The effects of different cultural backgrounds on teamwork on construction site
- Authors: Khumalo, J. , Thwala, Wellington Didibhuku
- Date: 2009
- Subjects: Cultural diversity , Teams in the workplace , Project teams , Construction industry
- Type: Article
- Identifier: uj:6215 , ISBN 978-0620-44689-1 , http://hdl.handle.net/10210/5305
- Description: The intent of this research is to investigate the impact of different cultural backgrounds on construction teams. Human relations have an important role in the productivity and rate of disputes of a project team when there is a good relationship between the team members, the team may be more effective in achieving the planned goals.
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Taal-en kultuurdiversiteit in hoër onderwys: struikelblok of geleentheid?
- Authors: Henning, Elizabeth
- Date: 2008-11-12T08:43:27Z
- Subjects: Higher education - Theory , Cultural diversity , Educational linguistics , Cognitive anthropology in higher education
- Type: Inaugural
- Identifier: uj:14922 , http://hdl.handle.net/10210/1630
- Description: Inaugural lecture--Department of Curriculum Studies, Rand Afrikaans University, 6 May 1998
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Promoting awareness of diverse cultures through social development as a learning outcome in life orientation among grade 7 learners
- Authors: Feldman, Kevin Noel
- Date: 2012-08-27
- Subjects: Cultural diversity , Cultural awareness - Study and teaching , Cultural pluralism - Study and teaching , Social skills - Study and teaching
- Type: Thesis
- Identifier: uj:3257 , http://hdl.handle.net/10210/6665
- Description: M.Ed. , The end of apartheid also marked the end of a segregated schooling system in South Africa and the new challenge of orientating learners to interact across cultural barriers, in keeping with the Constitution’s promotion of respect for diverse cultures. The Learning Area of Life Orientation, introduced to schools under the new dispensation, provides a real opportunity for them to promote cultural diversity within the classroom. In this investigation, the researcher used qualitative research methods to explore how learners at a primary school perceived cultural diversity. Interviews were conducted to explore their views on interactions across cultural groups and the way cultural diversity could be promoted in the classroom through Life Orientation as a Learning Area. Learners were also observed in the classroom and on the playground. The findings indicate that ethnicity is still a defining factor in schools and that learners often confused race and culture. Learners demonstrated an awareness of difference within their school, which they grouped according to race rather than culture. They indicated that their interactions with different groups resulted in both negative and positive experiences, with differences in languages emerging as the most commonly recognised. They also believed that the majority of their teachers were actively promoting a respect for cultural diversity. However, observations of learners revealed that they preferred to group themselves according to gender rather than culture or race, and while most groups were exclusively male or exclusively female all but three contained a mixture of cultural groups. Learners also proposed a variety of suggestions as to how cultural diversity could be promoted in the Life Orientation class room. From the findings it is clear that the Life Orientation Learning Area offers a realistic opportunity to promote cultural diversity in schools. There also appears to be a need to create an awareness of the difference between race and culture, so that learners can move beyond the narrow confines of apartheid classifications. If learners and teachers are encouraged to promote a respect for cultural diversity at school level, it must eventually permeate societal thinking.
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Geographical diversity and students’ housing satisfaction in South Africa
- Authors: Aigbavboa, Clinton O.
- Date: 2015
- Subjects: Student housing , Student satisfaction , Cultural diversity
- Language: English
- Type: Conference proceeding
- Identifier: http://hdl.handle.net/10210/92515 , uj:20237 , Citation: Aigbavboa, C.O. 2015. Geographical diversity and students’ housing satisfaction in South Africa. Socioeconomica, 4(8):449-460
- Description: Abstract: This article examines how students’ geographical background influences their satisfaction with university hall of residence. The reason for this study is bore out of the fact that the diversity of geographical background is a major issue in post-apartheid South Africa as most students’ comes from diverse background. Moreover, few studies have been conducted to explore relationships between cultural differences and the housing satisfaction of university students in South Africa. The primary data for the study was collected through a structured questionnaire survey distributed to a sample of 60 occupants’ from a female hall of residence at the Doornfontein campuses of the University of Johannesburg. The findings from the survey revealed that 26.67% of the students reside in urban areas while 73.33% of the students reside in rural areas, township and informal settlement. Further findings revealed that the urban students were less satisfied with specific features in the hall of residence while student’s who reside in the rural area, ‘location’ and informal settlement were more satisfied. However a unified finding in the study revealed that students’ from different geographical background were satisfied with the neighbourhood facilities. Diversity of geographical classification is a major issue in many societies as no society is mono-ethnic. Hence there is a need to determine the influence of geographical diversity in students housing so that universities can better serve students’ needs.
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