Enhancing the pedagogical practice of South African physical sciences teachers in inquiry based teaching through empowerment evaluation
- Authors: Rudzirai, Clive Tichaidzana
- Date: 2019
- Subjects: Physical sciences - Study and teaching , Career development , Science teachers
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/401894 , uj:33609
- Description: Abstract : The purpose of this study was to capture, portray and develop the pedagogical practice of Physical Sciences teachers in inquiry-based teaching using an empowerment evaluation approach. This mixed methods design study is a multiple case study in inquiry-based teaching of three Physical Sciences teachers in South Africa. This research intended to help answer the question: How can an empowerment evaluation approach influence and shift the practice of Physical Sciences teachers towards an inquiry-based pedagogy? The objectives of the study were: (a) to establish the current pedagogical practice of South African Physical Sciences teachers in inquiry-based teaching, (b) to determine the challenges experienced by Physical Sciences teachers in implementing an inquiry-based teaching approach, and (c) to examine shifts in the pedagogical practices of Physical Sciences teachers in inquiry-based teaching using an empowerment evaluation approach. The data collection methods were semi-structured interviews, classroom observations and the Pedagogy of Science Teaching Test - Physical Sciences (POSTT-PS) instrument. Baseline results from the first phase of the study revealed that teachers in township schools practiced predominantly structured investigations when doing practical work. Another finding in this phase was that teachers prioritize the data collection phase in inquiry over other stages during their inquiry-based teaching. The research revealed that inquiry-based teaching in township schools is hampered by a lack of resources, unprepared learners, insufficient time and the pressure of summative assessments. The teachers were eager to shift their pedagogical practice to that of inquiry. In phases two and three, an empowerment evaluation approach was applied to support teachers in shifting their practices towards inquiry-based teaching. Empowerment evaluation is the use of evaluation concepts, techniques, and findings to foster improvement and self-determination (Fetterman, 2001:3). It focuses on helping people help themselves and improve through self-evaluation and reflection. The use of self-evaluation as a means of assisting teachers to improve their pedagogical practices provides a non-threatening environment for reflection and experimentation. Empowerment evaluation allows the participating teachers to craft a solution to their local challenges. Over a longitudinal period, the study revealed shifts in each of the following teacher practices:.. , Ph.D. (Education)
- Full Text:
- Authors: Rudzirai, Clive Tichaidzana
- Date: 2019
- Subjects: Physical sciences - Study and teaching , Career development , Science teachers
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/401894 , uj:33609
- Description: Abstract : The purpose of this study was to capture, portray and develop the pedagogical practice of Physical Sciences teachers in inquiry-based teaching using an empowerment evaluation approach. This mixed methods design study is a multiple case study in inquiry-based teaching of three Physical Sciences teachers in South Africa. This research intended to help answer the question: How can an empowerment evaluation approach influence and shift the practice of Physical Sciences teachers towards an inquiry-based pedagogy? The objectives of the study were: (a) to establish the current pedagogical practice of South African Physical Sciences teachers in inquiry-based teaching, (b) to determine the challenges experienced by Physical Sciences teachers in implementing an inquiry-based teaching approach, and (c) to examine shifts in the pedagogical practices of Physical Sciences teachers in inquiry-based teaching using an empowerment evaluation approach. The data collection methods were semi-structured interviews, classroom observations and the Pedagogy of Science Teaching Test - Physical Sciences (POSTT-PS) instrument. Baseline results from the first phase of the study revealed that teachers in township schools practiced predominantly structured investigations when doing practical work. Another finding in this phase was that teachers prioritize the data collection phase in inquiry over other stages during their inquiry-based teaching. The research revealed that inquiry-based teaching in township schools is hampered by a lack of resources, unprepared learners, insufficient time and the pressure of summative assessments. The teachers were eager to shift their pedagogical practice to that of inquiry. In phases two and three, an empowerment evaluation approach was applied to support teachers in shifting their practices towards inquiry-based teaching. Empowerment evaluation is the use of evaluation concepts, techniques, and findings to foster improvement and self-determination (Fetterman, 2001:3). It focuses on helping people help themselves and improve through self-evaluation and reflection. The use of self-evaluation as a means of assisting teachers to improve their pedagogical practices provides a non-threatening environment for reflection and experimentation. Empowerment evaluation allows the participating teachers to craft a solution to their local challenges. Over a longitudinal period, the study revealed shifts in each of the following teacher practices:.. , Ph.D. (Education)
- Full Text:
Senior female academics’ experiences of mentoring aspirant colleagues’ career progression : the accelerated academic mentoring programme
- Authors: Sibiya, Julie Pansy
- Date: 2019
- Subjects: Mentoring in education , Women in higher education , Career development , Vocational guidance
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/402023 , uj:33625
- Description: Abstract : There has been worldwide concern about the under-representation of women in senior leadership positions in most industries. Globally, higher education has been historically for the privileged societies and a world dominated by men. The need to advance more women leaders in higher education and throughout the workforce is thus important. In a bid to promote and accelerate career progression of fellow aspirant female colleagues and in order to bridge the gap that exists between men and women in senior leadership positions, the University of Johannesburg has been implementing the Accelerated Academic Mentoring Programme (AAMP). This study focused on senior female academics’ experiences of mentoring aspirant female colleagues’ career progression within the University of Johannesburg’s AAMP. The aim of the study was to explore how senior female academics mentor aspirant female colleagues’ career progression at UJ, to understand their experiences and explore the value of senior female academics mentoring aspirant female colleagues’ career progression. The theoretical framework that underpinned the study was transformative educational leadership. This study adopted a transformative research paradigm. A qualitative research approach located in a phenomenological design was used for data collection and interpretation, centred on one-on-one semi-structured interviews. Seven senior female academics within the AAMP from the University of Johannesburg were purposefully selected for the study. Qualitative content analysis techniques were used for analysing the data. Research quality was achieved by providing an audit trail, keeping a reflexive journal and writing thick descriptions. The study revealed that the benefits of mentorship within the AAMP were facilitation of career progression, empowerment of mentees and provision of formal support. Qualities of a good mentor were found to be vast institutional knowledge about the organisational system, exhibition of social skills, exhibition of professional skills, exhibition of leadership skills and the ability to give advice. Inadequate training, a heavy sense of responsibility, iii mentor-mentee mismatch, male dominance and mentoring structure came up as the challenges of female mentors within the AAMP. Furthermore, factors such as hope, time management, planning, maturity, race, acceptance, the willingness to learn and competency were found to be capable of affecting the mentoring process. Insights gained from the study led to the following recommendations: (1) Continuation of the AAMP at the University of Johannesburg; (2) inclusion of additional mentor qualities to be part of the AAMP policy guidelines; (3) critical reorganising of training provided for mentors; (4) caution to be taken against mentor-mentee imposition; and (5) motivating and rewarding the good work of the mentors... , M.Ed. (Education Leadership and Management)
- Full Text:
- Authors: Sibiya, Julie Pansy
- Date: 2019
- Subjects: Mentoring in education , Women in higher education , Career development , Vocational guidance
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/402023 , uj:33625
- Description: Abstract : There has been worldwide concern about the under-representation of women in senior leadership positions in most industries. Globally, higher education has been historically for the privileged societies and a world dominated by men. The need to advance more women leaders in higher education and throughout the workforce is thus important. In a bid to promote and accelerate career progression of fellow aspirant female colleagues and in order to bridge the gap that exists between men and women in senior leadership positions, the University of Johannesburg has been implementing the Accelerated Academic Mentoring Programme (AAMP). This study focused on senior female academics’ experiences of mentoring aspirant female colleagues’ career progression within the University of Johannesburg’s AAMP. The aim of the study was to explore how senior female academics mentor aspirant female colleagues’ career progression at UJ, to understand their experiences and explore the value of senior female academics mentoring aspirant female colleagues’ career progression. The theoretical framework that underpinned the study was transformative educational leadership. This study adopted a transformative research paradigm. A qualitative research approach located in a phenomenological design was used for data collection and interpretation, centred on one-on-one semi-structured interviews. Seven senior female academics within the AAMP from the University of Johannesburg were purposefully selected for the study. Qualitative content analysis techniques were used for analysing the data. Research quality was achieved by providing an audit trail, keeping a reflexive journal and writing thick descriptions. The study revealed that the benefits of mentorship within the AAMP were facilitation of career progression, empowerment of mentees and provision of formal support. Qualities of a good mentor were found to be vast institutional knowledge about the organisational system, exhibition of social skills, exhibition of professional skills, exhibition of leadership skills and the ability to give advice. Inadequate training, a heavy sense of responsibility, iii mentor-mentee mismatch, male dominance and mentoring structure came up as the challenges of female mentors within the AAMP. Furthermore, factors such as hope, time management, planning, maturity, race, acceptance, the willingness to learn and competency were found to be capable of affecting the mentoring process. Insights gained from the study led to the following recommendations: (1) Continuation of the AAMP at the University of Johannesburg; (2) inclusion of additional mentor qualities to be part of the AAMP policy guidelines; (3) critical reorganising of training provided for mentors; (4) caution to be taken against mentor-mentee imposition; and (5) motivating and rewarding the good work of the mentors... , M.Ed. (Education Leadership and Management)
- Full Text:
The HOD’s role in the professional development of Grade 12 out-of-field teachers
- Authors: Phafoli, Puseletso Anna
- Date: 2019
- Subjects: Teachers|xTraining of , Teacher effectiveness , Career development , High school teachers - In-service training - South Africa
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/446469 , uj:39098
- Description: Abstract: In “many schools in South Africa, out-of-field teaching is common. When qualified teachers teach in a field different from what they have studied, this is referred to as out-of-field teaching. Therefore, out-of-field teachers require to be professionally developed and HODs need to mentor them and ensure that they are adequately professionally developed. Using Kram’s (1983:610)’s temporal theory of mentoring as the theoretical framework, this research sought to examine the role of the HOD in the professional development of grade 12 out-of-field teachers. The study was located in a constructivist paradigm and employed a qualitative approach executed through a generic qualitative design. To collect data, semi-structured interviews were used with six participants, comprising three out-of-field teachers and their respective HODs. Data were analysed through qualitative content analysis. The themes that emerged were ‘causes of out-of-field teaching’, ‘challenges faced by out-of-field teaching’, ‘professional development’ and ‘the role of the head of department in developing out-of-field teachers’. It was found that the major cause of out-of-field teaching resulted from lack of teachers in specific subjects at the school sites. A challenge experienced by out-of-field teachers was inadequate pedagogy content knowledge. In addition, it was revealed that classroom management is negatively affected when teachers lack pedagogical content knowledge. The role of the head of department is to give hands-on guidance to out-of-field teachers, use class visits to develop pedagogical content knowledge, monitor the curriculum, and create professional development opportunities for these teachers. It is recommended that post provisioning at schools ought to be relevant to the needs of school learners. A database of information that contains statistics pertaining to specialist teachers can assist the Department of Basic Education to reduce the out-of-field phenomenon, particularly at grade 12 level. The Department of Basic Education must offer out-offield teachers support programmes or district-based training courses to enhance their pedagogical content knowledge. , M.Ed. (Educational Leadership and Management)
- Full Text:
- Authors: Phafoli, Puseletso Anna
- Date: 2019
- Subjects: Teachers|xTraining of , Teacher effectiveness , Career development , High school teachers - In-service training - South Africa
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/446469 , uj:39098
- Description: Abstract: In “many schools in South Africa, out-of-field teaching is common. When qualified teachers teach in a field different from what they have studied, this is referred to as out-of-field teaching. Therefore, out-of-field teachers require to be professionally developed and HODs need to mentor them and ensure that they are adequately professionally developed. Using Kram’s (1983:610)’s temporal theory of mentoring as the theoretical framework, this research sought to examine the role of the HOD in the professional development of grade 12 out-of-field teachers. The study was located in a constructivist paradigm and employed a qualitative approach executed through a generic qualitative design. To collect data, semi-structured interviews were used with six participants, comprising three out-of-field teachers and their respective HODs. Data were analysed through qualitative content analysis. The themes that emerged were ‘causes of out-of-field teaching’, ‘challenges faced by out-of-field teaching’, ‘professional development’ and ‘the role of the head of department in developing out-of-field teachers’. It was found that the major cause of out-of-field teaching resulted from lack of teachers in specific subjects at the school sites. A challenge experienced by out-of-field teachers was inadequate pedagogy content knowledge. In addition, it was revealed that classroom management is negatively affected when teachers lack pedagogical content knowledge. The role of the head of department is to give hands-on guidance to out-of-field teachers, use class visits to develop pedagogical content knowledge, monitor the curriculum, and create professional development opportunities for these teachers. It is recommended that post provisioning at schools ought to be relevant to the needs of school learners. A database of information that contains statistics pertaining to specialist teachers can assist the Department of Basic Education to reduce the out-of-field phenomenon, particularly at grade 12 level. The Department of Basic Education must offer out-offield teachers support programmes or district-based training courses to enhance their pedagogical content knowledge. , M.Ed. (Educational Leadership and Management)
- Full Text:
A valuation of an accelerated academic mentoring programme for senior lecturers
- Authors: Dye, Rodene Natalie
- Date: 2018
- Subjects: College teachers , Mentoring , Career development
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/283373 , uj:30558
- Description: Abstract: Orientation: Mentoring is gaining popularity in organisations as a career accelerator to address organisational complexity. This is also true of the South African higher education sector, which is challenged by equity demands and the fact that a great number of scholars will be retiring over the following decade. For higher education institutions to contribute to society, developing the careers of their academics has become imperative. In the present study, a dialogic approach was used to determine the core strengths and appreciate what is best about an accelerated mentoring programme in a cosmopolitan university for senior lecturers. Research aim: The primary aim of this study was to explore the value of an accelerated academic mentoring programme for senior lecturers within a metropolitan university. Motivation for the study: From a South African perspective, it is critical to ensure that the next generation of academics is academically and intellectually equipped to substantively transform and develop South African universities. As faculty members are considered to be the primary deliverers of quality education, the ability of institutions to accelerate the careers and redress imbalances related to underrepresented academics is of paramount importance. A need exists for interventions and structures to be implemented at a national and institutional level to develop and fast-track the next generation of academics, to the benefit of higher education and society in general. Given this challenge, universities started to implement formal mentoring programmes, often haphazardly, in an attempt to equip faculty members with the requisite skills and capabilities to meet both the employment equity and the knowledge requirements of the country. There is therefore a need to determine the success of formal mentoring programmes in South African higher education institutions. Research approach and method: A qualitative research approach using a case study strategy was employed in a metropolitan university in South Africa. To address the stated aim and sub-aims of the study, the chosen research design was executed in two research phases. In Phase 1, primary data were collected using the appreciative inquiry method, and analysed using a collaborative approach. In Phase 2, semi-structured interviews were conducted, and the data were analysed... , M.Phil.
- Full Text:
- Authors: Dye, Rodene Natalie
- Date: 2018
- Subjects: College teachers , Mentoring , Career development
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/283373 , uj:30558
- Description: Abstract: Orientation: Mentoring is gaining popularity in organisations as a career accelerator to address organisational complexity. This is also true of the South African higher education sector, which is challenged by equity demands and the fact that a great number of scholars will be retiring over the following decade. For higher education institutions to contribute to society, developing the careers of their academics has become imperative. In the present study, a dialogic approach was used to determine the core strengths and appreciate what is best about an accelerated mentoring programme in a cosmopolitan university for senior lecturers. Research aim: The primary aim of this study was to explore the value of an accelerated academic mentoring programme for senior lecturers within a metropolitan university. Motivation for the study: From a South African perspective, it is critical to ensure that the next generation of academics is academically and intellectually equipped to substantively transform and develop South African universities. As faculty members are considered to be the primary deliverers of quality education, the ability of institutions to accelerate the careers and redress imbalances related to underrepresented academics is of paramount importance. A need exists for interventions and structures to be implemented at a national and institutional level to develop and fast-track the next generation of academics, to the benefit of higher education and society in general. Given this challenge, universities started to implement formal mentoring programmes, often haphazardly, in an attempt to equip faculty members with the requisite skills and capabilities to meet both the employment equity and the knowledge requirements of the country. There is therefore a need to determine the success of formal mentoring programmes in South African higher education institutions. Research approach and method: A qualitative research approach using a case study strategy was employed in a metropolitan university in South Africa. To address the stated aim and sub-aims of the study, the chosen research design was executed in two research phases. In Phase 1, primary data were collected using the appreciative inquiry method, and analysed using a collaborative approach. In Phase 2, semi-structured interviews were conducted, and the data were analysed... , M.Phil.
- Full Text:
Academic mentoring : a valuation of an accelerated development programme
- Authors: Ceronio, Louise
- Date: 2018
- Subjects: Career development , Action research , Appreciative inquiry , Mentoring , Valuation
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/283056 , uj:30513
- Description: M.Phil. (Leadership Coaching) , Abstract: There is a need for an effective accelerated career development intervention such as mentoring to address the imbalances of the past still prevalent in the South African higher education context. Such an intervention should contribute towards the development of the next generation of academics for more senior roles. Mentoring programmes for academic advancement have been implemented in the higher education sector, but the value gained by the participants of such programmes has not been explored. The aim of this study was to explore what is to be valued by an academic mentoring programme for accelerated career development. The strategy towards this end was a case study. The case was an accelerated academic mentoring programme for lecturers in a higher education institution. The positive action research method of appreciative inquiry was applied in a two-phase design. The mentees (11 participants) took part in a facilitated appreciative inquiry workshop, and the mentors (5 participants) participated in appreciative interviews. The participants were able to identify the positive core of their mentoring programme, which enabled them to envision how such a programme may lead to academics flourishing in terms of teaching, research, community involvement, and academic leadership. Subsequently, the participants co-constructed an architecture for an ideal mentoring programme. The participants finally suggested the deliverables required for enhancing and guaranteeing the sustainability of a mentoring programme. On a methodological level, the positive action research method of appreciative inquiry was introduced as an approach to value (as opposed to evaluate) an academic mentoring programme. On a theoretical level, the findings corroborated the positive impact of mentoring on career development, in particular in the higher education context. On a practical level, the appreciative inquiry method empowered the participants to become appreciative of the value of the mentoring programme, encouraging them to become more self-directed in their personal career development.
- Full Text:
- Authors: Ceronio, Louise
- Date: 2018
- Subjects: Career development , Action research , Appreciative inquiry , Mentoring , Valuation
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/283056 , uj:30513
- Description: M.Phil. (Leadership Coaching) , Abstract: There is a need for an effective accelerated career development intervention such as mentoring to address the imbalances of the past still prevalent in the South African higher education context. Such an intervention should contribute towards the development of the next generation of academics for more senior roles. Mentoring programmes for academic advancement have been implemented in the higher education sector, but the value gained by the participants of such programmes has not been explored. The aim of this study was to explore what is to be valued by an academic mentoring programme for accelerated career development. The strategy towards this end was a case study. The case was an accelerated academic mentoring programme for lecturers in a higher education institution. The positive action research method of appreciative inquiry was applied in a two-phase design. The mentees (11 participants) took part in a facilitated appreciative inquiry workshop, and the mentors (5 participants) participated in appreciative interviews. The participants were able to identify the positive core of their mentoring programme, which enabled them to envision how such a programme may lead to academics flourishing in terms of teaching, research, community involvement, and academic leadership. Subsequently, the participants co-constructed an architecture for an ideal mentoring programme. The participants finally suggested the deliverables required for enhancing and guaranteeing the sustainability of a mentoring programme. On a methodological level, the positive action research method of appreciative inquiry was introduced as an approach to value (as opposed to evaluate) an academic mentoring programme. On a theoretical level, the findings corroborated the positive impact of mentoring on career development, in particular in the higher education context. On a practical level, the appreciative inquiry method empowered the participants to become appreciative of the value of the mentoring programme, encouraging them to become more self-directed in their personal career development.
- Full Text:
Constructions of career progression by women leaders in a corporate context
- Authors: Carvalho, Ana
- Date: 2017
- Subjects: Leadership in women , Career development , Success in business
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/246157 , uj:25511
- Description: Ph.D. (Industrial Psychology) , Abstract: In the context of increased representation of women in the job market and the underrepresentation of women at the most senior positions of executive leaders, an understanding of how women leaders in the corporate sphere construe career progression is particularly germane. The aim of this study was to explore women leaders‘ constructions of career progression in a corporate environment from three traditions embedded within the constructionist tradition: personal constructivism, social constructionism, and constructivism grounded in subjective lived experience. To this end the aim was further sub-divided into three sub-aims: (a) to explore women leaders‘ shared (constructed) mental models of the career progress of others in a corporate environment; (b) to explore women leaders‘ collective (―ours‖) co-construction of career progression in a corporate environment and (c) to generate a constructivist grounded theory of women leaders‘ own career progression based on their subjective experiences. Taken together, the study seeks to offer a holistic and in-depth account of the constructions of career progression by women leaders in a corporate environment. A qualitative research design using a case study research strategy was employed in a large financial institution in South Africa. A purposeful sampling consisting of women leaders in lower, middle and senior management positions was utilised. To address the stated aim and sub-aims of the study the research design was formulated and is presented as three sequential research phases, each consisting of an independent but related study. Given the three-phased nature of the study, more than one data collection technique was applied, with data being analysed through qualitative methods. In Phase I, data were collected by means of the repertory grid technique, the methodological application of personal construct theory, and analysed by means of qualitative content analysis and the core-categorising procedure. In Phase II, data were collected using the Appreciative Inquiry method, which included semi-structured paired interviews, small group discussions, plenary discussions and written activities. Data were analysed using a collaborative data analytic approach. In Phase...
- Full Text:
- Authors: Carvalho, Ana
- Date: 2017
- Subjects: Leadership in women , Career development , Success in business
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/246157 , uj:25511
- Description: Ph.D. (Industrial Psychology) , Abstract: In the context of increased representation of women in the job market and the underrepresentation of women at the most senior positions of executive leaders, an understanding of how women leaders in the corporate sphere construe career progression is particularly germane. The aim of this study was to explore women leaders‘ constructions of career progression in a corporate environment from three traditions embedded within the constructionist tradition: personal constructivism, social constructionism, and constructivism grounded in subjective lived experience. To this end the aim was further sub-divided into three sub-aims: (a) to explore women leaders‘ shared (constructed) mental models of the career progress of others in a corporate environment; (b) to explore women leaders‘ collective (―ours‖) co-construction of career progression in a corporate environment and (c) to generate a constructivist grounded theory of women leaders‘ own career progression based on their subjective experiences. Taken together, the study seeks to offer a holistic and in-depth account of the constructions of career progression by women leaders in a corporate environment. A qualitative research design using a case study research strategy was employed in a large financial institution in South Africa. A purposeful sampling consisting of women leaders in lower, middle and senior management positions was utilised. To address the stated aim and sub-aims of the study the research design was formulated and is presented as three sequential research phases, each consisting of an independent but related study. Given the three-phased nature of the study, more than one data collection technique was applied, with data being analysed through qualitative methods. In Phase I, data were collected by means of the repertory grid technique, the methodological application of personal construct theory, and analysed by means of qualitative content analysis and the core-categorising procedure. In Phase II, data were collected using the Appreciative Inquiry method, which included semi-structured paired interviews, small group discussions, plenary discussions and written activities. Data were analysed using a collaborative data analytic approach. In Phase...
- Full Text:
Perceptions and experiences of radiographers regarding professional development through entrepreneurship in Gauteng
- Authors: Mbambo, Collen Khulekani
- Date: 2017
- Subjects: Radiologic technologists - South Africa - Gauteng - Attitudes , Career development , Entrepreneurship
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/226435 , uj:22894
- Description: M.Tech. (Radiography) , Abstract: This was a qualitative phenomenological study investigating the perceptions and experiences of radiographers regarding personal and professional development through entrepreneurship in Gauteng. The purpose of this qualitative phenomenological study was to explore and describe the reasons behind radiographers’ reluctance to establish their own private imaging practices with an aim to develop guidelines that will assist radiographers in making use of the opportunities for professional development through entrepreneurship in medical imaging. The study was conducted using three data collection methods, namely focus group discussions, an in-depth interview and field notes. The participants included in the study were diverse in terms of gender, experience and nature of practice (private or public) as radiographers. This diversity of participants enabled a wider variety of views on the subject matter. An open coding process was used to analyse the data and an inductive reasoning process was employed from the early stages of coding the data. Findings suggested that participants were optimistic about opportunities available for radiographers in private practice and were willing to use this opportunity for their professional development purposes, while others were not convinced that there was such an opportunity for them and thus did not have any aspirations to pursue private practice in medical imaging. Guidelines to assist radiographers who wish to open their private imaging practices were developed, recommendations for radiography practice, education and research were suggested.
- Full Text:
- Authors: Mbambo, Collen Khulekani
- Date: 2017
- Subjects: Radiologic technologists - South Africa - Gauteng - Attitudes , Career development , Entrepreneurship
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/226435 , uj:22894
- Description: M.Tech. (Radiography) , Abstract: This was a qualitative phenomenological study investigating the perceptions and experiences of radiographers regarding personal and professional development through entrepreneurship in Gauteng. The purpose of this qualitative phenomenological study was to explore and describe the reasons behind radiographers’ reluctance to establish their own private imaging practices with an aim to develop guidelines that will assist radiographers in making use of the opportunities for professional development through entrepreneurship in medical imaging. The study was conducted using three data collection methods, namely focus group discussions, an in-depth interview and field notes. The participants included in the study were diverse in terms of gender, experience and nature of practice (private or public) as radiographers. This diversity of participants enabled a wider variety of views on the subject matter. An open coding process was used to analyse the data and an inductive reasoning process was employed from the early stages of coding the data. Findings suggested that participants were optimistic about opportunities available for radiographers in private practice and were willing to use this opportunity for their professional development purposes, while others were not convinced that there was such an opportunity for them and thus did not have any aspirations to pursue private practice in medical imaging. Guidelines to assist radiographers who wish to open their private imaging practices were developed, recommendations for radiography practice, education and research were suggested.
- Full Text:
Development and validation of the career orientations, meta-competencies and career outcomes model
- Authors: Nel, Cornelius Johannes
- Date: 2016
- Subjects: Vocational guidance , Career development
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/124585 , uj:20934
- Description: Abstract: The purpose of this study was to develop the Career Orientation, Meta-Competencies and Career Outcomes (COMCO) model to address a number of challenges that are currently prevalent. These challenges include the conceptualisation and operationalisation of the protean and boundaryless career orientations, as well as the associated meta-competencies, as limited empirical research has focused on this area. In addition, this study considered both objective and subjective career success outcomes as this area is also not well researched. No previous studies have used a longitudinal research design to concurrently examine the relationships among the protean and boundaryless career orientations, their associated meta-competencies and both objective and subjective career success. The COMCO model consists of two predictors (protean and boundaryless career orientations), three meta-competencies (knowing why, knowing how and knowing whom), three subjective career success outcomes (employability, marketability and work-engagement) and three objective career success outcomes (job grades, performance measures and performance on a formal work-based qualification). The specific relationships examined included the relations between the protean career orientation and both objective and subjective career success potentially mediated by meta-competencies (knowing why, knowing how and knowing whom). The examined relationships also included the relationships between the boundaryless career orientation and both objective and subjective career success potentially mediated by meta-competencies (knowing why, knowing how and knowing whom). Lastly, the relationship between the protean and boundaryless career orientation was examined in order to determine whether the two career orientations are truly separate entities or whether they constitute a single entity. The aforementioned relationships were examined using a longitudinal study that aimed at gathering data from respondents that were employed in the South African Financial Sector. In total, 319 respondents provided data during the first wave of the study, 200 of these respondents participated during the second wave, and 117 respondents completed all three waves. The relationships were examined in cross-sectional and longitudinal formats by first examining the relations found in the first wave and then examining the information obtained across all three waves. The analysis of the relationships obtained in the cross-sectional study indicated that neither the protean nor the boundaryless career orientations are related to objective career success,.. , D.Phil. (Industrial Psychology)
- Full Text:
- Authors: Nel, Cornelius Johannes
- Date: 2016
- Subjects: Vocational guidance , Career development
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/124585 , uj:20934
- Description: Abstract: The purpose of this study was to develop the Career Orientation, Meta-Competencies and Career Outcomes (COMCO) model to address a number of challenges that are currently prevalent. These challenges include the conceptualisation and operationalisation of the protean and boundaryless career orientations, as well as the associated meta-competencies, as limited empirical research has focused on this area. In addition, this study considered both objective and subjective career success outcomes as this area is also not well researched. No previous studies have used a longitudinal research design to concurrently examine the relationships among the protean and boundaryless career orientations, their associated meta-competencies and both objective and subjective career success. The COMCO model consists of two predictors (protean and boundaryless career orientations), three meta-competencies (knowing why, knowing how and knowing whom), three subjective career success outcomes (employability, marketability and work-engagement) and three objective career success outcomes (job grades, performance measures and performance on a formal work-based qualification). The specific relationships examined included the relations between the protean career orientation and both objective and subjective career success potentially mediated by meta-competencies (knowing why, knowing how and knowing whom). The examined relationships also included the relationships between the boundaryless career orientation and both objective and subjective career success potentially mediated by meta-competencies (knowing why, knowing how and knowing whom). Lastly, the relationship between the protean and boundaryless career orientation was examined in order to determine whether the two career orientations are truly separate entities or whether they constitute a single entity. The aforementioned relationships were examined using a longitudinal study that aimed at gathering data from respondents that were employed in the South African Financial Sector. In total, 319 respondents provided data during the first wave of the study, 200 of these respondents participated during the second wave, and 117 respondents completed all three waves. The relationships were examined in cross-sectional and longitudinal formats by first examining the relations found in the first wave and then examining the information obtained across all three waves. The analysis of the relationships obtained in the cross-sectional study indicated that neither the protean nor the boundaryless career orientations are related to objective career success,.. , D.Phil. (Industrial Psychology)
- Full Text:
The young South African mining engineer in the 21st century
- Rupprecht, S.M., Mmola, T., Dougall, A.
- Authors: Rupprecht, S.M. , Mmola, T. , Dougall, A.
- Date: 2015-06-21
- Subjects: Career development , Mining engineers
- Type: Article
- Identifier: uj:5103 , ISBN 978-3-86012-502-2 , http://hdl.handle.net/10210/13924
- Description: In 1933, Theodore Hoover wrote an article “The Young Engineer and His Career” where he describe the desirable attributes of a young engineer entering the field of mining and metallurgical engineering. The article covered the various topics such as the requirements and pathway to success, ethics and professional customs, and the future of the profession. In contemporary South Africa, the advice provided in 1933 is still relevant today. Young engineers and recent graduates can benefit from an updated discussion on the attributes required of the young South African engineer. After a number of years of previously disadvantaged South Africans being held in high demand, the mining industry has contracted with an over supply of mining graduates. Current conditions call for engineers to be able to accept the challenges ahead, welcome any opportunity for them to demonstrate their skills, prove their resilience and ability to take on new challenges. It is important that young engineers have realistic expectations of what the mining industry can provide once the engineer leaves university. As a backdrop to the above discussions the future of the southern African mining industry is examined.
- Full Text: false
- Authors: Rupprecht, S.M. , Mmola, T. , Dougall, A.
- Date: 2015-06-21
- Subjects: Career development , Mining engineers
- Type: Article
- Identifier: uj:5103 , ISBN 978-3-86012-502-2 , http://hdl.handle.net/10210/13924
- Description: In 1933, Theodore Hoover wrote an article “The Young Engineer and His Career” where he describe the desirable attributes of a young engineer entering the field of mining and metallurgical engineering. The article covered the various topics such as the requirements and pathway to success, ethics and professional customs, and the future of the profession. In contemporary South Africa, the advice provided in 1933 is still relevant today. Young engineers and recent graduates can benefit from an updated discussion on the attributes required of the young South African engineer. After a number of years of previously disadvantaged South Africans being held in high demand, the mining industry has contracted with an over supply of mining graduates. Current conditions call for engineers to be able to accept the challenges ahead, welcome any opportunity for them to demonstrate their skills, prove their resilience and ability to take on new challenges. It is important that young engineers have realistic expectations of what the mining industry can provide once the engineer leaves university. As a backdrop to the above discussions the future of the southern African mining industry is examined.
- Full Text: false
The impact of a total reward system on work engagement
- Authors: Hotz, Gabi Jenna
- Date: 2015-04-24
- Subjects: Personnel management , Career development , Performance standards
- Type: Thesis
- Identifier: uj:13571 , http://hdl.handle.net/10210/13714
- Description: M.Com. (Industrial Psychology) , Work engagement is defined as “a positive, fulfilling, work related state of mind that is characterized by vigour, dedication, and absorption” (Schaufeli & Bakker, 2010; Schaufeli, Salanova, González-Romá, & Bakker, 2002, p. 74). It is therefore critical for organisations to pay careful attention to the effect that total rewards have on engagement to ensure the highest level of work engagement within the organisation. Previous studies have shown that very little research has been conducted in the South African context to examine total reward strategies and how these programmes specifically relate to work engagement. The overall purpose of this study is to determine the relationship between total rewards and work engagement and to further determine which reward category predicts work engagement. The model proposed by Nienaber (2010) includes all the core dimensions under rewards and was therefore used for this study. Total rewards for the purpose of this study include: Base Pay, Performance, Career Management, Contingency Pay, Quality Work Environment, Benefits and Work-Home Integration. The Utrecht Work Engagement Scale (UWES) and The Rewards Preferences Questionnaire were administered to a random sample (N = 318) of South African employees in various different divisions and positions within several organisations. The results indicated that Total Rewards explained 14% of the variance within Work Engagement. Furthermore, only Performance and Career Management, and Work- Home Integration were significant predictors of Work Engagement. In relation to the gender and age as moderating variables, it was found that these two constructs did not act as moderators between total rewards and work engagement.
- Full Text:
- Authors: Hotz, Gabi Jenna
- Date: 2015-04-24
- Subjects: Personnel management , Career development , Performance standards
- Type: Thesis
- Identifier: uj:13571 , http://hdl.handle.net/10210/13714
- Description: M.Com. (Industrial Psychology) , Work engagement is defined as “a positive, fulfilling, work related state of mind that is characterized by vigour, dedication, and absorption” (Schaufeli & Bakker, 2010; Schaufeli, Salanova, González-Romá, & Bakker, 2002, p. 74). It is therefore critical for organisations to pay careful attention to the effect that total rewards have on engagement to ensure the highest level of work engagement within the organisation. Previous studies have shown that very little research has been conducted in the South African context to examine total reward strategies and how these programmes specifically relate to work engagement. The overall purpose of this study is to determine the relationship between total rewards and work engagement and to further determine which reward category predicts work engagement. The model proposed by Nienaber (2010) includes all the core dimensions under rewards and was therefore used for this study. Total rewards for the purpose of this study include: Base Pay, Performance, Career Management, Contingency Pay, Quality Work Environment, Benefits and Work-Home Integration. The Utrecht Work Engagement Scale (UWES) and The Rewards Preferences Questionnaire were administered to a random sample (N = 318) of South African employees in various different divisions and positions within several organisations. The results indicated that Total Rewards explained 14% of the variance within Work Engagement. Furthermore, only Performance and Career Management, and Work- Home Integration were significant predictors of Work Engagement. In relation to the gender and age as moderating variables, it was found that these two constructs did not act as moderators between total rewards and work engagement.
- Full Text:
The career aspirations of grade seven learners in a community school
- Authors: Robinson, Lucy Ann
- Date: 2015
- Subjects: Vocational guidance , Vocational education , Career development
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/83190 , uj:19059
- Description: Abstract: The shift in career development in recent years towards a lifespan developmental concept of career behaviour (Watson, McMahon, Foxcroft & Els, 2010) where career development is viewed as occurring in stages, beginning in childhood and continuing throughout one’s life (Auger, Blackhurst & Wahl, 2005; Gottfredson, 1981), has meant that it has become increasingly more important to explore the career aspirations of primary school learners in order to assist learners in fulfilling their career goals. Studies show that children’s career aspirations are a reliable indicator of their future careers (Schoon, 2001; Seligman, Weinstock & Heflin, 1991; Trice & McClellan, 1993), and this contradicts the common misconception that children and adolescents are incapable of comprehending the world of work (Porfeli, Hartung & Vondracek, 2008). Given the scarcity of literature on the career aspirations of primary school learners, there is a growing demand for research in this area in both an international and local context (Patton & Creed, 2007). Furthermore, research on the career aspirations of South African children from low socio-economic backgrounds is needed as the career research that has been done focuses on white, middle-class learners, and the relevance of this research to learners from differing socio-economic backgrounds is not clear (Arulmani, Van Laar & Easton, 2001; Venter, Watson & Fouche, 2006). The implications of such research could include the implementation of contextually-relevant career guidance programmes and support in order to assist learners to experience continuity in their career development and achievement of their long-term career goals. Therefore, this research aimed to explore the career aspirations of grade seven learners at a community school. Set within an interpretivist paradigm, this research utilised a qualitative approach in order to conduct an in-depth exploration of the research topic. A generic qualitative research design was used to explore the career aspirations of the research participants because this design allowed for thorough exploration and included elements of description, interpretation and understanding (Merriam, 2009)... , M.Ed. (Educational Psychology)
- Full Text:
- Authors: Robinson, Lucy Ann
- Date: 2015
- Subjects: Vocational guidance , Vocational education , Career development
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/83190 , uj:19059
- Description: Abstract: The shift in career development in recent years towards a lifespan developmental concept of career behaviour (Watson, McMahon, Foxcroft & Els, 2010) where career development is viewed as occurring in stages, beginning in childhood and continuing throughout one’s life (Auger, Blackhurst & Wahl, 2005; Gottfredson, 1981), has meant that it has become increasingly more important to explore the career aspirations of primary school learners in order to assist learners in fulfilling their career goals. Studies show that children’s career aspirations are a reliable indicator of their future careers (Schoon, 2001; Seligman, Weinstock & Heflin, 1991; Trice & McClellan, 1993), and this contradicts the common misconception that children and adolescents are incapable of comprehending the world of work (Porfeli, Hartung & Vondracek, 2008). Given the scarcity of literature on the career aspirations of primary school learners, there is a growing demand for research in this area in both an international and local context (Patton & Creed, 2007). Furthermore, research on the career aspirations of South African children from low socio-economic backgrounds is needed as the career research that has been done focuses on white, middle-class learners, and the relevance of this research to learners from differing socio-economic backgrounds is not clear (Arulmani, Van Laar & Easton, 2001; Venter, Watson & Fouche, 2006). The implications of such research could include the implementation of contextually-relevant career guidance programmes and support in order to assist learners to experience continuity in their career development and achievement of their long-term career goals. Therefore, this research aimed to explore the career aspirations of grade seven learners at a community school. Set within an interpretivist paradigm, this research utilised a qualitative approach in order to conduct an in-depth exploration of the research topic. A generic qualitative research design was used to explore the career aspirations of the research participants because this design allowed for thorough exploration and included elements of description, interpretation and understanding (Merriam, 2009)... , M.Ed. (Educational Psychology)
- Full Text:
The perceptions and experiences of female primary school management team members of their continuing professional development in Johannesburg North
- Authors: Le Roux, Vearley
- Date: 2015
- Subjects: Educational leadership - South Africa - Johannesburg , Women school administrators - South Africa - Johannesburg , Career development , Feminism and education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/82961 , uj:19032
- Description: Abstract: The National Policy Framework for Teacher Education and development provides guidelines pertaining to the development of teachers in schools. The aim of the policy is to provide strategies for the professional development of teachers as a means to enhancing their professional performance and competence.The purpose or research question; What are the perceptions and experiences of female primary school management team members of their continuing professional development in Johannesburg north? The study employed Organisational Behaviour and Theory in Education as a theoretical framework. A qualitative research approach was applied. The data was collected through the utilisation of structured individual interviews and a focus group. A thematic data analysis was applied. The participants in this study were seven female school management team members. Three main themes and 11 sub-themes emerged from the thematic analysis. The themes of the thematic analysis all related to the school management team members’ perceptions of continuing professional development, experiences of their continuing professional development activities as well as the factors that are inhibitors of their continuing professional development. The findings of this study revealed that female school management team members perceive and experience their continuing professional development (CPD) as a developmental, learning and a career enhancement tool. CPD is valued by female school management team members as they intimated that there was a decided need for CPD. Female SMT members have both positive and negative perceptions and experiences regarding the IQMS... , M.Ed.
- Full Text:
- Authors: Le Roux, Vearley
- Date: 2015
- Subjects: Educational leadership - South Africa - Johannesburg , Women school administrators - South Africa - Johannesburg , Career development , Feminism and education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/82961 , uj:19032
- Description: Abstract: The National Policy Framework for Teacher Education and development provides guidelines pertaining to the development of teachers in schools. The aim of the policy is to provide strategies for the professional development of teachers as a means to enhancing their professional performance and competence.The purpose or research question; What are the perceptions and experiences of female primary school management team members of their continuing professional development in Johannesburg north? The study employed Organisational Behaviour and Theory in Education as a theoretical framework. A qualitative research approach was applied. The data was collected through the utilisation of structured individual interviews and a focus group. A thematic data analysis was applied. The participants in this study were seven female school management team members. Three main themes and 11 sub-themes emerged from the thematic analysis. The themes of the thematic analysis all related to the school management team members’ perceptions of continuing professional development, experiences of their continuing professional development activities as well as the factors that are inhibitors of their continuing professional development. The findings of this study revealed that female school management team members perceive and experience their continuing professional development (CPD) as a developmental, learning and a career enhancement tool. CPD is valued by female school management team members as they intimated that there was a decided need for CPD. Female SMT members have both positive and negative perceptions and experiences regarding the IQMS... , M.Ed.
- Full Text:
Die versoenbaarheid van individuele en organisatoriese loopbaanontwikkelingsperspektiewe
- Authors: Kotze, Karen
- Date: 2014-11-20
- Subjects: Career development
- Type: Thesis
- Identifier: uj:13063 , http://hdl.handle.net/10210/12943
- Description: M.Com. (Industrial Psychology) , Please refer to full text to view abstract
- Full Text:
- Authors: Kotze, Karen
- Date: 2014-11-20
- Subjects: Career development
- Type: Thesis
- Identifier: uj:13063 , http://hdl.handle.net/10210/12943
- Description: M.Com. (Industrial Psychology) , Please refer to full text to view abstract
- Full Text:
Bestuurstyl as determinant van personeelontwikkeling op skool
- Venter, Pieter Andries Johannes
- Authors: Venter, Pieter Andries Johannes
- Date: 2014-11-05
- Subjects: Career development , School personnel management , School management and organization
- Type: Thesis
- Identifier: uj:12793 , http://hdl.handle.net/10210/12684
- Description: M.Ed. (Educational Management) , Please refer to full text to view abstract
- Full Text:
- Authors: Venter, Pieter Andries Johannes
- Date: 2014-11-05
- Subjects: Career development , School personnel management , School management and organization
- Type: Thesis
- Identifier: uj:12793 , http://hdl.handle.net/10210/12684
- Description: M.Ed. (Educational Management) , Please refer to full text to view abstract
- Full Text:
The value of career management practices in the Gauteng Department of Health
- Authors: Mathebula, Andy
- Date: 2014-10-20
- Subjects: Career development , Health facilities - South Africa - Gauteng - Personnel management
- Type: Thesis
- Identifier: uj:12634 , http://hdl.handle.net/10210/12453
- Description: M.Com. (Business Management) , As insignificant as it might be considered, career management is a vital framework for human capital utilisation in any organisation. This relatively new concept, especially in the South African public service context, has moderately proved to enable organisations to achieve a competitive advantage in the modern global business landscape. Theoretically, many organisations regard employees as the most important asset and strive to position themselves as the employer of choice in the labour market. However, it seems this ideology has not been implemented as well it could have been in public service, through career management practices and programmes, which were the focus of this research. The purpose of the study was thus to explore the value proposition of career management practices in a government department through the implementation process. A literature study was conducted in an effort to gain an understanding of career management as well as related human resource management concepts underpinning people utilisation. As an empirical study, the research employed both quantitative and qualitative methodological data collection techniques. The mixed method approach enabled data to be triangulated. Through the usage of the research methodology, primary data was collected through semi-structured interviews and a self-administered questionnaire. The questions were aligned with the aim and objectives of the research. An analysis of the data revealed a severe lack of understanding of the value proposition of career management efforts. There is a need to review current policies and programmes, which are in place. The sentiments expressed by the interviewed respondents in the management hierarchy were echoed by those respondents on salary levels one to 12 in the data obtained through the questionnaire.
- Full Text:
- Authors: Mathebula, Andy
- Date: 2014-10-20
- Subjects: Career development , Health facilities - South Africa - Gauteng - Personnel management
- Type: Thesis
- Identifier: uj:12634 , http://hdl.handle.net/10210/12453
- Description: M.Com. (Business Management) , As insignificant as it might be considered, career management is a vital framework for human capital utilisation in any organisation. This relatively new concept, especially in the South African public service context, has moderately proved to enable organisations to achieve a competitive advantage in the modern global business landscape. Theoretically, many organisations regard employees as the most important asset and strive to position themselves as the employer of choice in the labour market. However, it seems this ideology has not been implemented as well it could have been in public service, through career management practices and programmes, which were the focus of this research. The purpose of the study was thus to explore the value proposition of career management practices in a government department through the implementation process. A literature study was conducted in an effort to gain an understanding of career management as well as related human resource management concepts underpinning people utilisation. As an empirical study, the research employed both quantitative and qualitative methodological data collection techniques. The mixed method approach enabled data to be triangulated. Through the usage of the research methodology, primary data was collected through semi-structured interviews and a self-administered questionnaire. The questions were aligned with the aim and objectives of the research. An analysis of the data revealed a severe lack of understanding of the value proposition of career management efforts. There is a need to review current policies and programmes, which are in place. The sentiments expressed by the interviewed respondents in the management hierarchy were echoed by those respondents on salary levels one to 12 in the data obtained through the questionnaire.
- Full Text:
Exploring characteristics that prevent the derailment of women leaders
- Authors: Nobre, Michelle
- Date: 2014-08-18
- Subjects: Leadership in women , Career development
- Type: Thesis
- Identifier: uj:12089 , http://hdl.handle.net/10210/11835
- Description: Ph.D. (Human Resources Management) , This study explores the characteristics that prevent the derailment of women leaders. It further provides insight into leadership derailment as it is experienced and interpreted by women leaders. The study was done in the context of the scarcity of women in senior and executive leadership positions within organisations, whilst equality and transformation remain on the global leadership agenda, as well as the context of South African Transformation and Employment Equity Legislation. A qualitative study was undertaken based on the grounded theory research methodology. The purposeful and snowball sampling technique yielded five research participants. Through in-depth interviewing eleven themes emerged from the data. These were the personal and core constructs held by participants in relation to their conceptualization of the leadership landscape, derailment, and of themselves as leaders. While each participant‘s experience of derailment and the leadership landscape was unique, the findings of the study indicated that specific personal characteristics prevented their derailment or enabled them to overcome derailment. These were: pragmatic approach to gender issues and willingness to compromise, insight into behavior, positive outlook/optimism, building relationships and networks self-confidence and self-efficacy, resilience and coping, emotional maturity and managing emotions, recognition of significant others, achievement drive and perseverance, risk taking and openness to change, and balancing multiple roles. Whilst an exploration of the external factors leading to characteristics that prevent derailment as well as opting out and voluntary separation, was not the purpose of this study, emerging themes in respect to these were discussed. Finally, an integrated framework was formulated presenting the characteristics that prevent the derailment of women leaders.
- Full Text:
- Authors: Nobre, Michelle
- Date: 2014-08-18
- Subjects: Leadership in women , Career development
- Type: Thesis
- Identifier: uj:12089 , http://hdl.handle.net/10210/11835
- Description: Ph.D. (Human Resources Management) , This study explores the characteristics that prevent the derailment of women leaders. It further provides insight into leadership derailment as it is experienced and interpreted by women leaders. The study was done in the context of the scarcity of women in senior and executive leadership positions within organisations, whilst equality and transformation remain on the global leadership agenda, as well as the context of South African Transformation and Employment Equity Legislation. A qualitative study was undertaken based on the grounded theory research methodology. The purposeful and snowball sampling technique yielded five research participants. Through in-depth interviewing eleven themes emerged from the data. These were the personal and core constructs held by participants in relation to their conceptualization of the leadership landscape, derailment, and of themselves as leaders. While each participant‘s experience of derailment and the leadership landscape was unique, the findings of the study indicated that specific personal characteristics prevented their derailment or enabled them to overcome derailment. These were: pragmatic approach to gender issues and willingness to compromise, insight into behavior, positive outlook/optimism, building relationships and networks self-confidence and self-efficacy, resilience and coping, emotional maturity and managing emotions, recognition of significant others, achievement drive and perseverance, risk taking and openness to change, and balancing multiple roles. Whilst an exploration of the external factors leading to characteristics that prevent derailment as well as opting out and voluntary separation, was not the purpose of this study, emerging themes in respect to these were discussed. Finally, an integrated framework was formulated presenting the characteristics that prevent the derailment of women leaders.
- Full Text:
The influence of work values on career development
- Authors: Emmet, Graham Mark
- Date: 2014-06-04
- Subjects: Career development
- Type: Thesis
- Identifier: uj:11352 , http://hdl.handle.net/10210/10990
- Description: M.A. (Industrial Psychology)
- Full Text:
- Authors: Emmet, Graham Mark
- Date: 2014-06-04
- Subjects: Career development
- Type: Thesis
- Identifier: uj:11352 , http://hdl.handle.net/10210/10990
- Description: M.A. (Industrial Psychology)
- Full Text:
Gerekenariseerde loopbaanorientëring : 'n evaluering van die mentor-program
- Tarnow, Petronella Magdalena
- Authors: Tarnow, Petronella Magdalena
- Date: 2014-05-08
- Subjects: Mentoring in education , Mentoring in the professions , Career development , Vocational guidance - Data processing
- Type: Thesis
- Identifier: uj:10948 , http://hdl.handle.net/10210/10521
- Description: D.Ed. (Educational Psychology) , Career orientation is a developmental process that can be facilitated by career development programmes. One of the most recent developments in these programmes was the introduction of computerized career orientation which enables the user to explore career activities independently. An experimental investigation in which the MENTOR computerized vocational guidance system was used, was conducted at the Rand Afikaans University in an attempt to determine whether the MENTOR could be a useful aid for career orientation in South Africa. Standard nine high school pupils were randomly assigned to one of two groups according to the pre-test post-test experimental design. Subjects completed a biographical questionnaire, an evaluation questionnaire concerning the use of MENTOR and the Career Development Scale (CDS). Goal and aid orientated criteria were applied to evaluate the MENTOR programme. The main hypothesis, namely that there would be a statistically significant difference between the mean posttest scores on the Career Development Scale (CDS) of the experimental and control groups, was tested according to the integrated statistical procedure suggested by Spector (1981): It was determined during the first phase of the experiment that there were no statistically significant differences between the average pretest results of the experimental and control groups. During the second phase it was determined that the mean post-test results differed statistically significantly from that of the control group. In the last phase it was determined that the mean post-test results of the experimental group were statistically significantly higher than the mean pre-test results. Furthermore the average follow-up test results indicated that there was a statistically significant higher score regarding self-knowledge, career information, as well as the integration of self-knowledge and career information. The research results showed that there was a statistically significant increase in the career readiness of pupils after they had used the MENTOR system, compared with pupils from the control group. It could be predicted with 95% certainty that a person who used the MENTOR programme would show an increase in career development.
- Full Text:
- Authors: Tarnow, Petronella Magdalena
- Date: 2014-05-08
- Subjects: Mentoring in education , Mentoring in the professions , Career development , Vocational guidance - Data processing
- Type: Thesis
- Identifier: uj:10948 , http://hdl.handle.net/10210/10521
- Description: D.Ed. (Educational Psychology) , Career orientation is a developmental process that can be facilitated by career development programmes. One of the most recent developments in these programmes was the introduction of computerized career orientation which enables the user to explore career activities independently. An experimental investigation in which the MENTOR computerized vocational guidance system was used, was conducted at the Rand Afikaans University in an attempt to determine whether the MENTOR could be a useful aid for career orientation in South Africa. Standard nine high school pupils were randomly assigned to one of two groups according to the pre-test post-test experimental design. Subjects completed a biographical questionnaire, an evaluation questionnaire concerning the use of MENTOR and the Career Development Scale (CDS). Goal and aid orientated criteria were applied to evaluate the MENTOR programme. The main hypothesis, namely that there would be a statistically significant difference between the mean posttest scores on the Career Development Scale (CDS) of the experimental and control groups, was tested according to the integrated statistical procedure suggested by Spector (1981): It was determined during the first phase of the experiment that there were no statistically significant differences between the average pretest results of the experimental and control groups. During the second phase it was determined that the mean post-test results differed statistically significantly from that of the control group. In the last phase it was determined that the mean post-test results of the experimental group were statistically significantly higher than the mean pre-test results. Furthermore the average follow-up test results indicated that there was a statistically significant higher score regarding self-knowledge, career information, as well as the integration of self-knowledge and career information. The research results showed that there was a statistically significant increase in the career readiness of pupils after they had used the MENTOR system, compared with pupils from the control group. It could be predicted with 95% certainty that a person who used the MENTOR programme would show an increase in career development.
- Full Text:
Career development of knowledge workers
- Authors: Van Staden, Roelof Johannes
- Date: 2014-04-02
- Subjects: Knowledge workers , Career development
- Type: Thesis
- Identifier: uj:4595 , http://hdl.handle.net/10210/9940
- Description: M.Com. (Business Management) , The knowledge economy developed out of the need for more complex products and services. The workers who are able to create such complex products and services are called knowledge workers. The term knowledge worker refers to the fact that the worker needs to be able to deal with large amounts of information, analyse and then generate knowledge out of this vast wealth of data and then be able to use this knowledge to create the necessary products and services to provide a competitive advantage for the organisation. Organisations have also become more streamlined, getting rid of hierarchical layers of managers in an effort to become agile, more responsive to market demands. As a result, traditional careers that were hierarchical in nature were abandoned. Organisations now rely on each individual to take responsibility for their own career development. The issues and factors associated with such a boundaryless career system needs to be investigated to ensure that the career needs of knowledge workers are understood if they are to contribute to the sustainable competitive advantage of their organisations. The demand for knowledge workers are on the increase, yet little is known with regards to their career perceptions and attitudes. This research study focused on exploring the issues and factors affecting the career development of knowledge workers. The reliance on knowledge workers creates interesting problems for organisations as management is no longer the only career option available. Specialisation and dual career ladders are required to ensure that the knowledge residing in the minds of knowledge workers are not lost. The first part of the research focused on a qualitative approach, focusing on a literature review of knowledge, knowledge workers and lastly, the career development of knowledge workers. A questionnaire was developed based on issues and factors that the literature review uncovered. The survey was administered in the form of an online Internet survey...
- Full Text:
- Authors: Van Staden, Roelof Johannes
- Date: 2014-04-02
- Subjects: Knowledge workers , Career development
- Type: Thesis
- Identifier: uj:4595 , http://hdl.handle.net/10210/9940
- Description: M.Com. (Business Management) , The knowledge economy developed out of the need for more complex products and services. The workers who are able to create such complex products and services are called knowledge workers. The term knowledge worker refers to the fact that the worker needs to be able to deal with large amounts of information, analyse and then generate knowledge out of this vast wealth of data and then be able to use this knowledge to create the necessary products and services to provide a competitive advantage for the organisation. Organisations have also become more streamlined, getting rid of hierarchical layers of managers in an effort to become agile, more responsive to market demands. As a result, traditional careers that were hierarchical in nature were abandoned. Organisations now rely on each individual to take responsibility for their own career development. The issues and factors associated with such a boundaryless career system needs to be investigated to ensure that the career needs of knowledge workers are understood if they are to contribute to the sustainable competitive advantage of their organisations. The demand for knowledge workers are on the increase, yet little is known with regards to their career perceptions and attitudes. This research study focused on exploring the issues and factors affecting the career development of knowledge workers. The reliance on knowledge workers creates interesting problems for organisations as management is no longer the only career option available. Specialisation and dual career ladders are required to ensure that the knowledge residing in the minds of knowledge workers are not lost. The first part of the research focused on a qualitative approach, focusing on a literature review of knowledge, knowledge workers and lastly, the career development of knowledge workers. A questionnaire was developed based on issues and factors that the literature review uncovered. The survey was administered in the form of an online Internet survey...
- Full Text:
A comprehensive engagement predictive model
- Authors: Joubert, Marius
- Date: 2014
- Subjects: Achievement motivation , Employee motivation , Career development
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/54962 , uj:16259
- Description: Abstract: The present researcher developed a management value chain as part of a Master’s degree during 2009 and 2010. During this study, management practices were identified, deemed necessary for the new world of work. Subsequently, the link between all the management practices and work engagement stood out as a potential challenge, due to the increasing level of complexity in organisations. After the completion of the Master’s study, the present researcher decided to continue immediately with a doctoral study on work engagement within the context of perceived complexity in organisations. The researcher was of the opinion that engagement as a management tool has been over-simplified by consulting organisations, and that the levels of complexity in organisations make it more difficult for management and leadership teams to engage their people effectively. In addition, as a result of doing a comprehensive engagement survey in Africa for a large telecom provider, the researcher realised that senior executives and managers have some effect on their own staff’s engagement levels. He became interested in determining whether a management level engagement construct and a team-level engagement construct existed... , D.Phil. (Human Resources Management)
- Full Text:
- Authors: Joubert, Marius
- Date: 2014
- Subjects: Achievement motivation , Employee motivation , Career development
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/54962 , uj:16259
- Description: Abstract: The present researcher developed a management value chain as part of a Master’s degree during 2009 and 2010. During this study, management practices were identified, deemed necessary for the new world of work. Subsequently, the link between all the management practices and work engagement stood out as a potential challenge, due to the increasing level of complexity in organisations. After the completion of the Master’s study, the present researcher decided to continue immediately with a doctoral study on work engagement within the context of perceived complexity in organisations. The researcher was of the opinion that engagement as a management tool has been over-simplified by consulting organisations, and that the levels of complexity in organisations make it more difficult for management and leadership teams to engage their people effectively. In addition, as a result of doing a comprehensive engagement survey in Africa for a large telecom provider, the researcher realised that senior executives and managers have some effect on their own staff’s engagement levels. He became interested in determining whether a management level engagement construct and a team-level engagement construct existed... , D.Phil. (Human Resources Management)
- Full Text: