process writing workshops for teachers of English as a second language
- Authors: Claude, Marianne
- Date: 1994
- Subjects: English language -- Study and teaching -- South Africa -- Foreign speakers English language -- Writing
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1433 , http://hdl.handle.net/10962/d1003314
- Description: The case study, which is described in this thesis, is concerned with two aspects of second language teaching and learning, namely process writing and 'teacher development'. Ten Zulu speaking, English second language teachers in Durban, Natal, participated in a series of process writing workshops. Before the workshops, they were given opportunities to reflect, in interviews, upon their own past and present writing practices. After the workshops there were follow-up interviews to elicit their further understanding of what is involved in writing. The workshop materials were compiled and written by the researcher. The aims of the research project were, in summary, the following: to let the teachers, who are teachers of writing in their classrooms, become participating writers themselves; to make the process writing workshops be a reflective activity through which the participants would develop as teachers. The entire case study is positioned within critical theory, as a philosophical framework, in which the teachers' reflections upon their writing experiences is seen as emancipatory practice. The research project was small scale and predominantly qualitative. A narrative, 'explanation-building' analysis of the entire findings forms the major part of the thesis. The writing workshops gave the teachers in this study occasion to experience process writing; furthermore they were enabled to reflect in detail on their experiences. It is suggested that teacher training colleges and in-service courses incorporate the 'writing workshops for teachers ' concept, as an activity for growth and development. Further research may take the form of long term action research into how teachers who have attended such workshops implement the insights they have gained in their classrooms.
- Full Text:
- Date Issued: 1994
- Authors: Claude, Marianne
- Date: 1994
- Subjects: English language -- Study and teaching -- South Africa -- Foreign speakers English language -- Writing
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1433 , http://hdl.handle.net/10962/d1003314
- Description: The case study, which is described in this thesis, is concerned with two aspects of second language teaching and learning, namely process writing and 'teacher development'. Ten Zulu speaking, English second language teachers in Durban, Natal, participated in a series of process writing workshops. Before the workshops, they were given opportunities to reflect, in interviews, upon their own past and present writing practices. After the workshops there were follow-up interviews to elicit their further understanding of what is involved in writing. The workshop materials were compiled and written by the researcher. The aims of the research project were, in summary, the following: to let the teachers, who are teachers of writing in their classrooms, become participating writers themselves; to make the process writing workshops be a reflective activity through which the participants would develop as teachers. The entire case study is positioned within critical theory, as a philosophical framework, in which the teachers' reflections upon their writing experiences is seen as emancipatory practice. The research project was small scale and predominantly qualitative. A narrative, 'explanation-building' analysis of the entire findings forms the major part of the thesis. The writing workshops gave the teachers in this study occasion to experience process writing; furthermore they were enabled to reflect in detail on their experiences. It is suggested that teacher training colleges and in-service courses incorporate the 'writing workshops for teachers ' concept, as an activity for growth and development. Further research may take the form of long term action research into how teachers who have attended such workshops implement the insights they have gained in their classrooms.
- Full Text:
- Date Issued: 1994
A case study of a teacher's oral error treatment strategies in an English language classroom
- Authors: Dlangamandla, F N N
- Date: 1996
- Subjects: Language and languages -- Study and teaching -- Error analysis English language -- Study and teaching -- Foreign speakers English language -- Study and teaching -- Foreign speakers -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1434 , http://hdl.handle.net/10962/d1003315
- Description: Theoretical perspectives on error treatment in second language acquisition research are divided on the effect and desirability of corrective feedback on the learner's output. Theorists like Krashen (1982), believe that correction hampers acquisition because it encourages the learners to avoid difficult structures and to focus on form rather than on meaning, while Long (1977) contends that error treatment possibly speeds up interlanguage development although errors disappear slowly. Edmondson (1985) asserts that bringing errors to the learner's attention helps learning and that error - treatment contributes to consciousness-raising which is important for language acquisition. Research findings present conflicting evidence on the effects of corrective feedback on those for whom correction is meant. Some researchers report no concrete findings on the relationship between corrective feedback and learning outcomes (Hendrickson (1978) and Brock, Day and Long (1986)). Others, for example, Chaudron (1977) and Crookes and Rulon (1985) report differential effects of corrective treatments. Salica, Ramirez and Stromquist and Wren (cited in Chaudron 1988) report some evidence of feedback on error resulting in the learner's ability to self-correct. However, Hendrickson (1978) reports that some direct types of corrective procedures have been found to be ineffective. This research investigated a teacher's oral error treatment policy in different types of English lessons in a situation where L2 pupils study English as a subject according to an LI syllabus. The findings of this case study reveal that the teacher's manner of correction, when he decides to correct, is subtle and indirect. Rarely does he correct overtly and explicitly as his concern is to avoid hurting the error maker's feelings. He defers treatment and ignores most of the oral errors that learners make during classroom interaction. Pupil perceptions of their teacher's corrective treatments were positive although some of the pupils reported that they found his corrections confusing and intimidating at times. Most of them expressed , a wish to have their speech errors attended to explicitly, preferably by their teacher as his treatments were found to be motivational and unabrasive. Some of the pupils were opposed to peer correction for fear of ridicule. They also felt that fellow pupils did not always provide correct treatments. All the pupils in this study were of the opinion that oral error treatment is desirable because they believe that it improves their performance in English.
- Full Text:
- Date Issued: 1996
- Authors: Dlangamandla, F N N
- Date: 1996
- Subjects: Language and languages -- Study and teaching -- Error analysis English language -- Study and teaching -- Foreign speakers English language -- Study and teaching -- Foreign speakers -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1434 , http://hdl.handle.net/10962/d1003315
- Description: Theoretical perspectives on error treatment in second language acquisition research are divided on the effect and desirability of corrective feedback on the learner's output. Theorists like Krashen (1982), believe that correction hampers acquisition because it encourages the learners to avoid difficult structures and to focus on form rather than on meaning, while Long (1977) contends that error treatment possibly speeds up interlanguage development although errors disappear slowly. Edmondson (1985) asserts that bringing errors to the learner's attention helps learning and that error - treatment contributes to consciousness-raising which is important for language acquisition. Research findings present conflicting evidence on the effects of corrective feedback on those for whom correction is meant. Some researchers report no concrete findings on the relationship between corrective feedback and learning outcomes (Hendrickson (1978) and Brock, Day and Long (1986)). Others, for example, Chaudron (1977) and Crookes and Rulon (1985) report differential effects of corrective treatments. Salica, Ramirez and Stromquist and Wren (cited in Chaudron 1988) report some evidence of feedback on error resulting in the learner's ability to self-correct. However, Hendrickson (1978) reports that some direct types of corrective procedures have been found to be ineffective. This research investigated a teacher's oral error treatment policy in different types of English lessons in a situation where L2 pupils study English as a subject according to an LI syllabus. The findings of this case study reveal that the teacher's manner of correction, when he decides to correct, is subtle and indirect. Rarely does he correct overtly and explicitly as his concern is to avoid hurting the error maker's feelings. He defers treatment and ignores most of the oral errors that learners make during classroom interaction. Pupil perceptions of their teacher's corrective treatments were positive although some of the pupils reported that they found his corrections confusing and intimidating at times. Most of them expressed , a wish to have their speech errors attended to explicitly, preferably by their teacher as his treatments were found to be motivational and unabrasive. Some of the pupils were opposed to peer correction for fear of ridicule. They also felt that fellow pupils did not always provide correct treatments. All the pupils in this study were of the opinion that oral error treatment is desirable because they believe that it improves their performance in English.
- Full Text:
- Date Issued: 1996
A case study of a teacher's questions in an English Second Language (ESL) classroom
- Authors: Nhlapo, Malefu
- Date: 1999
- Subjects: English language -- Study and teaching English language -- Study and teaching -- Foreign speakers -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1435 , http://hdl.handle.net/10962/d1003316
- Description: This research study seeks to explore and understand the way a Form C (the third year of high school) teacher asks questions in an English second language (ESL) classroom in a high school in Lesotho. As this is a small-scale study on a teacher’s questions in a familiar setting, an ethnographic stance was adopted. The researcher adopted the role of non-participant observer, recorded three different lesson types and took observational notes. She transcribed the lessons and used the transcription to interview both the teacher and the students. The interviews were recorded and transcribed by the researcher. She then analysed the classroom and interview data and invited the teacher to respond to the analysis she had made. The interview was also recorded and transcribed. The findings indicated that the teacher asked most questions in the three lesson types. He asked mainly lower order question. However, the nature of the questions varied according to the intentions of the teacher, even when the lesson type was the same. Although it is difficult to generalize from a small-scale study like this one, it is believed that this study has been beneficial in raising awareness about the nature and role of questions in classroom interaction, and also in raising awareness of the teacher. Consciousness raising may be essential to educators and researchers. Moreover, this research may enable educators to theorize their practice. This research demonstrates the need for teacher development. It argues that knowledge should be linked with the skills. Therefore, it proposes the need for teacher education to include an explicit focus on questioning since questions are an integral part of teaching and learning. It further proposes the need for teachers to plan their questions carefully as good questioning strategies may facilitate learning. To my knowledge, existing research on teachers’ questions has not linked the cognitive, linguistic and pedagogic functions of teachers’ questions. This study draws from literature on these three areas while acknowledging the importance of taking into account contextual issues in analysing teachers’ questions. It therefore concludes that, content, curriculum, and the teacher’s intentions and his/her ideologies cannot be ignored in the study of a teacher’s questions.
- Full Text:
- Date Issued: 1999
- Authors: Nhlapo, Malefu
- Date: 1999
- Subjects: English language -- Study and teaching English language -- Study and teaching -- Foreign speakers -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1435 , http://hdl.handle.net/10962/d1003316
- Description: This research study seeks to explore and understand the way a Form C (the third year of high school) teacher asks questions in an English second language (ESL) classroom in a high school in Lesotho. As this is a small-scale study on a teacher’s questions in a familiar setting, an ethnographic stance was adopted. The researcher adopted the role of non-participant observer, recorded three different lesson types and took observational notes. She transcribed the lessons and used the transcription to interview both the teacher and the students. The interviews were recorded and transcribed by the researcher. She then analysed the classroom and interview data and invited the teacher to respond to the analysis she had made. The interview was also recorded and transcribed. The findings indicated that the teacher asked most questions in the three lesson types. He asked mainly lower order question. However, the nature of the questions varied according to the intentions of the teacher, even when the lesson type was the same. Although it is difficult to generalize from a small-scale study like this one, it is believed that this study has been beneficial in raising awareness about the nature and role of questions in classroom interaction, and also in raising awareness of the teacher. Consciousness raising may be essential to educators and researchers. Moreover, this research may enable educators to theorize their practice. This research demonstrates the need for teacher development. It argues that knowledge should be linked with the skills. Therefore, it proposes the need for teacher education to include an explicit focus on questioning since questions are an integral part of teaching and learning. It further proposes the need for teachers to plan their questions carefully as good questioning strategies may facilitate learning. To my knowledge, existing research on teachers’ questions has not linked the cognitive, linguistic and pedagogic functions of teachers’ questions. This study draws from literature on these three areas while acknowledging the importance of taking into account contextual issues in analysing teachers’ questions. It therefore concludes that, content, curriculum, and the teacher’s intentions and his/her ideologies cannot be ignored in the study of a teacher’s questions.
- Full Text:
- Date Issued: 1999
A case study of Bigodi Wetland Sanctuary as a community driven Community-Based Natural Resource Management initiative : maintaining livelihoods and wetland health
- Authors: Gosling, Amanda Karen
- Date: 2012
- Subjects: Wetland conservation -- Uganda , Wetland ecology -- Uganda , Natural resources management areas -- Uganda , Rural development -- Uganda
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4752 , http://hdl.handle.net/10962/d1007065 , Wetland conservation -- Uganda , Wetland ecology -- Uganda , Natural resources management areas -- Uganda , Rural development -- Uganda
- Description: Community-Based Natural Resource Management (CBNRM) is considered a win-win approach to reconcile conservation with natural resource use. CBNRM aims to accomplish conservation whilst prioritising development and contributing to poverty alleviation. This study analysed the different components of a CBNRM initiative, Bigodi Wetland Sanctuary (BWS), located in western Uganda. The study was carried out by interviewing the managing committee members (n= 8) as well as local households (n= 68) regarding the manner in which the project works, and the associated benefits and constraints. The main management issues recognised were a lack of monitoring and committee cohesiveness. The information gathered through the household survey enabled the calculation of the value of local livelihood options. This was done on the premise that conservation is better accepted when land users realise the economic value of natural resources. The average annual value of household livelihoods was represented by 30% crop production, 57% natural resource use, and 13% livestock. Lastly, wetland assessments were performed using the WET-Health and WET-EcoServices methodologies from the Wetland Management Series. These assessments indicated that the impacts of local livelihoods on the wetland were currently low but potential issues could arise with the increasing human population density. Ultimately, BWS presents both environmental and social costs and benefits. With a detailed and interdisciplinary method specific recommendations of improvement can be made to reduce such costs and further reconcile the conservation of Bigodi Wetland with local natural resource use..
- Full Text:
- Date Issued: 2012
- Authors: Gosling, Amanda Karen
- Date: 2012
- Subjects: Wetland conservation -- Uganda , Wetland ecology -- Uganda , Natural resources management areas -- Uganda , Rural development -- Uganda
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4752 , http://hdl.handle.net/10962/d1007065 , Wetland conservation -- Uganda , Wetland ecology -- Uganda , Natural resources management areas -- Uganda , Rural development -- Uganda
- Description: Community-Based Natural Resource Management (CBNRM) is considered a win-win approach to reconcile conservation with natural resource use. CBNRM aims to accomplish conservation whilst prioritising development and contributing to poverty alleviation. This study analysed the different components of a CBNRM initiative, Bigodi Wetland Sanctuary (BWS), located in western Uganda. The study was carried out by interviewing the managing committee members (n= 8) as well as local households (n= 68) regarding the manner in which the project works, and the associated benefits and constraints. The main management issues recognised were a lack of monitoring and committee cohesiveness. The information gathered through the household survey enabled the calculation of the value of local livelihood options. This was done on the premise that conservation is better accepted when land users realise the economic value of natural resources. The average annual value of household livelihoods was represented by 30% crop production, 57% natural resource use, and 13% livestock. Lastly, wetland assessments were performed using the WET-Health and WET-EcoServices methodologies from the Wetland Management Series. These assessments indicated that the impacts of local livelihoods on the wetland were currently low but potential issues could arise with the increasing human population density. Ultimately, BWS presents both environmental and social costs and benefits. With a detailed and interdisciplinary method specific recommendations of improvement can be made to reduce such costs and further reconcile the conservation of Bigodi Wetland with local natural resource use..
- Full Text:
- Date Issued: 2012
A case study of corporate social investment: employing people with intellectual disabilities
- Authors: Pillay, Jayalakshmi
- Date: 2011
- Subjects: Kuyasa Special School (Grahamstown, South Africa) , Rhodes University -- Employees , Social responsibility of business -- South Africa , People with mental disabilities -- Employment -- South Africa , Employee retention -- South Africa , Industrial relations -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:733 , http://hdl.handle.net/10962/d1003853 , Kuyasa Special School (Grahamstown, South Africa) , Rhodes University -- Employees , Social responsibility of business -- South Africa , People with mental disabilities -- Employment -- South Africa , Employee retention -- South Africa , Industrial relations -- South Africa , Vocational guidance -- South Africa
- Description: This research was undertaken within the broader concept of Corporate Social Investments and how this concept is integrated within the context of staff retention and what this means for business and creating employment opportunities for people with disabilities. Illustrated through the description of CSI literature and intending to explain the link between CSI and employee retention, research questions presented as part of the outcomes for the research examines notion that there is a relationship between Corporate Social Investment and Employee Retention. Reference to the case study "Rhodes / Kuyasa Partnership" illustrates how such partnerships attempt to create opportunities for the community, the organisation, people with disabilities and employees at large. The case study was written to be used as a teaching case study in the context of Human Resources, Business Sustainability and Corporate Social Investment. The effectiveness and viability of the Kuyasa / Rhodes partnership will highlight acceptance and or non acceptance of people with disability by the non-disabled workforce. This case study will highlight CSI linkages that lead to staff retention, higher job satisfaction, lower turnover of staff, enhanced community engagement, creating opportunities that accommodate people with special needs, developing models that can be replicated in other organisations, creating additional opportunities for existing staff. Metcalf (2008:61) suggests that organisations need to ensure that the leadership and organisation culture within organisations is appropriate to engage staff with disabilities and non-disabled staff, and that their most senior managers demonstrate their commitment to develop, and help others develop, in the same way. The Kuyasa Rhodes Partnership may have started off as a Retention Strategy, however has given rise to a social initiative that can be replicated in other enabling organisations. The case study material was acquired through one on one interviews, and a focus group session on the effectiveness with the retention of such employees with intellectual disabilities, internship and mentoring issues, and as well as issues such as affirmative action, and the benefits and shortcomings of staff retention to the organisation. Key stakeholders interviewed for this case study expressed differing view -points, and in particular the benefits and shortcomings of this initiative. The Rhodes Kuyasa initiative appears to have achieved some success in enabling young adults / learners to work in a mainstream working environment by developing employment skills and life skills, and by improving their employment opportunities. Factors critical to the continuation of such initiatives included: the close involvement with both partners (Rhodes and the Kuyasa Special School), the sensitive treatment of the learners, and creating internal departmental partnerships within the Rhodes environment. A selected group of ten learners were mentored and provided with full time employment within the industrial Campus Food Services facility. Discussion that was highlighted in the case study must give consideration to a more investigative approach into overcoming the barriers of discrimination in the workplace and the major barriers to skills development. These have highlighted a number of relatively consistent themes around what were the successful and unsuccessful strategies. Integration of people with disabilities within the Rhodes University service areas has had positive effects for the disabled learner and employee workplace. People with disabilities indicated on how having mainstream employment allowed them to be independent, have a purpose in life and enhance their self worth in their communities and place of employment. Furthermore, being employed had positive repercussions on the person‘s co-workers. By demonstrating their competence, people with disabilities have had significant impact on other people‘s attitudes to disabled persons. Discussions held with the Principal of the Kuyasa Specialised School highlighted the need for crucial planning within special schools for disabled people in the area of transition from school to skills development and work. Skills development guidance is important in ensuring a choice of relevant interventions and obtaining the necessary information. Some staff expressed frustration at being with co-workers who questioned their presence and placement in the kitchen environment. Even though the disabled person was suitably placed they faced stereotypical behaviour and attitudes from their co-workers on what people with disabilities can or cannot do. Staff with intellectual disabilities commented that their co-workers see them as needing constant attention and care and not being capable of working. Some of the staff with disabilities had to work much harder to be recognised by their co-workers and supervisors. Currently few people with disabilities seem to be receiving career guidance while at school, as reflected in the case studies. One person with an intellectual disability described how the intervention of developing a comprehensive school leaving plan, which was then implemented by the school, allowed for good transition from school to Rhodes University. The role of personal factors such as life skills, personal motivation, the desire for personal achievement and a positive attitude were common themes that came out of the focus group. Initiatives to ensure that people accept themselves, their circumstances and are able to express their desires and realise their dreams are important factors. In addressing the barriers, co-worker attitudes make a big difference to how effectively the disabled person is able to participate in the training and employment. The future focus must be enabling and in line with successes and failures in the areas of employee integration in the workplace, life-skills development for people with disabilities. A clear career guidance plan should be developed for all disabled children before they leave school. This plan should include provision of adequate information on different career options and training. The negative attitudes of co-workers and supervisors should be changed by providing training support to ensure that they feel confident to meet the needs of disabled staff. Employers should be providing support and information on how to meet the needs of disabled employees. People with intellectual disabilities are an integral part of the South African population. Business and social enterprises need to have a focused inclusive strategy to integrate people with intellectual disabilities within the South African society to ensure equity and diversity awareness. Working with people with intellectual disabilities has been the focus of this research to ensure long term sustainable employment, CSI and Employment equity. Integrating Corporate Social Investment policies with Human Resources Equity policies are important factors in ensuring that people with intellectual disabilities are a fundamental focus in recruitment and retention strategies within business and social enterprises. Initiatives such as the Kuyasa / Rhodes Partnership are attempting to align to the overall objectives of incorporating people with intellectual disabilities into mainstream work, in particular, with the objective of incorporating people with disabilities in some accessible sections within the organisation. This contributes to the Rhodes University Campus Food Services becoming an example of excellence in the CSI and employee retention field. It is hoped that this teaching case study will make an important contribution to students learning about sustainable business practices, and for business focusing on employment recruitment and retention strategies to integrate people with intellectual disabilities within their organisations.
- Full Text:
- Date Issued: 2011
- Authors: Pillay, Jayalakshmi
- Date: 2011
- Subjects: Kuyasa Special School (Grahamstown, South Africa) , Rhodes University -- Employees , Social responsibility of business -- South Africa , People with mental disabilities -- Employment -- South Africa , Employee retention -- South Africa , Industrial relations -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:733 , http://hdl.handle.net/10962/d1003853 , Kuyasa Special School (Grahamstown, South Africa) , Rhodes University -- Employees , Social responsibility of business -- South Africa , People with mental disabilities -- Employment -- South Africa , Employee retention -- South Africa , Industrial relations -- South Africa , Vocational guidance -- South Africa
- Description: This research was undertaken within the broader concept of Corporate Social Investments and how this concept is integrated within the context of staff retention and what this means for business and creating employment opportunities for people with disabilities. Illustrated through the description of CSI literature and intending to explain the link between CSI and employee retention, research questions presented as part of the outcomes for the research examines notion that there is a relationship between Corporate Social Investment and Employee Retention. Reference to the case study "Rhodes / Kuyasa Partnership" illustrates how such partnerships attempt to create opportunities for the community, the organisation, people with disabilities and employees at large. The case study was written to be used as a teaching case study in the context of Human Resources, Business Sustainability and Corporate Social Investment. The effectiveness and viability of the Kuyasa / Rhodes partnership will highlight acceptance and or non acceptance of people with disability by the non-disabled workforce. This case study will highlight CSI linkages that lead to staff retention, higher job satisfaction, lower turnover of staff, enhanced community engagement, creating opportunities that accommodate people with special needs, developing models that can be replicated in other organisations, creating additional opportunities for existing staff. Metcalf (2008:61) suggests that organisations need to ensure that the leadership and organisation culture within organisations is appropriate to engage staff with disabilities and non-disabled staff, and that their most senior managers demonstrate their commitment to develop, and help others develop, in the same way. The Kuyasa Rhodes Partnership may have started off as a Retention Strategy, however has given rise to a social initiative that can be replicated in other enabling organisations. The case study material was acquired through one on one interviews, and a focus group session on the effectiveness with the retention of such employees with intellectual disabilities, internship and mentoring issues, and as well as issues such as affirmative action, and the benefits and shortcomings of staff retention to the organisation. Key stakeholders interviewed for this case study expressed differing view -points, and in particular the benefits and shortcomings of this initiative. The Rhodes Kuyasa initiative appears to have achieved some success in enabling young adults / learners to work in a mainstream working environment by developing employment skills and life skills, and by improving their employment opportunities. Factors critical to the continuation of such initiatives included: the close involvement with both partners (Rhodes and the Kuyasa Special School), the sensitive treatment of the learners, and creating internal departmental partnerships within the Rhodes environment. A selected group of ten learners were mentored and provided with full time employment within the industrial Campus Food Services facility. Discussion that was highlighted in the case study must give consideration to a more investigative approach into overcoming the barriers of discrimination in the workplace and the major barriers to skills development. These have highlighted a number of relatively consistent themes around what were the successful and unsuccessful strategies. Integration of people with disabilities within the Rhodes University service areas has had positive effects for the disabled learner and employee workplace. People with disabilities indicated on how having mainstream employment allowed them to be independent, have a purpose in life and enhance their self worth in their communities and place of employment. Furthermore, being employed had positive repercussions on the person‘s co-workers. By demonstrating their competence, people with disabilities have had significant impact on other people‘s attitudes to disabled persons. Discussions held with the Principal of the Kuyasa Specialised School highlighted the need for crucial planning within special schools for disabled people in the area of transition from school to skills development and work. Skills development guidance is important in ensuring a choice of relevant interventions and obtaining the necessary information. Some staff expressed frustration at being with co-workers who questioned their presence and placement in the kitchen environment. Even though the disabled person was suitably placed they faced stereotypical behaviour and attitudes from their co-workers on what people with disabilities can or cannot do. Staff with intellectual disabilities commented that their co-workers see them as needing constant attention and care and not being capable of working. Some of the staff with disabilities had to work much harder to be recognised by their co-workers and supervisors. Currently few people with disabilities seem to be receiving career guidance while at school, as reflected in the case studies. One person with an intellectual disability described how the intervention of developing a comprehensive school leaving plan, which was then implemented by the school, allowed for good transition from school to Rhodes University. The role of personal factors such as life skills, personal motivation, the desire for personal achievement and a positive attitude were common themes that came out of the focus group. Initiatives to ensure that people accept themselves, their circumstances and are able to express their desires and realise their dreams are important factors. In addressing the barriers, co-worker attitudes make a big difference to how effectively the disabled person is able to participate in the training and employment. The future focus must be enabling and in line with successes and failures in the areas of employee integration in the workplace, life-skills development for people with disabilities. A clear career guidance plan should be developed for all disabled children before they leave school. This plan should include provision of adequate information on different career options and training. The negative attitudes of co-workers and supervisors should be changed by providing training support to ensure that they feel confident to meet the needs of disabled staff. Employers should be providing support and information on how to meet the needs of disabled employees. People with intellectual disabilities are an integral part of the South African population. Business and social enterprises need to have a focused inclusive strategy to integrate people with intellectual disabilities within the South African society to ensure equity and diversity awareness. Working with people with intellectual disabilities has been the focus of this research to ensure long term sustainable employment, CSI and Employment equity. Integrating Corporate Social Investment policies with Human Resources Equity policies are important factors in ensuring that people with intellectual disabilities are a fundamental focus in recruitment and retention strategies within business and social enterprises. Initiatives such as the Kuyasa / Rhodes Partnership are attempting to align to the overall objectives of incorporating people with intellectual disabilities into mainstream work, in particular, with the objective of incorporating people with disabilities in some accessible sections within the organisation. This contributes to the Rhodes University Campus Food Services becoming an example of excellence in the CSI and employee retention field. It is hoped that this teaching case study will make an important contribution to students learning about sustainable business practices, and for business focusing on employment recruitment and retention strategies to integrate people with intellectual disabilities within their organisations.
- Full Text:
- Date Issued: 2011
A case study of emergent environmental pedagogical content knowledge in a Fundisa for Change teacher professional development course
- Authors: Brundrit, Susan
- Date: 2018
- Subjects: Career development -- South Africa , Environmental education -- South Africa , Teachers -- Training of --South Africa , Environmental education -- Study and teaching -- South Africa , Fundisa for Change
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/62850 , vital:28301
- Description: This study set out to explore and describe in the form of a qualitative case study, an iteration of a Fundisa for Change teacher professional development programme, in this case the Teaching Life & Living short course presented to seventeen teachers as part of their Advanced Certificate in Teaching (ACT) Senior Phase Natural Sciences, at the University of Cape Town. The focus of the research was on describing how the development of teacher environmental pedagogical content knowledge (PCK) was supported and constructed in the course. The Consensus Model of Teacher Professional Knowledge and Skill, an outcome of the 2012 PCK Summit, was used to define the concept of PCK and also contributed the concept of amplifiers and filters as processes that mediate the development of teacher PCK. The study drew on Borko’s (2004) model of a professional development system, using the elements of course, teachers, facilitators and context as an analytical framework. Data generated included a teacher contextual profile questionnaire, audio-recordings of group work, course outputs and reflection and evaluation forms. Data analysis had two phases: the first phase concentrated on the development of analytic memos based on particular data sources whereas the second phase worked across data sources to present the evidence relating to each of the professional development system elements. The study found that teachers were supported in the development of their environmental PCK by the collaborative learning opportunities afforded by the course. Emergent PCK was organised according to five components: assessment knowledge; pedagogical knowledge; content knowledge; knowledge of learners; and, curricular knowledge. Emergent teacher learning ranged in specificity from general, to subject-specific, to domain-specific, and lastly to topic-specific knowledge. Teacher beliefs and orientations, prior knowledge and contexts brought into the professional development system were described as amplifiers and filters to teacher learning of PCK. In particular there were several contextual factors that emerged as themes from the data that had potentially filtering effects. Recommendations included that facilitators create an atmosphere conducive to collaborative learning, that evidence of learner conceptual understanding be examined during the course, that teachers be exposed to in-depth examples of canonical PCK and that more modelling of formative assessment strategies are presented.
- Full Text:
- Date Issued: 2018
- Authors: Brundrit, Susan
- Date: 2018
- Subjects: Career development -- South Africa , Environmental education -- South Africa , Teachers -- Training of --South Africa , Environmental education -- Study and teaching -- South Africa , Fundisa for Change
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/62850 , vital:28301
- Description: This study set out to explore and describe in the form of a qualitative case study, an iteration of a Fundisa for Change teacher professional development programme, in this case the Teaching Life & Living short course presented to seventeen teachers as part of their Advanced Certificate in Teaching (ACT) Senior Phase Natural Sciences, at the University of Cape Town. The focus of the research was on describing how the development of teacher environmental pedagogical content knowledge (PCK) was supported and constructed in the course. The Consensus Model of Teacher Professional Knowledge and Skill, an outcome of the 2012 PCK Summit, was used to define the concept of PCK and also contributed the concept of amplifiers and filters as processes that mediate the development of teacher PCK. The study drew on Borko’s (2004) model of a professional development system, using the elements of course, teachers, facilitators and context as an analytical framework. Data generated included a teacher contextual profile questionnaire, audio-recordings of group work, course outputs and reflection and evaluation forms. Data analysis had two phases: the first phase concentrated on the development of analytic memos based on particular data sources whereas the second phase worked across data sources to present the evidence relating to each of the professional development system elements. The study found that teachers were supported in the development of their environmental PCK by the collaborative learning opportunities afforded by the course. Emergent PCK was organised according to five components: assessment knowledge; pedagogical knowledge; content knowledge; knowledge of learners; and, curricular knowledge. Emergent teacher learning ranged in specificity from general, to subject-specific, to domain-specific, and lastly to topic-specific knowledge. Teacher beliefs and orientations, prior knowledge and contexts brought into the professional development system were described as amplifiers and filters to teacher learning of PCK. In particular there were several contextual factors that emerged as themes from the data that had potentially filtering effects. Recommendations included that facilitators create an atmosphere conducive to collaborative learning, that evidence of learner conceptual understanding be examined during the course, that teachers be exposed to in-depth examples of canonical PCK and that more modelling of formative assessment strategies are presented.
- Full Text:
- Date Issued: 2018
A case study of English/Xhosa code switching as a communicative and learning resource in an English medium classroom
- Authors: Marawu, Sithembele
- Date: 1997
- Subjects: Code switching (Linguistics) -- South Africa Language and education -- South Africa Education, Bilingual -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1436 , http://hdl.handle.net/10962/d1003317
- Description: Research on code switching (CS), the use of more than one language in a single piece of discourse, has focused on various aspects of the phenomenon. For example, research has concentrated on switching that occurs between turns of interlocutors in a piece of discourse, sometimes between sentences within a single tum and sometimes within a sentence. Researchers have approached this discourse behaviour from various perspectives. For instance, some investigate the social functions of the switches, others explore the linguistic constraints on the switches. Furthermore, most of this research has examined CS in non-educational contexts. Research on classroom CS, the focus of this study, took hold in the mid 1970s. Researchers began to investigate the communicative functions of CS and the frequency with which teachers and learners used certain languages to perform different functions. Recent studies on classroom CS focus on the sequential flow of classroom discourse and "the way in which codeswitching contributes to the interactional work that teachers and learners do in bilingual classrooms" (Martin-Jones 1995:91). The approach used in these studies is the conversational analytic approach grounded in ethnographic observation. In South Africa little research has been done on classroom CS, though it makes an important contribution to the interactional work of teachers and learners in classrooms. This study explores the use of English and Xhosa in the classroom as a learning and communicative resource. Its focus is on the communicative functions of the switching behaviour of a teacher as she interacts with her pupils. In other words, this study looks at how the research subject uses English and Xhosa to get things done in the classroom. As the classroom situation observed is dominated by the teacher, this study concentrates mainly on her communicative repertoire. It does not attempt a full linguistic description of the switches made by the research subject, for example, it does not deal with linguistic constraints on CS. One of the major findings noted in this study is that the research subject does not use CS so as to avoid using English. She uses CS as a learning resource. It has also been noted that CS is used by the research subject as a contextualisation cue, for example, we noted the way it co-occurs with other contextualisation cues like nonverbal communication cues. This is in line with Martin-Jones' (1995) viewpoint that CS is not used by bilingual teachers simply to express solidarity with the learners but to negotiate and renegotiate meaning.
- Full Text:
- Date Issued: 1997
- Authors: Marawu, Sithembele
- Date: 1997
- Subjects: Code switching (Linguistics) -- South Africa Language and education -- South Africa Education, Bilingual -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1436 , http://hdl.handle.net/10962/d1003317
- Description: Research on code switching (CS), the use of more than one language in a single piece of discourse, has focused on various aspects of the phenomenon. For example, research has concentrated on switching that occurs between turns of interlocutors in a piece of discourse, sometimes between sentences within a single tum and sometimes within a sentence. Researchers have approached this discourse behaviour from various perspectives. For instance, some investigate the social functions of the switches, others explore the linguistic constraints on the switches. Furthermore, most of this research has examined CS in non-educational contexts. Research on classroom CS, the focus of this study, took hold in the mid 1970s. Researchers began to investigate the communicative functions of CS and the frequency with which teachers and learners used certain languages to perform different functions. Recent studies on classroom CS focus on the sequential flow of classroom discourse and "the way in which codeswitching contributes to the interactional work that teachers and learners do in bilingual classrooms" (Martin-Jones 1995:91). The approach used in these studies is the conversational analytic approach grounded in ethnographic observation. In South Africa little research has been done on classroom CS, though it makes an important contribution to the interactional work of teachers and learners in classrooms. This study explores the use of English and Xhosa in the classroom as a learning and communicative resource. Its focus is on the communicative functions of the switching behaviour of a teacher as she interacts with her pupils. In other words, this study looks at how the research subject uses English and Xhosa to get things done in the classroom. As the classroom situation observed is dominated by the teacher, this study concentrates mainly on her communicative repertoire. It does not attempt a full linguistic description of the switches made by the research subject, for example, it does not deal with linguistic constraints on CS. One of the major findings noted in this study is that the research subject does not use CS so as to avoid using English. She uses CS as a learning resource. It has also been noted that CS is used by the research subject as a contextualisation cue, for example, we noted the way it co-occurs with other contextualisation cues like nonverbal communication cues. This is in line with Martin-Jones' (1995) viewpoint that CS is not used by bilingual teachers simply to express solidarity with the learners but to negotiate and renegotiate meaning.
- Full Text:
- Date Issued: 1997
A case study of feedback strategies in The Open Learning Systems Trust (OLSET) Radio Learning Programmes
- Authors: Kenyon, Jennifer Berry
- Date: 1999
- Subjects: English language -- Study and teaching -- Foreign speakers , Educational broadcasting , Radio in education -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2352 , http://hdl.handle.net/10962/d1002634 , English language -- Study and teaching -- Foreign speakers , Educational broadcasting , Radio in education -- South Africa
- Description: The following is a case study of three Foundation Phase teachers' classroom practice while using the Open Learning Systems Education Trust (OLSET) Radio Learning Programmes, "English In Action" Level Two materials with their Grade Two learners. This case study describes and analyses the feedback strategies of the three teachers. The radio learning programmes have been developed to provide teachers with an effective interactive set of materials to assist their learners in the acquisition of English. These audio materials also provide teachers with opportunities to be creative and responsive to their learners' specific needs. The feedback strategies described in this study are the teachers' use of their learners' mother tongue, correction oflearner error, and use of praise and encouragement during the three Teacher-Led Activity (TLA) segments of the radio programmes. These TLAs give teachers approximately 12 minutes per lesson during which they are called on to manage the materials according to their learners' specific needs. The TLAs are specifically designed to give learners the opportunity to use and respond to English in particular contexts. This study examines three teachers' feedback to their learners in order to find out what kind of feedback has been made. An attempt has also been made to analyse the nature of the feedback. It was found, from the description and analysis of the teachers' feedback, that when teachers used their learners' mother tongue this was more often used to translate words or phrases which were part of the radio narrator's instructions to the learners and these translations were then repeated in English. Teachers corrected very few learner errors. The most common form of correction was to model the correct form and have the learners repeat this. In spite of claiming that correction of errors was important and all three teachers said they did correct their learners' errors, there was very little evidence of this practice in the sample described in this study. The use of praise and encouragement was a strategy that all three teachers claimed they practised but almost no instances of the use of praise were described. The three teachers used only the word "good" to praise any of their learners' efforts and, in fact, all three used this only twice in each of the three lessons described in this study. In terms of language learning a number of factors have been compared. Some of these include teachers' repetition oflearners' answers and their correction oflearner responses by modelling. They were also observed allowing a variety of learner response as well as ensuring a number of individual learners were able to respond. These factors appear to have enhanced the language learning in the classrooms. However, it was also observed that the teachers needed more support in order to develop more explicit strategies to use their learners' mother tongue, to praise learners and to correct learner error purposefully in their classroom practice. There is a need for guidance to be given teachers in the development and use of open-ended questions and strategies which could encourage the development of higher order language skills in their learners. These findings will influence OLSET's teacher development curriculum. It is envisaged that strategies and activities designed to provide teachers with opportunities to reflect on their own practice with regard to the feedback they provide will be incorporated into the workshops and teacher support systems provided by OLSET's teacher development team.
- Full Text:
- Date Issued: 1999
- Authors: Kenyon, Jennifer Berry
- Date: 1999
- Subjects: English language -- Study and teaching -- Foreign speakers , Educational broadcasting , Radio in education -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2352 , http://hdl.handle.net/10962/d1002634 , English language -- Study and teaching -- Foreign speakers , Educational broadcasting , Radio in education -- South Africa
- Description: The following is a case study of three Foundation Phase teachers' classroom practice while using the Open Learning Systems Education Trust (OLSET) Radio Learning Programmes, "English In Action" Level Two materials with their Grade Two learners. This case study describes and analyses the feedback strategies of the three teachers. The radio learning programmes have been developed to provide teachers with an effective interactive set of materials to assist their learners in the acquisition of English. These audio materials also provide teachers with opportunities to be creative and responsive to their learners' specific needs. The feedback strategies described in this study are the teachers' use of their learners' mother tongue, correction oflearner error, and use of praise and encouragement during the three Teacher-Led Activity (TLA) segments of the radio programmes. These TLAs give teachers approximately 12 minutes per lesson during which they are called on to manage the materials according to their learners' specific needs. The TLAs are specifically designed to give learners the opportunity to use and respond to English in particular contexts. This study examines three teachers' feedback to their learners in order to find out what kind of feedback has been made. An attempt has also been made to analyse the nature of the feedback. It was found, from the description and analysis of the teachers' feedback, that when teachers used their learners' mother tongue this was more often used to translate words or phrases which were part of the radio narrator's instructions to the learners and these translations were then repeated in English. Teachers corrected very few learner errors. The most common form of correction was to model the correct form and have the learners repeat this. In spite of claiming that correction of errors was important and all three teachers said they did correct their learners' errors, there was very little evidence of this practice in the sample described in this study. The use of praise and encouragement was a strategy that all three teachers claimed they practised but almost no instances of the use of praise were described. The three teachers used only the word "good" to praise any of their learners' efforts and, in fact, all three used this only twice in each of the three lessons described in this study. In terms of language learning a number of factors have been compared. Some of these include teachers' repetition oflearners' answers and their correction oflearner responses by modelling. They were also observed allowing a variety of learner response as well as ensuring a number of individual learners were able to respond. These factors appear to have enhanced the language learning in the classrooms. However, it was also observed that the teachers needed more support in order to develop more explicit strategies to use their learners' mother tongue, to praise learners and to correct learner error purposefully in their classroom practice. There is a need for guidance to be given teachers in the development and use of open-ended questions and strategies which could encourage the development of higher order language skills in their learners. These findings will influence OLSET's teacher development curriculum. It is envisaged that strategies and activities designed to provide teachers with opportunities to reflect on their own practice with regard to the feedback they provide will be incorporated into the workshops and teacher support systems provided by OLSET's teacher development team.
- Full Text:
- Date Issued: 1999
A case study of how a leader shaped the culture of an organisation during a post-merger integration
- Authors: Zozi, Vuyokazi
- Date: 2020
- Subjects: Corporate culture -- South Africa -- East London , Leadership -- South Africa -- East London , Organizational behavior -- South Africa -- East London , Strategic planning -- South Africa -- East London , Mission statements -- South Africa -- East London , Government accountability -- South Africa -- East London , Government corporations -- South Africa -- East London , Consolidation and merger of corporations -- South Africa -- East London , Consolidation and merger of corporations -- Management , Crisis management -- South Africa -- East London , Core competencies -- South Africa -- East London , Resource allocation -- South Africa -- East London , Personnel management -- South Africa -- East London , Communication in management -- South Africa -- East London , Qualitative research
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/146643 , vital:38544
- Description: This research took the form of a case study of the post-merger integration of a government organisation. The study had four objectives, namely to: (1) describe the cultural value of accountability; (2) analyse how strategic leadership and relational leadership roles were exercised to address post-merger integration challenges; (3) analyse how a leader applied selected primary mechanisms to shape organisational culture; (4) analyse how strategic and relational leadership complemented each other in addressing the challenges of post-merger integration and thereby shaping a culture of accountability; and (5) describe how some of the secondary articulation and reinforcing mechanisms supported the culture that was created through primary mechanisms. The literature reviewed, identified some of the critical challenges that are experienced in a post-merger integration, and highlighted the role of leadership in culture formation. The critical challenges that were identified are as follows: What is the vision and organisational purpose? How does the leader structure the organisation? What kind of culture does the leader need to create? How does the leader maintain trust and keep communication with employees? How does a leader build new core competences and develop human capital? Two leadership approaches were adopted, namely strategic and relational leadership. These two leadership approaches were selected because, based on a review of the literature, they appeared to address these post-integration challenges. The roles associated with strategic leadership that were investigated, were creating a vision and purpose for the organisation, developing core competences and developing human capital. From the perspective of relational leadership, this study was concerned with how a leader communicated through regular formal and informal dialogues to keep employees abreast of things, and how the leader built trust. In reviewing the literature linking leadership and culture, the work of Schein (2010) featured prominently. Schein (2010) referred to primary embedding mechanisms that create culture and secondary articulation and reinforcing mechanisms that reinforce or support the culture being created through the primary mechanisms. This study looked at how that happens, and hence six propositions were crafted from the literature. These propositions are as follows: (1) Formal dialogues between the leader and employees demonstrate what the leader pays attention to, measures and controls, which then clarifies what the employees are accountable for. (2) What the leader pays attention to, measures and controls during regular informal interactions between the leader and employees, contributes to strong mutual relationships between them, which promotes ownership and accountability amongst employees for their actions. (3) A leader who behaves consistently when handling critical incidents and organisational crises, is trusted by employees, who then act responsibly and take full responsibility for their actions, and even their mistakes. (4) A leader creates a vision and sense of purpose for the organisation through what he pays attention to, measures and controls, thereby clarifying for employees what they are required to do. (5) A leader who pays attention to developing the organisational core competence and allocates resources to it, instils confidence in his employees with regards to carrying out their own responsibilities. (6) A leader who develops human capital through the allocation of additional resources, thereby instilling confidence in employees who are willing and able to realise or take up their responsibilities. This research adopted a qualitative approach. Data was collected through conducting interviews and the analysis of relevant documents. A deductive thematic analysis of the data was used for the purpose of identifying, analysing and reporting patterns, or themes within the data collected. The research confirmed these propositions as being relevant to the case study. It also confirmed that strategic and relational leadership as reflected in the propositions have complemented one another in the successful implementation of the post-merger integration, thereby shaping a particular culture. It was concluded that the challenges associated with a post-merger integration could not have been addressed through only one of the leadership approaches. The findings of the study also recognised that an architectural role was also required. That is, in a merger, the structure has to be carefully designed and not taken for granted. It was therefore recognised as a critical leadership role. The study considers the implications of the findings and makes recommendations for managers of this organisation, as well as for other organisations that are engaging in a post-merger integration. It further outlines the limitations, delimitations as well as the contribution that the study has made to the body of knowledge. Some of the recommendations made for further research were to analyse how other primary mechanisms that were not part of the propositions may shape the organisational culture; and to research how architectural leadership roles combine with strategic and relational leadership to address post-merger integration challenges. Lastly, this study has explained how leadership, through various mechanisms, shaped a culture of accountability. Other studies can be done using a similar design with different theories of leadership and other mechanisms that apply to shaping other kinds of cultural values.
- Full Text:
- Date Issued: 2020
- Authors: Zozi, Vuyokazi
- Date: 2020
- Subjects: Corporate culture -- South Africa -- East London , Leadership -- South Africa -- East London , Organizational behavior -- South Africa -- East London , Strategic planning -- South Africa -- East London , Mission statements -- South Africa -- East London , Government accountability -- South Africa -- East London , Government corporations -- South Africa -- East London , Consolidation and merger of corporations -- South Africa -- East London , Consolidation and merger of corporations -- Management , Crisis management -- South Africa -- East London , Core competencies -- South Africa -- East London , Resource allocation -- South Africa -- East London , Personnel management -- South Africa -- East London , Communication in management -- South Africa -- East London , Qualitative research
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/146643 , vital:38544
- Description: This research took the form of a case study of the post-merger integration of a government organisation. The study had four objectives, namely to: (1) describe the cultural value of accountability; (2) analyse how strategic leadership and relational leadership roles were exercised to address post-merger integration challenges; (3) analyse how a leader applied selected primary mechanisms to shape organisational culture; (4) analyse how strategic and relational leadership complemented each other in addressing the challenges of post-merger integration and thereby shaping a culture of accountability; and (5) describe how some of the secondary articulation and reinforcing mechanisms supported the culture that was created through primary mechanisms. The literature reviewed, identified some of the critical challenges that are experienced in a post-merger integration, and highlighted the role of leadership in culture formation. The critical challenges that were identified are as follows: What is the vision and organisational purpose? How does the leader structure the organisation? What kind of culture does the leader need to create? How does the leader maintain trust and keep communication with employees? How does a leader build new core competences and develop human capital? Two leadership approaches were adopted, namely strategic and relational leadership. These two leadership approaches were selected because, based on a review of the literature, they appeared to address these post-integration challenges. The roles associated with strategic leadership that were investigated, were creating a vision and purpose for the organisation, developing core competences and developing human capital. From the perspective of relational leadership, this study was concerned with how a leader communicated through regular formal and informal dialogues to keep employees abreast of things, and how the leader built trust. In reviewing the literature linking leadership and culture, the work of Schein (2010) featured prominently. Schein (2010) referred to primary embedding mechanisms that create culture and secondary articulation and reinforcing mechanisms that reinforce or support the culture being created through the primary mechanisms. This study looked at how that happens, and hence six propositions were crafted from the literature. These propositions are as follows: (1) Formal dialogues between the leader and employees demonstrate what the leader pays attention to, measures and controls, which then clarifies what the employees are accountable for. (2) What the leader pays attention to, measures and controls during regular informal interactions between the leader and employees, contributes to strong mutual relationships between them, which promotes ownership and accountability amongst employees for their actions. (3) A leader who behaves consistently when handling critical incidents and organisational crises, is trusted by employees, who then act responsibly and take full responsibility for their actions, and even their mistakes. (4) A leader creates a vision and sense of purpose for the organisation through what he pays attention to, measures and controls, thereby clarifying for employees what they are required to do. (5) A leader who pays attention to developing the organisational core competence and allocates resources to it, instils confidence in his employees with regards to carrying out their own responsibilities. (6) A leader who develops human capital through the allocation of additional resources, thereby instilling confidence in employees who are willing and able to realise or take up their responsibilities. This research adopted a qualitative approach. Data was collected through conducting interviews and the analysis of relevant documents. A deductive thematic analysis of the data was used for the purpose of identifying, analysing and reporting patterns, or themes within the data collected. The research confirmed these propositions as being relevant to the case study. It also confirmed that strategic and relational leadership as reflected in the propositions have complemented one another in the successful implementation of the post-merger integration, thereby shaping a particular culture. It was concluded that the challenges associated with a post-merger integration could not have been addressed through only one of the leadership approaches. The findings of the study also recognised that an architectural role was also required. That is, in a merger, the structure has to be carefully designed and not taken for granted. It was therefore recognised as a critical leadership role. The study considers the implications of the findings and makes recommendations for managers of this organisation, as well as for other organisations that are engaging in a post-merger integration. It further outlines the limitations, delimitations as well as the contribution that the study has made to the body of knowledge. Some of the recommendations made for further research were to analyse how other primary mechanisms that were not part of the propositions may shape the organisational culture; and to research how architectural leadership roles combine with strategic and relational leadership to address post-merger integration challenges. Lastly, this study has explained how leadership, through various mechanisms, shaped a culture of accountability. Other studies can be done using a similar design with different theories of leadership and other mechanisms that apply to shaping other kinds of cultural values.
- Full Text:
- Date Issued: 2020
A case study of input and classroom interaction in a multilingual chemistry class at the Port Elizabeth Technikon
- Authors: Potgieter, Sally
- Date: 1996
- Subjects: Interaction analysis in education Teacher-student relationships Language and languages -- Study and teaching Multicultural education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1437 , http://hdl.handle.net/10962/d1003318
- Description: This study examines input and interactional modifications in a multilingual chemistry class at the Port Elizabeth Technikon. The investigation constituted observing lectures presented in chemistry and analysing the data so obtained within a framework developed from a study of current theories on the relationship between language and cognition and the role of input. It was further informed by data gathered from interviews with the lecturer, questionnaires administered to the students and separate focus group discussions with first language and second language speakers of English. The conclusion is that the lecturer's interactional and input modifications make the subject content accessible to both first language and second language learners. I have made suggestions for future research in this area in the belief that the data gathered in this case study offers some useful pointers for the retraining of teachers of multilingual classes in a tertiary context.
- Full Text:
- Date Issued: 1996
- Authors: Potgieter, Sally
- Date: 1996
- Subjects: Interaction analysis in education Teacher-student relationships Language and languages -- Study and teaching Multicultural education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1437 , http://hdl.handle.net/10962/d1003318
- Description: This study examines input and interactional modifications in a multilingual chemistry class at the Port Elizabeth Technikon. The investigation constituted observing lectures presented in chemistry and analysing the data so obtained within a framework developed from a study of current theories on the relationship between language and cognition and the role of input. It was further informed by data gathered from interviews with the lecturer, questionnaires administered to the students and separate focus group discussions with first language and second language speakers of English. The conclusion is that the lecturer's interactional and input modifications make the subject content accessible to both first language and second language learners. I have made suggestions for future research in this area in the belief that the data gathered in this case study offers some useful pointers for the retraining of teachers of multilingual classes in a tertiary context.
- Full Text:
- Date Issued: 1996
A case study of multigrade teaching in Canada: implications for South Africa
- Authors: Muthayan, Saloshini
- Date: 2000
- Subjects: Combination of grades -- South Africa Combination of grades -- Canada Education, Elementary -- South Africa Education, Elementary -- Canada Combination of grades
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1438 , http://hdl.handle.net/10962/d1003319
- Description: This study examines multigrade teaching in selected schools in Canada and its implications for improving multigrade teaching in South Africa, where over 50 % of primary schools are multigrade and the teachers have not received preparation in multigrade teaching. The case study method was adopted because it allowed for 'an intensive, holistic description and analysis' of the multigrade classroom. The approach is interpretivist, based on the assumption that social phenomena are 'socially constituted' and 'valuationally based'. Research techniques included a literature review, interviews and observations. Four classrooms with grade combinations ranging from two grades to eight grades (Kindergarten to grade 7) were studied. Despite problems such as the lack of official recognition, inadequate teacher education and support - problems common to both Canada and South Africa - the Canadian teachers managed their classrooms effectively. This was indicated by their understanding of the children's needs, their integration of the curriculum for teaching across the grades and the learning areas, their use of effective instructional strategies and their involyement of parents in the classroom. A reason for their success may be that their teacher education includes child-centred, activity based approaches, integration of the curriculum, critical thinking, flexibility and effective instructional strategies, which they may adapt for effective multigrade teaching. The study found that successful multigrade teaching depended on the teacher. For South Africa, this may imply that intervention programmes should focus on relevant preparation and support for multigrade teachers. The emphasis on material resources in the implementation of Curriculum 2005 has not been balanced with adequate training on policy, curriculum and instructional strategies. Teacher education should include methodologies that are experiential, reflective and participatory. A variety of instructional strategies should be employed in the multigrade classroom. The respondents in the study believed further that multigrade teaching is more beneficial than single-grade teaching because it caters for the diversity of needs amongst children and allows for peer tutoring, thereby exploiting Vygotsky's theory of the 'zone of proximal development'. Thus, instead of viewing multigrade teaching as a temporary phenomenon, it should be viewed as an opportunity for improving school effectiveness.
- Full Text:
- Date Issued: 2000
- Authors: Muthayan, Saloshini
- Date: 2000
- Subjects: Combination of grades -- South Africa Combination of grades -- Canada Education, Elementary -- South Africa Education, Elementary -- Canada Combination of grades
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1438 , http://hdl.handle.net/10962/d1003319
- Description: This study examines multigrade teaching in selected schools in Canada and its implications for improving multigrade teaching in South Africa, where over 50 % of primary schools are multigrade and the teachers have not received preparation in multigrade teaching. The case study method was adopted because it allowed for 'an intensive, holistic description and analysis' of the multigrade classroom. The approach is interpretivist, based on the assumption that social phenomena are 'socially constituted' and 'valuationally based'. Research techniques included a literature review, interviews and observations. Four classrooms with grade combinations ranging from two grades to eight grades (Kindergarten to grade 7) were studied. Despite problems such as the lack of official recognition, inadequate teacher education and support - problems common to both Canada and South Africa - the Canadian teachers managed their classrooms effectively. This was indicated by their understanding of the children's needs, their integration of the curriculum for teaching across the grades and the learning areas, their use of effective instructional strategies and their involyement of parents in the classroom. A reason for their success may be that their teacher education includes child-centred, activity based approaches, integration of the curriculum, critical thinking, flexibility and effective instructional strategies, which they may adapt for effective multigrade teaching. The study found that successful multigrade teaching depended on the teacher. For South Africa, this may imply that intervention programmes should focus on relevant preparation and support for multigrade teachers. The emphasis on material resources in the implementation of Curriculum 2005 has not been balanced with adequate training on policy, curriculum and instructional strategies. Teacher education should include methodologies that are experiential, reflective and participatory. A variety of instructional strategies should be employed in the multigrade classroom. The respondents in the study believed further that multigrade teaching is more beneficial than single-grade teaching because it caters for the diversity of needs amongst children and allows for peer tutoring, thereby exploiting Vygotsky's theory of the 'zone of proximal development'. Thus, instead of viewing multigrade teaching as a temporary phenomenon, it should be viewed as an opportunity for improving school effectiveness.
- Full Text:
- Date Issued: 2000
A case study of narcissistic pathology : an object relations perspective
- Authors: Ivey, Gavin William
- Date: 1989
- Subjects: Narcissism Narcissism -- Treatment
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3188 , http://hdl.handle.net/10962/d1008453
- Description: The case-study method of psychological research was applied to the brief psychodynamic therapy of a narcissistically disordered female patient. The aim of this research was to explore, clarify and explain certain diagnostic and psychodynamic anomalies to emerge in the course of treatment, using a conceptual framework derived from select psychoanalytic object relations theorists in the area of narcissistic pathology. The author, discovering that there was no diagnostic or explanatory object relations model adequate to the therapeutic data, formulated his own diagnostic category narcissistic neurosis and an eclectic object relations model in order to explain the anomolous research findings. Narcissistic neurosis was defined as a form of psychopathology in which a primarily neurotic character structure presents with a distinctly narcissistic profile. The narcissistic false self-structure serves the functional purpose of protecting the psyche from a repressed negative self-representation derived from a destructive bipolar self-object introject. The primary etiological factor to emerge was that of a narcissistic mother conditional affection and self-object target child necessitated adaptive whose insensitivity, relationship with the premature self-sufficiency and the defensive emergence of a narcissistic surface self-representation. It was proposed that narcissistic neurosis and narcissistic personality disorder are two discrete forms of pathology differing in terms of severity, psychodynamics, defensive structure, mode of object relating, therapeutic accessibility and prognosis. Assessment criteria were proposed in order to differentiate the two areas of narcissistic pathology and assess suitability for psychotherapeutic treatment. Positive treatment results in this case-study suggest that narcissistic neuroses may receive long-term benefit from short-term psychodynamic therapy.
- Full Text:
- Date Issued: 1989
- Authors: Ivey, Gavin William
- Date: 1989
- Subjects: Narcissism Narcissism -- Treatment
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3188 , http://hdl.handle.net/10962/d1008453
- Description: The case-study method of psychological research was applied to the brief psychodynamic therapy of a narcissistically disordered female patient. The aim of this research was to explore, clarify and explain certain diagnostic and psychodynamic anomalies to emerge in the course of treatment, using a conceptual framework derived from select psychoanalytic object relations theorists in the area of narcissistic pathology. The author, discovering that there was no diagnostic or explanatory object relations model adequate to the therapeutic data, formulated his own diagnostic category narcissistic neurosis and an eclectic object relations model in order to explain the anomolous research findings. Narcissistic neurosis was defined as a form of psychopathology in which a primarily neurotic character structure presents with a distinctly narcissistic profile. The narcissistic false self-structure serves the functional purpose of protecting the psyche from a repressed negative self-representation derived from a destructive bipolar self-object introject. The primary etiological factor to emerge was that of a narcissistic mother conditional affection and self-object target child necessitated adaptive whose insensitivity, relationship with the premature self-sufficiency and the defensive emergence of a narcissistic surface self-representation. It was proposed that narcissistic neurosis and narcissistic personality disorder are two discrete forms of pathology differing in terms of severity, psychodynamics, defensive structure, mode of object relating, therapeutic accessibility and prognosis. Assessment criteria were proposed in order to differentiate the two areas of narcissistic pathology and assess suitability for psychotherapeutic treatment. Positive treatment results in this case-study suggest that narcissistic neuroses may receive long-term benefit from short-term psychodynamic therapy.
- Full Text:
- Date Issued: 1989
A case study of oral linguistic error-treatment in second language classrooms where English is the medium of instruction
- Authors: Mntambo, Nomawabo
- Date: 1995
- Subjects: Second language acquisition Language and languages -- Study and teaching English language -- Errors of usage
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1439 , http://hdl.handle.net/10962/d1003320
- Description: One of the issues that have been debated at length in second language acquisition research circles is that of error-feedback and its desirability. Although there is as yet no conclusive evidence concerning its effectiveness in contributing towards the acquisition of a second language, a number of studies that have been conducted bear evidence to its desirability in L2 classrooms. This research then, was concerned with the way teachers of content subjects reacted to their learners' linguistically erroneous responses during oral interaction in their classes. The participants were four teachers who, with their pupils, are second language speakers of English . Three of these were content subject teachers while the fourth one teaches English. The data was collected from a class of Std 5 pupils in a rural school in the Eastern Cape where the lessons of these teachers were observed and audio-taped. Subsequently some of them were transcribed and analysed. The analysis of the data revealed that teachers in content subject classes, who teach through the medium of English showed more concern for content than for linguistic errors despite the fact that they are expected to extend the pupils' chances of second language acquisition.
- Full Text:
- Date Issued: 1995
- Authors: Mntambo, Nomawabo
- Date: 1995
- Subjects: Second language acquisition Language and languages -- Study and teaching English language -- Errors of usage
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1439 , http://hdl.handle.net/10962/d1003320
- Description: One of the issues that have been debated at length in second language acquisition research circles is that of error-feedback and its desirability. Although there is as yet no conclusive evidence concerning its effectiveness in contributing towards the acquisition of a second language, a number of studies that have been conducted bear evidence to its desirability in L2 classrooms. This research then, was concerned with the way teachers of content subjects reacted to their learners' linguistically erroneous responses during oral interaction in their classes. The participants were four teachers who, with their pupils, are second language speakers of English . Three of these were content subject teachers while the fourth one teaches English. The data was collected from a class of Std 5 pupils in a rural school in the Eastern Cape where the lessons of these teachers were observed and audio-taped. Subsequently some of them were transcribed and analysed. The analysis of the data revealed that teachers in content subject classes, who teach through the medium of English showed more concern for content than for linguistic errors despite the fact that they are expected to extend the pupils' chances of second language acquisition.
- Full Text:
- Date Issued: 1995
A case study of organisational change in an employee wellness company and its effects on job satisfaction and organisational climate
- Authors: Kassiem, Wahib
- Date: 2015
- Subjects: Organizational change -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:844 , http://hdl.handle.net/10962/d1016404
- Description: The modern era has brought the phenomenon of organisational change closer to the average person. With the recent financial crisis placing more strain on businesses, organisations are always under pressure to review their business models in order to deliver a sustainable operational model and as result, hopefully a sustainable competitive advantage. In order to remain competitive, the leadership team has to constantly seek ways of differentiating their organisations from others with similar product offerings. When these changes are initiated, there is no doubt that the leadership gave extensive thought prior to execution. However, their motives are not always clear to their most important constitution, their employees. Often when these changes are implemented, employees believe that they’ve been left out of the decision making process. Furthermore, post change review with employees are also not given enough thought and are often not done. This research used qualitative research methods to establish how employees experience job satisfaction and organisational climate subsequent to changes that transpired within their work environment. Semi-structured interviews and document analysis were used to collect data. The interviews were constructed by expanding upon well-documented quantitative dimensions of these behavioural variables. Questions were developed focusing on these dimensions in line with the changes experienced. The sample consisted of nine employees at an employee wellness organisation in Roodepoort, Gauteng. There is evidence to show that in this short period of two years (May 2012 to June 2014), by implementing various changes, the new leadership has improved the financial viability of the organisation. However, insights from the interviews point to a number of areas where the leadership and management structures have to exert more effort. Communication processes have to be reviewed, especially to lower levels. As there exists limited opportunities for promotion, investigations into expanding existing roles, again at the lower levels may assist in raising job satisfaction levels. Employees felt that support structures are severely lacking when significant changes affecting them are implemented. A climate for innovation and risk taking has to be considered which, if instituted, could aid the organisation in setting the pace for the organisational wellness industry. The structure adopted for this research consists of three sections. Section one follows the evaluation report format, with the literature review and research methodology sections following thereafter. By making use of established literature as a basis, the findings and recommendations are therefore not exclusively applicable to this organisation. Hence other organisations intending similar change initiatives could benefit from this research.
- Full Text:
- Date Issued: 2015
- Authors: Kassiem, Wahib
- Date: 2015
- Subjects: Organizational change -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:844 , http://hdl.handle.net/10962/d1016404
- Description: The modern era has brought the phenomenon of organisational change closer to the average person. With the recent financial crisis placing more strain on businesses, organisations are always under pressure to review their business models in order to deliver a sustainable operational model and as result, hopefully a sustainable competitive advantage. In order to remain competitive, the leadership team has to constantly seek ways of differentiating their organisations from others with similar product offerings. When these changes are initiated, there is no doubt that the leadership gave extensive thought prior to execution. However, their motives are not always clear to their most important constitution, their employees. Often when these changes are implemented, employees believe that they’ve been left out of the decision making process. Furthermore, post change review with employees are also not given enough thought and are often not done. This research used qualitative research methods to establish how employees experience job satisfaction and organisational climate subsequent to changes that transpired within their work environment. Semi-structured interviews and document analysis were used to collect data. The interviews were constructed by expanding upon well-documented quantitative dimensions of these behavioural variables. Questions were developed focusing on these dimensions in line with the changes experienced. The sample consisted of nine employees at an employee wellness organisation in Roodepoort, Gauteng. There is evidence to show that in this short period of two years (May 2012 to June 2014), by implementing various changes, the new leadership has improved the financial viability of the organisation. However, insights from the interviews point to a number of areas where the leadership and management structures have to exert more effort. Communication processes have to be reviewed, especially to lower levels. As there exists limited opportunities for promotion, investigations into expanding existing roles, again at the lower levels may assist in raising job satisfaction levels. Employees felt that support structures are severely lacking when significant changes affecting them are implemented. A climate for innovation and risk taking has to be considered which, if instituted, could aid the organisation in setting the pace for the organisational wellness industry. The structure adopted for this research consists of three sections. Section one follows the evaluation report format, with the literature review and research methodology sections following thereafter. By making use of established literature as a basis, the findings and recommendations are therefore not exclusively applicable to this organisation. Hence other organisations intending similar change initiatives could benefit from this research.
- Full Text:
- Date Issued: 2015