Male nurses’ occupational experiences and meaning ascribed to dirty work in a female-dominated profession: A case of a hospital in the Eastern Cape Province of South Africa
- Authors: Chikungwa-Everson , Tarisai
- Date: 2019
- Subjects: Quality of work life Occupational prestige
- Language: English
- Type: Thesis , Doctoral , PhD (Industrial Psychology)
- Identifier: http://hdl.handle.net/10353/13314 , vital:39633
- Description: Orientation: Work and individual pursuit for career development have become critical in modern society. Within this, new forms of work and categories of work have emerged. Given these new forms of work and categories of work, there is a need to understand individual sense-making and experiences of transition. Research Purpose: The study explores male nurses’ occupational experiences and meaning ascribed to dirty work in a female-dominated profession. Motivation of the Study: Calls exist within the extant literature to understand modern forms of work and individual transition. One such area is that of dirty work – classified as any form of work with physical, moral or emotional taint. Little research within an Industrial and Organisational Psychology context exists on dirty work. Research Approach, Design/Method: An interpretivist, qualitative research approach using the exploratory research design was utilised to explore male nurse's occupational experiences and meaning ascribed to dirty work in a female-dominated profession. Narrative analysis was used as a basis for analysis using 27 male nurses working within the Eastern Cape Province of South Africa. Main Findings: Based on the analysis of the 27 participants that took part in the study five main narratives emerged. These included: a) a career in nursing as framed as a recursive discourse; b) the experience of a nurse as oscillating as an agentic prowess and a communal assemblage of continued suspicion; c) striving more agentic domains ahead of communal domains in entering and surviving within dirty work; d) male nurses fulfilling a gendered utility role that female nurses cannot occupy and finally, e) male nurses’ ephemeral intention of being in the nursing profession influenced by the conditions of work. ii Practical/Managerial Implications: Based on the findings of the research, interventions are proposed with ramifications for the individual, organisation and career counselling. Contribution/Value-Add: Based on the findings of the research a theoretical framework of dirty work experiences and meaning of work amongst male nurses is proposed. The framework represents a departure away from traditional career theories espoused in the work of Holland and Super as it illustrates the role of intersectionality and marginality in shaping career development. Further, the proposed framework founded from the findings of the research (though supporting modern career models such as the Systems Theory Framework and the Career Construction Theory) uniquely show drivers towards dirty work, b) the processual work accompanying dirty work involvement and finally, c) the meaning ascribed to dirty work. The study becomes the first within a South African context.
- Full Text:
- Authors: Chikungwa-Everson , Tarisai
- Date: 2019
- Subjects: Quality of work life Occupational prestige
- Language: English
- Type: Thesis , Doctoral , PhD (Industrial Psychology)
- Identifier: http://hdl.handle.net/10353/13314 , vital:39633
- Description: Orientation: Work and individual pursuit for career development have become critical in modern society. Within this, new forms of work and categories of work have emerged. Given these new forms of work and categories of work, there is a need to understand individual sense-making and experiences of transition. Research Purpose: The study explores male nurses’ occupational experiences and meaning ascribed to dirty work in a female-dominated profession. Motivation of the Study: Calls exist within the extant literature to understand modern forms of work and individual transition. One such area is that of dirty work – classified as any form of work with physical, moral or emotional taint. Little research within an Industrial and Organisational Psychology context exists on dirty work. Research Approach, Design/Method: An interpretivist, qualitative research approach using the exploratory research design was utilised to explore male nurse's occupational experiences and meaning ascribed to dirty work in a female-dominated profession. Narrative analysis was used as a basis for analysis using 27 male nurses working within the Eastern Cape Province of South Africa. Main Findings: Based on the analysis of the 27 participants that took part in the study five main narratives emerged. These included: a) a career in nursing as framed as a recursive discourse; b) the experience of a nurse as oscillating as an agentic prowess and a communal assemblage of continued suspicion; c) striving more agentic domains ahead of communal domains in entering and surviving within dirty work; d) male nurses fulfilling a gendered utility role that female nurses cannot occupy and finally, e) male nurses’ ephemeral intention of being in the nursing profession influenced by the conditions of work. ii Practical/Managerial Implications: Based on the findings of the research, interventions are proposed with ramifications for the individual, organisation and career counselling. Contribution/Value-Add: Based on the findings of the research a theoretical framework of dirty work experiences and meaning of work amongst male nurses is proposed. The framework represents a departure away from traditional career theories espoused in the work of Holland and Super as it illustrates the role of intersectionality and marginality in shaping career development. Further, the proposed framework founded from the findings of the research (though supporting modern career models such as the Systems Theory Framework and the Career Construction Theory) uniquely show drivers towards dirty work, b) the processual work accompanying dirty work involvement and finally, c) the meaning ascribed to dirty work. The study becomes the first within a South African context.
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A programme of academic support for students at the public nursing college of the Eastern Cape Province in South Africa
- Senti, Nomandithini Innocent
- Authors: Senti, Nomandithini Innocent
- Date: 2018
- Subjects: Nursing -- Study and teaching Nursing -- Study and teaching -- Simulation methods
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/10997 , vital:36128
- Description: A comprehensive academic support at the public nursing college is important. Despite this, there is no such support in public nursing colleges in the Eastern Cape Province of South Africa. The aim of the study was to develop an academic support programme for students in order to improve their success in Higher Education. The study endeavoured to answer the following questions: What are the academic support needs of students at the public nursing college in the Eastern Cape of South Africa? What conceptual framework can be developed for the academic support programme of students? What academic support programme can be developed for students at the public nursing college? What guidelines can be developed for implementation of academic support programme of students? The objectives were: to describe academic support needs of students at the public nursing college in the eastern Cape Province of South Africa; to develop a conceptual framework for the academic support programme for students at the public nursing college in the Eastern Cape of South Africa; to develop an academic support programme for students at the public nursing college in the Eastern Cape in south Africa and lastly to describe guidelines for implementation and evaluation of the academic support programme. The research design used in this study was quantitative, qualitative, descriptive, evaluative, and theory generation. The study was conducted according to four phases. Phase one focussed on academic supports needs of the student. Phase two focussed on development of conceptual framework for the students at the public nursing college in Eastern Cape Province. Phase three focussed on the development of the academic support programme for the students, whereas phase four focussed on description of guidelines for implementation and evaluation of the academic support programme. The population of the study consisted of students undergoing training in a four-year programme at the Public Nursing College. The target population was the students in the same programme from level one to level four of training. The sampling technique used was a probability sampling with multi-stage and cluster sampling techniques being utilized. The total sample was n=333 participants. A quantitative self-developed questionnaire was used to collect empirical data. The questionnaire consisted of eight sections. Descriptive data was analysed using Statistic Package of Social Sciences (SPSS) version 24. Exploratory factor analysis was conducted on the descriptive data collected in phase one. Concept analysis and identification were done through the utilisation of exploratory factor analysis. The conceptual framework for the academic support programme was identified through the analysed factors. Fifteen factors were derived from the descriptive data. The conceptual framework of the academic support programme discussed in Chapter 5 was used also in the development of the academic support programme. It is in this chapter that assumptions, context, stakeholders, process, outcome, dynamics and, lastly, the recipient were discussed, along with a description of the programme. The programme was evaluated in accordance with the criteria for programme evaluation. The recommendations brought forward for the academic support programme were: The guidelines have to be tested for the implementation of the programme; benchmarking should be done to compare with other institutions of higher learning regarding their academic support programmes; an academic brochure regarding academic support must be available in the college and should be given to students on arrival as part of a package; and neutral researcher should conduct the same research in the same college.
- Full Text:
- Authors: Senti, Nomandithini Innocent
- Date: 2018
- Subjects: Nursing -- Study and teaching Nursing -- Study and teaching -- Simulation methods
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/10997 , vital:36128
- Description: A comprehensive academic support at the public nursing college is important. Despite this, there is no such support in public nursing colleges in the Eastern Cape Province of South Africa. The aim of the study was to develop an academic support programme for students in order to improve their success in Higher Education. The study endeavoured to answer the following questions: What are the academic support needs of students at the public nursing college in the Eastern Cape of South Africa? What conceptual framework can be developed for the academic support programme of students? What academic support programme can be developed for students at the public nursing college? What guidelines can be developed for implementation of academic support programme of students? The objectives were: to describe academic support needs of students at the public nursing college in the eastern Cape Province of South Africa; to develop a conceptual framework for the academic support programme for students at the public nursing college in the Eastern Cape of South Africa; to develop an academic support programme for students at the public nursing college in the Eastern Cape in south Africa and lastly to describe guidelines for implementation and evaluation of the academic support programme. The research design used in this study was quantitative, qualitative, descriptive, evaluative, and theory generation. The study was conducted according to four phases. Phase one focussed on academic supports needs of the student. Phase two focussed on development of conceptual framework for the students at the public nursing college in Eastern Cape Province. Phase three focussed on the development of the academic support programme for the students, whereas phase four focussed on description of guidelines for implementation and evaluation of the academic support programme. The population of the study consisted of students undergoing training in a four-year programme at the Public Nursing College. The target population was the students in the same programme from level one to level four of training. The sampling technique used was a probability sampling with multi-stage and cluster sampling techniques being utilized. The total sample was n=333 participants. A quantitative self-developed questionnaire was used to collect empirical data. The questionnaire consisted of eight sections. Descriptive data was analysed using Statistic Package of Social Sciences (SPSS) version 24. Exploratory factor analysis was conducted on the descriptive data collected in phase one. Concept analysis and identification were done through the utilisation of exploratory factor analysis. The conceptual framework for the academic support programme was identified through the analysed factors. Fifteen factors were derived from the descriptive data. The conceptual framework of the academic support programme discussed in Chapter 5 was used also in the development of the academic support programme. It is in this chapter that assumptions, context, stakeholders, process, outcome, dynamics and, lastly, the recipient were discussed, along with a description of the programme. The programme was evaluated in accordance with the criteria for programme evaluation. The recommendations brought forward for the academic support programme were: The guidelines have to be tested for the implementation of the programme; benchmarking should be done to compare with other institutions of higher learning regarding their academic support programmes; an academic brochure regarding academic support must be available in the college and should be given to students on arrival as part of a package; and neutral researcher should conduct the same research in the same college.
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Self-regulation and academic performance in early childhood :an East London study
- Authors: Martin, Glynnis Michelle
- Date: 2018
- Subjects: Self-control in children Early childhood education Child rearing
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/10949 , vital:35969
- Description: Previous research studies have identified various factors as influential in whether one is successful in obtaining the education necessary for effective living within a given society. Early academic performance is consistently linked to later academic performance, which in turn, relates to physical, mental and even financial health outcomes in adulthood. The recognition that competence with the demands of learning and socialization can set up cycles of success or failure, lead to much research interest directed at the key role of self-regulation, as an executive function skill, in early academic performance. Despite this growing body of research, a comprehensive conceptual model for the predictive role and interaction between complex executive functions, socio-emotional competence, learning aptitudes and visuomotor skills, as predictors in early academic success, is still lacking. Knowledge of the integrated functioning of these predictors in the South African context is particularly scarce. This research was designed to address these knowledge gaps through an exploratory descriptive and causal-comparative study. Purposive, non-probability sampling was used to select a group of 183 Grade 1 learners from a low socio-economic area of East London in South Africa. Ages ranged from 6 to 8 years (M = 6.78, SD = 0.54), whilst 40% were female and 60% were male. Predictors of academic success were measured at the start of the first academic term, and a parent-report measure was used to measure socio-emotional competencies. Second term school report cards were used to measure mid-year academic achievement. Relationships between each predictor and their relationships to academic performance were explored through Pearson product-moment correlation coefficients. vii One-way Analysis of Variance with post-hoc Scheffé tests was used to explore differences between groups of Gender, Age, Home Language, Maternal Marital Status, Maternal Age and whether the grade was being Repeated or not. Two priori conceptual models of the relationships between the predictor variables and academic performance were estimated through Structural Equation Modeling. Results indicate various significant relationships between each predictor and specific aspects of academic performance. Visuomotor skills showed the strongest correlation to academic performance, followed by learning abilities and complex executive functions. Social-emotional competence was not practically significantly related to any of the factors and appeared to affect academic performance primarily through a significant relationship to complex executive functions. Interestingly, results indicate subtypes of visuomotor skills that are significantly correlated to the complex executive, as also highly correlated with academic performance. Precision tasks that were not related to complex executive function, was not significantly related to academic performance. Results furthermore identify the significant influence of caregiver factors on visuomotor skills and that of home language on learning abilities. Regression analysis results confirm a significant mediating effect of learning aptitudes in relation to the effects of complex executive function and visuomotor skills on academic performance. Model comparison supported this mediation-model as superior to a no-mediation model in predicting academic success in Grade 1. This study expands on the understanding of the role of the common executive function in relation to factors associated with crystallized intelligence, visuomotor skills and socio-emotional competencies in predicting early academic success. This study presents an innovative integrated mediation model of the relationships between the identified predictors in relation to academic success.
- Full Text:
- Authors: Martin, Glynnis Michelle
- Date: 2018
- Subjects: Self-control in children Early childhood education Child rearing
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/10949 , vital:35969
- Description: Previous research studies have identified various factors as influential in whether one is successful in obtaining the education necessary for effective living within a given society. Early academic performance is consistently linked to later academic performance, which in turn, relates to physical, mental and even financial health outcomes in adulthood. The recognition that competence with the demands of learning and socialization can set up cycles of success or failure, lead to much research interest directed at the key role of self-regulation, as an executive function skill, in early academic performance. Despite this growing body of research, a comprehensive conceptual model for the predictive role and interaction between complex executive functions, socio-emotional competence, learning aptitudes and visuomotor skills, as predictors in early academic success, is still lacking. Knowledge of the integrated functioning of these predictors in the South African context is particularly scarce. This research was designed to address these knowledge gaps through an exploratory descriptive and causal-comparative study. Purposive, non-probability sampling was used to select a group of 183 Grade 1 learners from a low socio-economic area of East London in South Africa. Ages ranged from 6 to 8 years (M = 6.78, SD = 0.54), whilst 40% were female and 60% were male. Predictors of academic success were measured at the start of the first academic term, and a parent-report measure was used to measure socio-emotional competencies. Second term school report cards were used to measure mid-year academic achievement. Relationships between each predictor and their relationships to academic performance were explored through Pearson product-moment correlation coefficients. vii One-way Analysis of Variance with post-hoc Scheffé tests was used to explore differences between groups of Gender, Age, Home Language, Maternal Marital Status, Maternal Age and whether the grade was being Repeated or not. Two priori conceptual models of the relationships between the predictor variables and academic performance were estimated through Structural Equation Modeling. Results indicate various significant relationships between each predictor and specific aspects of academic performance. Visuomotor skills showed the strongest correlation to academic performance, followed by learning abilities and complex executive functions. Social-emotional competence was not practically significantly related to any of the factors and appeared to affect academic performance primarily through a significant relationship to complex executive functions. Interestingly, results indicate subtypes of visuomotor skills that are significantly correlated to the complex executive, as also highly correlated with academic performance. Precision tasks that were not related to complex executive function, was not significantly related to academic performance. Results furthermore identify the significant influence of caregiver factors on visuomotor skills and that of home language on learning abilities. Regression analysis results confirm a significant mediating effect of learning aptitudes in relation to the effects of complex executive function and visuomotor skills on academic performance. Model comparison supported this mediation-model as superior to a no-mediation model in predicting academic success in Grade 1. This study expands on the understanding of the role of the common executive function in relation to factors associated with crystallized intelligence, visuomotor skills and socio-emotional competencies in predicting early academic success. This study presents an innovative integrated mediation model of the relationships between the identified predictors in relation to academic success.
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Does the directors' fiduciary duty to act in the best interests of the company undermine other stakeholders' interests? : a comparative assessment of corporate sustainability
- Authors: Hamadziripi, Friedrich
- Date: 2016
- Subjects: Corporate governance -- Law and legislation Social responsibility of business Sustainable development
- Language: English
- Type: Thesis , Masters , LLM
- Identifier: http://hdl.handle.net/10353/5916 , vital:29419
- Description: This study sets out to answer the question whether compliance with the directors’ fiduciary duty to act in the best interests of the company undermines other stakeholders’ interests and corporate sustainability. It adopts a comparative approach whereby the South African legal system is compared to that of the United Kingdom, Canada, and the United States of America where corporate scandals in the last two decades resulted in the collapse of some large companies. Qualitative research methods namely the critical and evaluation, comparative and legal historical approaches are employed. The adoption of the comparative and historical approach to this study makes it significant for company law literature. The study is hinged on two company law principles. The first one is that a company is a juristic and fictitious person. The second one is the separation of ownership and control of a company. To effectively understand how the directors’ fiduciary duty to act in the best interests of the company has evolved over time, a historical overview of fiduciary obligations is presented. Four different views about the origins of fiduciary obligations are examined. It is submitted that the old English case of Keech v Sandford1 and the South Sea Company Bubble are very significant to the development of fiduciary obligations and their assimilation into company law. Thereafter, a discussion on the nature and scope of the directors’ duty in question is presented. An analysis of the relationship between directors and the company and how rights and duties between the two legal subjects arise is also undertaken. It will be shown that the directors’ fiduciary duty to act in the best interests of the company is broken down into a number of mandatory rules. After outlining some selected company stakeholders, an argument is presented on who the legitimate beneficiaries of directors’ fiduciary obligations should be. Further, the study provides an explanation of the concept of ‘the best interests of a company’ before addressing the tension between the pursuit of sustainability and the best interests of the company. An important question in the context of this study is how can directors’ fiduciary obligations be enforced? Identifying that there is public and private enforcement of fiduciary obligations, this study focusses on private enforcement which mainly consists of judicial and administrative remedies. Judicial remedies especially the derivative action and oppression remedies will be examined. A greater part of the discussion will dwell heavily on whether the available remedies are relevant and/or effective in protecting various stakeholders’ interests. Due to the nature of the office of director, it can be contended that directors should not be held liable for every decision they make. As such, American courts have come up with what has come to be known as the business judgment rule. This rule protects directors from civil liability if they act in good faith, with due care, without any personal interest and within the director’s authority. It will be shown that the rule manifests or operates either as an abstention doctrine, as a standard of liability or as an immunity doctrine. As an abstention or standard of liability doctrine, the rule requires the plaintiff to rebut a presumption that directors acted in good faith in the best interests of the company. As an immunity doctrine, the rule requires the director to prove that s/he qualifies for the immunity.
- Full Text:
- Authors: Hamadziripi, Friedrich
- Date: 2016
- Subjects: Corporate governance -- Law and legislation Social responsibility of business Sustainable development
- Language: English
- Type: Thesis , Masters , LLM
- Identifier: http://hdl.handle.net/10353/5916 , vital:29419
- Description: This study sets out to answer the question whether compliance with the directors’ fiduciary duty to act in the best interests of the company undermines other stakeholders’ interests and corporate sustainability. It adopts a comparative approach whereby the South African legal system is compared to that of the United Kingdom, Canada, and the United States of America where corporate scandals in the last two decades resulted in the collapse of some large companies. Qualitative research methods namely the critical and evaluation, comparative and legal historical approaches are employed. The adoption of the comparative and historical approach to this study makes it significant for company law literature. The study is hinged on two company law principles. The first one is that a company is a juristic and fictitious person. The second one is the separation of ownership and control of a company. To effectively understand how the directors’ fiduciary duty to act in the best interests of the company has evolved over time, a historical overview of fiduciary obligations is presented. Four different views about the origins of fiduciary obligations are examined. It is submitted that the old English case of Keech v Sandford1 and the South Sea Company Bubble are very significant to the development of fiduciary obligations and their assimilation into company law. Thereafter, a discussion on the nature and scope of the directors’ duty in question is presented. An analysis of the relationship between directors and the company and how rights and duties between the two legal subjects arise is also undertaken. It will be shown that the directors’ fiduciary duty to act in the best interests of the company is broken down into a number of mandatory rules. After outlining some selected company stakeholders, an argument is presented on who the legitimate beneficiaries of directors’ fiduciary obligations should be. Further, the study provides an explanation of the concept of ‘the best interests of a company’ before addressing the tension between the pursuit of sustainability and the best interests of the company. An important question in the context of this study is how can directors’ fiduciary obligations be enforced? Identifying that there is public and private enforcement of fiduciary obligations, this study focusses on private enforcement which mainly consists of judicial and administrative remedies. Judicial remedies especially the derivative action and oppression remedies will be examined. A greater part of the discussion will dwell heavily on whether the available remedies are relevant and/or effective in protecting various stakeholders’ interests. Due to the nature of the office of director, it can be contended that directors should not be held liable for every decision they make. As such, American courts have come up with what has come to be known as the business judgment rule. This rule protects directors from civil liability if they act in good faith, with due care, without any personal interest and within the director’s authority. It will be shown that the rule manifests or operates either as an abstention doctrine, as a standard of liability or as an immunity doctrine. As an abstention or standard of liability doctrine, the rule requires the plaintiff to rebut a presumption that directors acted in good faith in the best interests of the company. As an immunity doctrine, the rule requires the director to prove that s/he qualifies for the immunity.
- Full Text:
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