The perception of the glass ceiling phenomenon
- Authors: Pillay, Pamela
- Date: 2012-08-20
- Subjects: Sex discrimination against women
- Type: Thesis
- Identifier: uj:2841 , http://hdl.handle.net/10210/6276
- Description: M.B.A. , Barriers that hinder career advancement of women are both complex and varied. They have become top priority for organizations and the government. The "glass ceiling" is a term that symbolizes a variety of barriers that prevent individuals from advancing up the corporate hierarchy. Although many women hold management positions, few have made the breakthrough to toplevel positions. To determine what conditions are required for women to break the glass ceiling and attain management positions, an exploratory study was conducted to investigate the perceptions of the glass ceiling phenomenon amongst both males and female managers and what the implications of these perceptions are for change strategies targeted at including women in high level managerial positions. The research was limited to 48 respondents, all of different managerial levels and the responses indicated that both men and females agree that there are obstacles impeding the progress of women to higher managerial levels. However, a comparison in terms of perceptions of the various race groups was not established. There seems to be a change in focus by organizations in terms of their change management processes and of including females in management levels. Organizations are focusing on developing females to attain the various management positions available. However, despite the changes, some males have a nonchalant attitude towards assisting women attain higher managerial positions. Women have to get out of their mould and break through the obstacles of the glass ceiling in order to become victors in the corporate world
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- Authors: Pillay, Pamela
- Date: 2012-08-20
- Subjects: Sex discrimination against women
- Type: Thesis
- Identifier: uj:2841 , http://hdl.handle.net/10210/6276
- Description: M.B.A. , Barriers that hinder career advancement of women are both complex and varied. They have become top priority for organizations and the government. The "glass ceiling" is a term that symbolizes a variety of barriers that prevent individuals from advancing up the corporate hierarchy. Although many women hold management positions, few have made the breakthrough to toplevel positions. To determine what conditions are required for women to break the glass ceiling and attain management positions, an exploratory study was conducted to investigate the perceptions of the glass ceiling phenomenon amongst both males and female managers and what the implications of these perceptions are for change strategies targeted at including women in high level managerial positions. The research was limited to 48 respondents, all of different managerial levels and the responses indicated that both men and females agree that there are obstacles impeding the progress of women to higher managerial levels. However, a comparison in terms of perceptions of the various race groups was not established. There seems to be a change in focus by organizations in terms of their change management processes and of including females in management levels. Organizations are focusing on developing females to attain the various management positions available. However, despite the changes, some males have a nonchalant attitude towards assisting women attain higher managerial positions. Women have to get out of their mould and break through the obstacles of the glass ceiling in order to become victors in the corporate world
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The relationship between learning approach, motivation and teaching approach
- Authors: Pillay, Pamela
- Date: 2014-03-11
- Subjects: College students - Attitudes - Research , Motivation in education - Case studies
- Type: Thesis
- Identifier: uj:4268 , http://hdl.handle.net/10210/9624
- Description: M.Tech. (Education) , Students of human anatomy at the University of Johannesburg (UJ), seem unable to appreciate the relevance of human anatomy as a basic science and the role it will play in their future clinical practice. They complain about the 'massive volume' of learning material, the need to memorise copious amounts of factual information, the insufficient time allocation for the learning content, and the difficulty of the subject. These complaints led the teachers to take corrective measures, however with limited success. It was therefore decided to undertake this study to investigate the learning approaches students adopt and the possible influence that learner motivation and teaching approaches may have on them, as it seemed that the learners' lack of appreciation may be related to the way they approach their studying of anatomy. The main research question that directed the study was "What is/are the possible relationship(s) between student motivation, teaching approaches and learning approaches of the second-year Anatomy Chiropractic and Homoeopathy students and teachers?" In answering the research question my objectives were to explore the students' and teachers' perceptions about their learning and teaching respectively. In order to reach the objectives, a qualitative research approach was adopted for the study as I wanted to explore the lived experiences of participants and gain information rich data of the naturally occurring situation. I purposively chose seven learners and three teachers as the sample to be interviewed. Data was collected by individual interviews about the views students and teachers had about their learning approaches and teaching approaches, respectively. In addition, I asked students about their motivation towards their studies. The data was analysed using qualitative content analysis and was coded and categorised to develop themes from the transcribed interviews. Some of the findings revealed that student learning approaches were informed by memorisation, searching for meaning of learning material, assessment, time, task requirement and workload in Anatomy. A further finding of the study was that students were motivated by ambition, application of knowledge, passing assessments and workload in the Anatomy course. Students were found to be lacking motivation towards their studies. It was further established that the leaching approaches for Anatomy were focused on assisting students and encouraging meaningful learning. Finally, I found that intrinsic motivation led students 10 adopt a deep learning approach while extrinsic motivation led them to surface learning approach when studying Anatomy.
- Full Text:
- Authors: Pillay, Pamela
- Date: 2014-03-11
- Subjects: College students - Attitudes - Research , Motivation in education - Case studies
- Type: Thesis
- Identifier: uj:4268 , http://hdl.handle.net/10210/9624
- Description: M.Tech. (Education) , Students of human anatomy at the University of Johannesburg (UJ), seem unable to appreciate the relevance of human anatomy as a basic science and the role it will play in their future clinical practice. They complain about the 'massive volume' of learning material, the need to memorise copious amounts of factual information, the insufficient time allocation for the learning content, and the difficulty of the subject. These complaints led the teachers to take corrective measures, however with limited success. It was therefore decided to undertake this study to investigate the learning approaches students adopt and the possible influence that learner motivation and teaching approaches may have on them, as it seemed that the learners' lack of appreciation may be related to the way they approach their studying of anatomy. The main research question that directed the study was "What is/are the possible relationship(s) between student motivation, teaching approaches and learning approaches of the second-year Anatomy Chiropractic and Homoeopathy students and teachers?" In answering the research question my objectives were to explore the students' and teachers' perceptions about their learning and teaching respectively. In order to reach the objectives, a qualitative research approach was adopted for the study as I wanted to explore the lived experiences of participants and gain information rich data of the naturally occurring situation. I purposively chose seven learners and three teachers as the sample to be interviewed. Data was collected by individual interviews about the views students and teachers had about their learning approaches and teaching approaches, respectively. In addition, I asked students about their motivation towards their studies. The data was analysed using qualitative content analysis and was coded and categorised to develop themes from the transcribed interviews. Some of the findings revealed that student learning approaches were informed by memorisation, searching for meaning of learning material, assessment, time, task requirement and workload in Anatomy. A further finding of the study was that students were motivated by ambition, application of knowledge, passing assessments and workload in the Anatomy course. Students were found to be lacking motivation towards their studies. It was further established that the leaching approaches for Anatomy were focused on assisting students and encouraging meaningful learning. Finally, I found that intrinsic motivation led students 10 adopt a deep learning approach while extrinsic motivation led them to surface learning approach when studying Anatomy.
- Full Text:
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