Job satisfaction of women working in Johannesburg skincare clinics
- Makhuza, Malebo K., Henrico, Karien., Nel, Elsabe W.
- Authors: Makhuza, Malebo K. , Henrico, Karien. , Nel, Elsabe W.
- Date: 2018
- Subjects: Appreciative inquiry , Job satisfaction , Qualitative
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/277130 , uj:29681 , Citation: Makhuza, M.K., Henrico, K. & Nel, E.W. 2018. Job satisfaction of women working in Johannesburg skincare clinics. Global Journal of Health Science, 10(10):11-19. , ISSN 1916-9736 (Print) , ISSN 1916-9744 (Online)
- Description: Abstract: Women who work in skincare clinics have demanding jobs. Literature indicates that these working environments are labour intensive and emotionally demanding. The aim of this study was to explore and describe the perceptions of job-satisfaction factors for women working in skincare clinics in the northern suburbs of Johannesburg, South Africa. In this study, individual semi-structured interviews, based on the philosophy of Appreciative Inquiry, were conducted. Data was analysed through thematic coding and strict ethical considerations and trustworthiness were adhered to. From the identified themes, eleven recommendations were derived aimed at improving the job-satisfaction of women working in skincare clinics.
- Full Text:
- Authors: Makhuza, Malebo K. , Henrico, Karien. , Nel, Elsabe W.
- Date: 2018
- Subjects: Appreciative inquiry , Job satisfaction , Qualitative
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/277130 , uj:29681 , Citation: Makhuza, M.K., Henrico, K. & Nel, E.W. 2018. Job satisfaction of women working in Johannesburg skincare clinics. Global Journal of Health Science, 10(10):11-19. , ISSN 1916-9736 (Print) , ISSN 1916-9744 (Online)
- Description: Abstract: Women who work in skincare clinics have demanding jobs. Literature indicates that these working environments are labour intensive and emotionally demanding. The aim of this study was to explore and describe the perceptions of job-satisfaction factors for women working in skincare clinics in the northern suburbs of Johannesburg, South Africa. In this study, individual semi-structured interviews, based on the philosophy of Appreciative Inquiry, were conducted. Data was analysed through thematic coding and strict ethical considerations and trustworthiness were adhered to. From the identified themes, eleven recommendations were derived aimed at improving the job-satisfaction of women working in skincare clinics.
- Full Text:
Reflections and experiences of student paramedics undertaking international work-integrated learning (wil) placements
- Simpson, Paul, Thyer, Liz, Van Nugteren, Ben, Mitchell, Glen, Werner, Sarah.
- Authors: Simpson, Paul , Thyer, Liz , Van Nugteren, Ben , Mitchell, Glen , Werner, Sarah.
- Date: 2016
- Subjects: Paramedicine , Work-integrated learning , International , Qualitative
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/122422 , uj:20653 , Citation: Simpson, P. et al. 2016. Reflections and experiences of student paramedics undertaking international work-integrated learning (wil) placements.
- Description: Abstract: Please refer to full text to view abstract
- Full Text:
- Authors: Simpson, Paul , Thyer, Liz , Van Nugteren, Ben , Mitchell, Glen , Werner, Sarah.
- Date: 2016
- Subjects: Paramedicine , Work-integrated learning , International , Qualitative
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/122422 , uj:20653 , Citation: Simpson, P. et al. 2016. Reflections and experiences of student paramedics undertaking international work-integrated learning (wil) placements.
- Description: Abstract: Please refer to full text to view abstract
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Teaching research methodology : everything’s a case
- Authors: Reddy, C. D.
- Date: 2020
- Subjects: Research design , Research method , Qualitative
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/460692 , uj:41006 , Citation: Reddy, C.D. 2020. Teaching research methodology : everything’s a case.
- Description: Abstract: This paper contributes to the discourse about research methodology pedagogy towards the development of new scholarly researchers. Because students can better visualise such causal effects within a single case, before moving onto to teach inferential statistics relying on impersonal numbers from many cases, we can teach research methodology beginning with a single case. After all, for causal effects to show up at the population level, they must be operating within individual cases. I refer to this as an N-case approach. This approach locates various combinations of quantitative and qualitative methods on a continuum from exploratory to confirmatory research. This continuum can also be framed as one moving from the particular to the general. The single case allows students to grasp ideas about causal processes in a more direct manner than a survey can. Instructors can then build on single case insights to grasp similar ideas at a population level. My motivation for this approach is to turn away from a pedagogy where research methodology teaching begins with ideas set in quantitative approaches to understand causal processes occurring at an individual case level. I also believe that current research teaching ought to turn away from encouraging students to apply a research design according to their favoured identity along a qualitative-quantitative divide. Instead, the research problem should determine the required research design.
- Full Text:
- Authors: Reddy, C. D.
- Date: 2020
- Subjects: Research design , Research method , Qualitative
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/460692 , uj:41006 , Citation: Reddy, C.D. 2020. Teaching research methodology : everything’s a case.
- Description: Abstract: This paper contributes to the discourse about research methodology pedagogy towards the development of new scholarly researchers. Because students can better visualise such causal effects within a single case, before moving onto to teach inferential statistics relying on impersonal numbers from many cases, we can teach research methodology beginning with a single case. After all, for causal effects to show up at the population level, they must be operating within individual cases. I refer to this as an N-case approach. This approach locates various combinations of quantitative and qualitative methods on a continuum from exploratory to confirmatory research. This continuum can also be framed as one moving from the particular to the general. The single case allows students to grasp ideas about causal processes in a more direct manner than a survey can. Instructors can then build on single case insights to grasp similar ideas at a population level. My motivation for this approach is to turn away from a pedagogy where research methodology teaching begins with ideas set in quantitative approaches to understand causal processes occurring at an individual case level. I also believe that current research teaching ought to turn away from encouraging students to apply a research design according to their favoured identity along a qualitative-quantitative divide. Instead, the research problem should determine the required research design.
- Full Text:
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