Abstract
M.Tech. (Education)
The Technikon Witwatersrand (TWR) has lived through the legislative and
socio-political changes occasioned by post-Apartheid South Africa. The
institution has changed in terms of its demographics from being largely
monocultural to being multicultural. A multicultural teachingllearning
environment requires educators to be sensitive to cultural diversity and adapt
their teaching styles to the needs of the culturally diverse learners. A previous
internal report, conducted with a 100 strong focus group, had found many
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educators lacking in professional and attitudinal competencies.
The study attempts to assess whether lecturers of the TWR Faculty of
Business Management deem themselves to be culturally sensitive, whether
they perceive themselves to have cultural knowledge and competence and
whether this translates into their praxis. The study further examines whether
the lWR Academic Development Unit has the requisite policies in place for
both the personal and professional development of the academic staff of the
TWR, with particular reference to cultural sensitivity.
Both a qualitative and a quantitative approach are used in the research
design. An exploratory group interaction and a self-designed questionnaire
administered to a sample of academics are the main means of data collection.
The data gathered reveals that there does not seem to be an attitudinal
problem- and that educators are trying hard to adapt to the multicultural
teachingllearning environment without much institutional support. The
educators claim to have adapted their language usage, teaching methodology
and course material to the culturally diverse learner population, though the
data on this aspect is inconclusive. The study deals largely with perceptions,
which, by their nature are difficult to verify. Recommendations are made to
improve academic success through personal and professional development of
the academic staff with particular emphasis on cultural sensitivity training.