The experiences of African students' cohabitating at Lovedale College, Alice Campus, Eastern Cape province
- Authors: Ndoyiya, Neziswa Faith
- Date: 2017-09
- Subjects: Unmarried couples -- South Africa -- Eastern Cape , Universities and colleges -- South Africa -- Eastern Cape , Sexually transmitted diseases -- South Africa -- Eastern Cape
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/29182 , vital:77536
- Description: Cohabitation among college students in South Africa is on a rise, this could be attributed to an increase in globalisation which is associated with the cultural decadence and a loss of cultural norms and values. This is a qualitative study that uses the face to face interviews with the cohabiting students at Lovedale College, Alice campus, Eastern Cape. Face-to-face semi structured interviews were conducted with a volunteer sample of twenty cohabiting students at Lovedale College. Snowball sampling was used in identifying the participants and the data was analysed through thematic analysis. There were various psycho-socio-economic effects of cohabitation which included among others: stress, low self-esteem, antisocial, depression, financial conflicts and violence. It has also been find out that the students who cohabit are more likely to be exposed to sexually transmitted infections and some cited that they were a lapse in condom use due to time span that increases as the partners live. In concluding, participants shared their view on the nature of cohabiting tendencies at Lovedale College and admitted to the experiences. Noted importantly is the abnormal life experience which cohabiters go through as in psychosocial, economic and academic performance being affected especially to female students. The study exposed the weak institutional policy which is neither strict or regulate students cohabiting tendencies and further expose on the need for comprehensive intervention strategies to empower young students who are affected by cohabitation. , Thesis (MSc) -- Faculty of Social Sciences and Humanities, 2017
- Full Text:
- Authors: Ndoyiya, Neziswa Faith
- Date: 2017-09
- Subjects: Unmarried couples -- South Africa -- Eastern Cape , Universities and colleges -- South Africa -- Eastern Cape , Sexually transmitted diseases -- South Africa -- Eastern Cape
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/29182 , vital:77536
- Description: Cohabitation among college students in South Africa is on a rise, this could be attributed to an increase in globalisation which is associated with the cultural decadence and a loss of cultural norms and values. This is a qualitative study that uses the face to face interviews with the cohabiting students at Lovedale College, Alice campus, Eastern Cape. Face-to-face semi structured interviews were conducted with a volunteer sample of twenty cohabiting students at Lovedale College. Snowball sampling was used in identifying the participants and the data was analysed through thematic analysis. There were various psycho-socio-economic effects of cohabitation which included among others: stress, low self-esteem, antisocial, depression, financial conflicts and violence. It has also been find out that the students who cohabit are more likely to be exposed to sexually transmitted infections and some cited that they were a lapse in condom use due to time span that increases as the partners live. In concluding, participants shared their view on the nature of cohabiting tendencies at Lovedale College and admitted to the experiences. Noted importantly is the abnormal life experience which cohabiters go through as in psychosocial, economic and academic performance being affected especially to female students. The study exposed the weak institutional policy which is neither strict or regulate students cohabiting tendencies and further expose on the need for comprehensive intervention strategies to empower young students who are affected by cohabitation. , Thesis (MSc) -- Faculty of Social Sciences and Humanities, 2017
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The perceptions of the University of Fort Hare students of the inadequate response towards combatting HIV/AIDS by the youth
- Mharadze, Runwork https://orcid.org/0000-0002-5916-7863
- Authors: Mharadze, Runwork https://orcid.org/0000-0002-5916-7863
- Date: 2016-06
- Subjects: Universities and colleges -- South Africa -- Eastern Cape , AIDS (Disease) -- Treatment
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/29245 , vital:77617
- Description: The research aimed at exploring the perceptions of the University of the Fort Hare students of the inadequate response towards combatting HIV/AIDS by the youth, Alice campus. The study intended to achieve the following objectives: (i) to establish the behavior challenges making the youths of the institutions of Higher Learning vulnerable to HIV/AIDS. (ii) To determine the knowledge levels among the UFH youths concerning HIV/AIDS. (iii) To cross-examine the UFH student’s attitudes and feelings towards an inadequate behavior response to HIV/AIDS by the youths in South Africa. The researcher sieved the literature reviewed in the study from several researchers, and the structural functionalist theory molded the study. The following assumptions stimulated the development of the study: (i) the youths at the UFH face behavioral factors making them vulnerable to HIV/AIDS. (ii) The inadequate behavior response among the UFH students towards combating HIV/AIDS reviews their underutilization of the available institutional HIV/AIDS support structures. The following hypotheses guided the study: (i) if the knowledge levels of students are not enough concerning HIV/AIDS, and then the noticeable higher degree of a lack of expertise, lack of professionalism, and lack of innovativeness among the caregivers to motivate students to visit the university HIV/AIDS health support structures are the prevailing menace. (ii) If the knowledge levels of students are enough concerning HIV/AIDS, and then the noticeable higher degree of expertise, professionalism, and of innovativeness among the caregivers motivating students to visit the university HIV/AIDS health support structures are a reassurance. Methodologically, the researcher triangulated both the qualitative and the quantitative research methods. The study espoused both qualitative and quantitative research designs, where a case study was used to achieve the qualitative aspects of the study and a mini survey was used to achieve the quantitative aspects of the study. Quantitatively, the researcher used a questionnaire as the data collection instrument and the investigator used focus group discussions, key informants, in-depth interviews, and secondary data sources to gather qualitative data.The study used probability and non-probability sampling methods. The researcher used purposive sampling technique specifically for qualitative data to select a sample of sixteen (16) participant. Concurrently, the researcher used systematic random sampling for the quantitative data to select a sample of thirty-four (34) participants. Qualitatively, the investigator analyzed data using the content thematic data analysis using the interpretive approaches and textual presentation, while Statistical Package for the Social Sciences (SPSS) analyzed the quantitative statistical data.The study ascertained the following findings: the youths were at a huge risk of behavioral factors; the knowledge levels of students are enough with regards to HIV/AIDS; the available support structures were underutilized; a noticeable higher degree of a lack of expertise; the growing lack of confidence in the institutional HIV/AIDS management. The study made the following recommendations. There is need for mainstreaming HIV/AIDS into the university curriculum; university infrastructure to be HIV/AIDS friendly; gender mainstreaming of HIV/AIDS; creating HIV/AIDS youth friendly support structures; use of indigenous HIV/AIDS knowledge and foreign-based HIV/AIDS knowledge; employing professional social workers in the HIV/AIDS unit; and the provision of physical and emotional support. Lastly, the study concluded that more awareness campaigns on the drivers of the epidemic and their ramifications could possibly go a long way in expediting the youth’s inadequate behavior response to HIV/AIDS. More so, the need for further research on youth’s vulnerability is central. , Thesis (MSoc.Sci.) -- Faculty of Social Sciences and Humanities, 2016
- Full Text:
- Authors: Mharadze, Runwork https://orcid.org/0000-0002-5916-7863
- Date: 2016-06
- Subjects: Universities and colleges -- South Africa -- Eastern Cape , AIDS (Disease) -- Treatment
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/29245 , vital:77617
- Description: The research aimed at exploring the perceptions of the University of the Fort Hare students of the inadequate response towards combatting HIV/AIDS by the youth, Alice campus. The study intended to achieve the following objectives: (i) to establish the behavior challenges making the youths of the institutions of Higher Learning vulnerable to HIV/AIDS. (ii) To determine the knowledge levels among the UFH youths concerning HIV/AIDS. (iii) To cross-examine the UFH student’s attitudes and feelings towards an inadequate behavior response to HIV/AIDS by the youths in South Africa. The researcher sieved the literature reviewed in the study from several researchers, and the structural functionalist theory molded the study. The following assumptions stimulated the development of the study: (i) the youths at the UFH face behavioral factors making them vulnerable to HIV/AIDS. (ii) The inadequate behavior response among the UFH students towards combating HIV/AIDS reviews their underutilization of the available institutional HIV/AIDS support structures. The following hypotheses guided the study: (i) if the knowledge levels of students are not enough concerning HIV/AIDS, and then the noticeable higher degree of a lack of expertise, lack of professionalism, and lack of innovativeness among the caregivers to motivate students to visit the university HIV/AIDS health support structures are the prevailing menace. (ii) If the knowledge levels of students are enough concerning HIV/AIDS, and then the noticeable higher degree of expertise, professionalism, and of innovativeness among the caregivers motivating students to visit the university HIV/AIDS health support structures are a reassurance. Methodologically, the researcher triangulated both the qualitative and the quantitative research methods. The study espoused both qualitative and quantitative research designs, where a case study was used to achieve the qualitative aspects of the study and a mini survey was used to achieve the quantitative aspects of the study. Quantitatively, the researcher used a questionnaire as the data collection instrument and the investigator used focus group discussions, key informants, in-depth interviews, and secondary data sources to gather qualitative data.The study used probability and non-probability sampling methods. The researcher used purposive sampling technique specifically for qualitative data to select a sample of sixteen (16) participant. Concurrently, the researcher used systematic random sampling for the quantitative data to select a sample of thirty-four (34) participants. Qualitatively, the investigator analyzed data using the content thematic data analysis using the interpretive approaches and textual presentation, while Statistical Package for the Social Sciences (SPSS) analyzed the quantitative statistical data.The study ascertained the following findings: the youths were at a huge risk of behavioral factors; the knowledge levels of students are enough with regards to HIV/AIDS; the available support structures were underutilized; a noticeable higher degree of a lack of expertise; the growing lack of confidence in the institutional HIV/AIDS management. The study made the following recommendations. There is need for mainstreaming HIV/AIDS into the university curriculum; university infrastructure to be HIV/AIDS friendly; gender mainstreaming of HIV/AIDS; creating HIV/AIDS youth friendly support structures; use of indigenous HIV/AIDS knowledge and foreign-based HIV/AIDS knowledge; employing professional social workers in the HIV/AIDS unit; and the provision of physical and emotional support. Lastly, the study concluded that more awareness campaigns on the drivers of the epidemic and their ramifications could possibly go a long way in expediting the youth’s inadequate behavior response to HIV/AIDS. More so, the need for further research on youth’s vulnerability is central. , Thesis (MSoc.Sci.) -- Faculty of Social Sciences and Humanities, 2016
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Factors influencing the choice of religion studies as a subject in the further education and training band: a case study of two schools within the Uitenhage District of the Eastern Cape Province
- Authors: Chetty, P K
- Date: 2014
- Subjects: Religion -- Study and teaching -- South Africa -- Eastern Cape , Universities and colleges -- South Africa -- Eastern Cape , Education -- Curricula -- South Africa -- Eastern Cape , Curriculum evaluation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16205 , http://hdl.handle.net/10353/d1016087 , Religion -- Study and teaching -- South Africa -- Eastern Cape , Universities and colleges -- South Africa -- Eastern Cape , Education -- Curricula -- South Africa -- Eastern Cape , Curriculum evaluation -- South Africa -- Eastern Cape
- Description: In 2006, a new subject, Religion Studies (RS), was introduced in Grade 10 as an optional subject. It represents a major paradigm shift in education of religion at the public school level. Minimal research has been conducted on the factors influencing the choice of RS in Grade 10 by the learners, subject advisors, principal and educators. This subject might constitute an “easy option” to boost the learner’s performance. Former or “recycled Biblical Studies” educators may be available or even volunteer to teach this subject or they may have to be absorbed within the system. Ethics, morals, cross cultural respect and non-discrimination are critical for the development of the South African democracy. While RS is optional, it could play a critical role towards achieving these outcomes. This study restricted its focus to the Uitenhage District of the Province of the Eastern Cape. After careful consideration, the interpretive approach seemed to offer the best access to the kind of knowledge the researcher desired. A theoretical framework, that narrowly links rational choice with cultural reproduction theory, can prove to be inadequate. This study would be deficient if it was restricted to the family or home factors. Peer influence, self-efficacy or ability, utility value, motivation and teacher or school factors have to be included. The case study approach was used for this research.Semi-structured interviews were used to obtain qualitative responses from learners, from principals and educators whose schools are offering Religion Studies, and from subject advisors with oversight of this subject. This study discovered, inter alia, that learners did not have a real choice but were led to believe that RS was compulsory. The school has an influential role on a learner’s subject choice. Parental participation fluctuated from active to passive guidance. Learners saw RS as an easy subject and an aggregate booster. The school community both informs and influences the subject choice of learners. The peer influence of friends and fellow learners also featured in subject choice. RS teaches about religion and culture, respect, catalyses moral development, is enjoyable and easy to study but requires extensive reading. The limited diversity in RS classes did not allow for this respect to be tested. RS can catalyse the development of moral values. Despite this subject being an aggregate booster, learners enjoyed RS and therefore do well. After balancing the “costs and benefits,” according to rational choice theory, learners choose subjects with a utility value for their future career. RS opens the possibilities directly and indirectly. The majority of learners said that RS will assist them in their career path, not only narrowly in religious and pedagogical vocations but also more widely. RS could assist in careers with constituencies of religious diversity, in the medical field, human resources and journalism. RS fosters citizenship, non-discrimination and the rounded development of the learner and these objectives have attracted educators to teach RS. Learners enjoy RS, have self-efficacy, their performance ranges from good to well. Educators have a positive view of RS and contend that RS fosters respect, analytical, critical, constructive and lateral thinking. Principals were introduced to RS when it replaced Biblical Studies and much confusion between the two has ensued. RS is inclusive and also catalyses the development of morals. Principals emphasised the ongoing need for retraining of teachers through refresher courses, workshops and seminars and an involved role of the Department. Retraining would prevent the RS educator from being an “ad hoc teacher.” The Department has failed to act proactively in the introduction of RS as a new subject. Challenges lie in the integration of learning, essay writing skills and developing good model assessment tasks. Understanding RS terminology, confusion of RS with Biblical Studies, a shortage of resources, the vast content and the subject related methodology of RS are other concerns. All the stakeholder groups confirm this misperception. Researchers also concur with this finding. Biblical Studies educators have no advantage in RS but rather also necessitate retraining. RS, as a new subject with low intake, was not afforded all the requisite support. The number of schools offering RS is static. Provincial officials also reflect confusion of RS and Biblical Studies. The lack of staffing of the subject specialist at the National or Provincial level office is perturbing. Based on this study of the factors influencing the choice of Religious Studies in the FET Band, the following recommendations were made: Steps should be taken to ensure that learners be given a real choice Sharing of detailed information about the unique nature and outcomes of RS including its critical engagement Informed stakeholder groupings e.g. parents, educators, principal, SGB, community, Provincial and National Department of Education should not abuse their influential role of support by overt or covert compulsion Clarity between spiritual formation and catalysing moral development Educators should continue to foster enjoyment of RS Steps to be taken to facilitate integration of learning, developing essay writing skills and encourage good assessment tasks Increase diversity in class so that respect can be tested More information be given about direct and indirect career pathing Need for continual re-training through refresher courses, workshops and seminars Steps to be taken to address inadequate resources of RS Despite the “flattering” results for RS, efforts need to be taken by all the stakeholder groupings to ensure that learner’s competencies become a means in which RS markets itself Concerted on-going effort be made to clarify the confusion between RS and Biblical Studies That the Department assumes a more engaged role in RS Steps be taken by all the stakeholder groupings to encourage religious diversity in the RS class The National Department of Education has to staff both the National and Provincial Offices with well-equipped and highly motivated leaders.
- Full Text:
- Authors: Chetty, P K
- Date: 2014
- Subjects: Religion -- Study and teaching -- South Africa -- Eastern Cape , Universities and colleges -- South Africa -- Eastern Cape , Education -- Curricula -- South Africa -- Eastern Cape , Curriculum evaluation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16205 , http://hdl.handle.net/10353/d1016087 , Religion -- Study and teaching -- South Africa -- Eastern Cape , Universities and colleges -- South Africa -- Eastern Cape , Education -- Curricula -- South Africa -- Eastern Cape , Curriculum evaluation -- South Africa -- Eastern Cape
- Description: In 2006, a new subject, Religion Studies (RS), was introduced in Grade 10 as an optional subject. It represents a major paradigm shift in education of religion at the public school level. Minimal research has been conducted on the factors influencing the choice of RS in Grade 10 by the learners, subject advisors, principal and educators. This subject might constitute an “easy option” to boost the learner’s performance. Former or “recycled Biblical Studies” educators may be available or even volunteer to teach this subject or they may have to be absorbed within the system. Ethics, morals, cross cultural respect and non-discrimination are critical for the development of the South African democracy. While RS is optional, it could play a critical role towards achieving these outcomes. This study restricted its focus to the Uitenhage District of the Province of the Eastern Cape. After careful consideration, the interpretive approach seemed to offer the best access to the kind of knowledge the researcher desired. A theoretical framework, that narrowly links rational choice with cultural reproduction theory, can prove to be inadequate. This study would be deficient if it was restricted to the family or home factors. Peer influence, self-efficacy or ability, utility value, motivation and teacher or school factors have to be included. The case study approach was used for this research.Semi-structured interviews were used to obtain qualitative responses from learners, from principals and educators whose schools are offering Religion Studies, and from subject advisors with oversight of this subject. This study discovered, inter alia, that learners did not have a real choice but were led to believe that RS was compulsory. The school has an influential role on a learner’s subject choice. Parental participation fluctuated from active to passive guidance. Learners saw RS as an easy subject and an aggregate booster. The school community both informs and influences the subject choice of learners. The peer influence of friends and fellow learners also featured in subject choice. RS teaches about religion and culture, respect, catalyses moral development, is enjoyable and easy to study but requires extensive reading. The limited diversity in RS classes did not allow for this respect to be tested. RS can catalyse the development of moral values. Despite this subject being an aggregate booster, learners enjoyed RS and therefore do well. After balancing the “costs and benefits,” according to rational choice theory, learners choose subjects with a utility value for their future career. RS opens the possibilities directly and indirectly. The majority of learners said that RS will assist them in their career path, not only narrowly in religious and pedagogical vocations but also more widely. RS could assist in careers with constituencies of religious diversity, in the medical field, human resources and journalism. RS fosters citizenship, non-discrimination and the rounded development of the learner and these objectives have attracted educators to teach RS. Learners enjoy RS, have self-efficacy, their performance ranges from good to well. Educators have a positive view of RS and contend that RS fosters respect, analytical, critical, constructive and lateral thinking. Principals were introduced to RS when it replaced Biblical Studies and much confusion between the two has ensued. RS is inclusive and also catalyses the development of morals. Principals emphasised the ongoing need for retraining of teachers through refresher courses, workshops and seminars and an involved role of the Department. Retraining would prevent the RS educator from being an “ad hoc teacher.” The Department has failed to act proactively in the introduction of RS as a new subject. Challenges lie in the integration of learning, essay writing skills and developing good model assessment tasks. Understanding RS terminology, confusion of RS with Biblical Studies, a shortage of resources, the vast content and the subject related methodology of RS are other concerns. All the stakeholder groups confirm this misperception. Researchers also concur with this finding. Biblical Studies educators have no advantage in RS but rather also necessitate retraining. RS, as a new subject with low intake, was not afforded all the requisite support. The number of schools offering RS is static. Provincial officials also reflect confusion of RS and Biblical Studies. The lack of staffing of the subject specialist at the National or Provincial level office is perturbing. Based on this study of the factors influencing the choice of Religious Studies in the FET Band, the following recommendations were made: Steps should be taken to ensure that learners be given a real choice Sharing of detailed information about the unique nature and outcomes of RS including its critical engagement Informed stakeholder groupings e.g. parents, educators, principal, SGB, community, Provincial and National Department of Education should not abuse their influential role of support by overt or covert compulsion Clarity between spiritual formation and catalysing moral development Educators should continue to foster enjoyment of RS Steps to be taken to facilitate integration of learning, developing essay writing skills and encourage good assessment tasks Increase diversity in class so that respect can be tested More information be given about direct and indirect career pathing Need for continual re-training through refresher courses, workshops and seminars Steps to be taken to address inadequate resources of RS Despite the “flattering” results for RS, efforts need to be taken by all the stakeholder groupings to ensure that learner’s competencies become a means in which RS markets itself Concerted on-going effort be made to clarify the confusion between RS and Biblical Studies That the Department assumes a more engaged role in RS Steps be taken by all the stakeholder groupings to encourage religious diversity in the RS class The National Department of Education has to staff both the National and Provincial Offices with well-equipped and highly motivated leaders.
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The effect of perceived organisational support and organisational commitment on turnover intention among academic staff at the University of Fort Hare
- Authors: Xabiso Ngabase
- Date: 2013
- Subjects: Employee assistance programs -- South Africa -- Eastern Cape , Employee competitive behavior -- South Africa -- Eastern Cape , Employee empowerment -- South Africa -- Eastern Cape , Employee loyalty -- South Africa -- Eastern Cape , Employee morale -- South Africa -- Eastern Cape , Employee motivation -- South Africa -- Eastern Cape , Employees -- Training of -- South Africa -- Eastern Cape , Labor turnover -- South Africa -- Eastern Cape , Universities and colleges -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MCom (Industrial Psychology)
- Identifier: vital:11555 , http://hdl.handle.net/10353/d1007110 , Employee assistance programs -- South Africa -- Eastern Cape , Employee competitive behavior -- South Africa -- Eastern Cape , Employee empowerment -- South Africa -- Eastern Cape , Employee loyalty -- South Africa -- Eastern Cape , Employee morale -- South Africa -- Eastern Cape , Employee motivation -- South Africa -- Eastern Cape , Employees -- Training of -- South Africa -- Eastern Cape , Labor turnover -- South Africa -- Eastern Cape , Universities and colleges -- South Africa -- Eastern Cape
- Description: Perceived organisational support and organisational commitment plays a vital role in determining turnover intention. When employees feel that their organisation supports them levels of commitment can increase. Thus, employees feel more obligated because of favourable benefits such as organisational effectiveness and reduced turnover. The purpose of the present study was to investigate the effect perceived organisational support and organisational commitment have on turnover intention. The study followed a descriptive survey method. A questionnaire, measured on a Likert Scale was used to collect data from respondents. The sample comprised 98 academic staff at the University of Fort Hare and the response rate was 56.6 percent. The results indicated that perceived organisational support and organisational commitment are negatively and significantly related to turnover intention. The study also revealed perceived organisational support and organisational commitment on turnover intention did not account for a higher variance when put together, however moderate variance was found. Perceived organisational support in this study was identified as the most effective predictor of turnover intention. In addition to managerial implications and limitations of the study, direction for future research is also suggested at the end of this study. The findings of this study will help in terms of understanding the state of organisational commitment of academics and its relationship with their intentions to leave.
- Full Text:
- Authors: Xabiso Ngabase
- Date: 2013
- Subjects: Employee assistance programs -- South Africa -- Eastern Cape , Employee competitive behavior -- South Africa -- Eastern Cape , Employee empowerment -- South Africa -- Eastern Cape , Employee loyalty -- South Africa -- Eastern Cape , Employee morale -- South Africa -- Eastern Cape , Employee motivation -- South Africa -- Eastern Cape , Employees -- Training of -- South Africa -- Eastern Cape , Labor turnover -- South Africa -- Eastern Cape , Universities and colleges -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MCom (Industrial Psychology)
- Identifier: vital:11555 , http://hdl.handle.net/10353/d1007110 , Employee assistance programs -- South Africa -- Eastern Cape , Employee competitive behavior -- South Africa -- Eastern Cape , Employee empowerment -- South Africa -- Eastern Cape , Employee loyalty -- South Africa -- Eastern Cape , Employee morale -- South Africa -- Eastern Cape , Employee motivation -- South Africa -- Eastern Cape , Employees -- Training of -- South Africa -- Eastern Cape , Labor turnover -- South Africa -- Eastern Cape , Universities and colleges -- South Africa -- Eastern Cape
- Description: Perceived organisational support and organisational commitment plays a vital role in determining turnover intention. When employees feel that their organisation supports them levels of commitment can increase. Thus, employees feel more obligated because of favourable benefits such as organisational effectiveness and reduced turnover. The purpose of the present study was to investigate the effect perceived organisational support and organisational commitment have on turnover intention. The study followed a descriptive survey method. A questionnaire, measured on a Likert Scale was used to collect data from respondents. The sample comprised 98 academic staff at the University of Fort Hare and the response rate was 56.6 percent. The results indicated that perceived organisational support and organisational commitment are negatively and significantly related to turnover intention. The study also revealed perceived organisational support and organisational commitment on turnover intention did not account for a higher variance when put together, however moderate variance was found. Perceived organisational support in this study was identified as the most effective predictor of turnover intention. In addition to managerial implications and limitations of the study, direction for future research is also suggested at the end of this study. The findings of this study will help in terms of understanding the state of organisational commitment of academics and its relationship with their intentions to leave.
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Academic experiences of faculty of education postgraduate students who have dropped out of a higher education institution in Eastern Cape Province
- Authors: Mdyogolo, Winkie
- Date: 2012
- Subjects: Education, Higher -- South Africa -- Eastern Cape , Dropouts -- South Africa -- Eastern Cape , Universities and colleges -- South Africa -- Eastern Cape , Graduate students -- Supervision of -- South Africa -- Eastern Cape -- Case studies , Universities and colleges -- South Africa -- Graduate work -- Case studies
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16172 , http://hdl.handle.net/10353/512 , Education, Higher -- South Africa -- Eastern Cape , Dropouts -- South Africa -- Eastern Cape , Universities and colleges -- South Africa -- Eastern Cape , Graduate students -- Supervision of -- South Africa -- Eastern Cape -- Case studies , Universities and colleges -- South Africa -- Graduate work -- Case studies
- Description: The purpose of this study was to explore academic learning experiences of students who have dropped out of postgraduate studies in a Higher Education Institution in Eastern Cape. The study employed phenomenological approach using unstructured in-depth interviews to collect data from participants who have dropped out of Masters Programme in HEI in Eastern Cape. Four participants participated in this study. A lot of themes emerged from what the participants reported and similar experiences were noted as well as different experiences. Central to what this study ascertained is the relationship between the supervisor and supervisee. From the findings of the study it can be ascertained that for any postgraduate student to succeed in his/her studies he / she needs a positive relationship with the supervisor who will play a role of guide, mentor, supporter and a friend. However, the academic preparedness of the students in terms of academic reading and writing, computer literacy and determination to be an independent researcher is also key. Whilst this study provides insight to what the students have experienced academically its findings cannot be generalised because the experiences are those of individuals. , Govan Mbeki Research and Development Centre
- Full Text:
- Authors: Mdyogolo, Winkie
- Date: 2012
- Subjects: Education, Higher -- South Africa -- Eastern Cape , Dropouts -- South Africa -- Eastern Cape , Universities and colleges -- South Africa -- Eastern Cape , Graduate students -- Supervision of -- South Africa -- Eastern Cape -- Case studies , Universities and colleges -- South Africa -- Graduate work -- Case studies
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16172 , http://hdl.handle.net/10353/512 , Education, Higher -- South Africa -- Eastern Cape , Dropouts -- South Africa -- Eastern Cape , Universities and colleges -- South Africa -- Eastern Cape , Graduate students -- Supervision of -- South Africa -- Eastern Cape -- Case studies , Universities and colleges -- South Africa -- Graduate work -- Case studies
- Description: The purpose of this study was to explore academic learning experiences of students who have dropped out of postgraduate studies in a Higher Education Institution in Eastern Cape. The study employed phenomenological approach using unstructured in-depth interviews to collect data from participants who have dropped out of Masters Programme in HEI in Eastern Cape. Four participants participated in this study. A lot of themes emerged from what the participants reported and similar experiences were noted as well as different experiences. Central to what this study ascertained is the relationship between the supervisor and supervisee. From the findings of the study it can be ascertained that for any postgraduate student to succeed in his/her studies he / she needs a positive relationship with the supervisor who will play a role of guide, mentor, supporter and a friend. However, the academic preparedness of the students in terms of academic reading and writing, computer literacy and determination to be an independent researcher is also key. Whilst this study provides insight to what the students have experienced academically its findings cannot be generalised because the experiences are those of individuals. , Govan Mbeki Research and Development Centre
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The impact of organizational culture of employees' behaviour within tertiary institutions in the Eastern Cape region
- Authors: Ntontela, Zintle Asiyena
- Date: 2009
- Subjects: Universities and colleges -- South Africa -- Eastern Cape , Organizational behavior -- South Africa -- Eastern Cape , Employees -- Attitudes , Corporate culture -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MCom (Industrial Psychology)
- Identifier: vital:11546 , http://hdl.handle.net/10353/219 , Universities and colleges -- South Africa -- Eastern Cape , Organizational behavior -- South Africa -- Eastern Cape , Employees -- Attitudes , Corporate culture -- South Africa -- Eastern Cape
- Description: According to Nel, van Dyk, Haasbroek, Schultz, Sono and Werner (2004:19), organizational culture is simply the manner in which things are done in an organization. It is also known as the personality of the organization. Irrespective of what is called, the culture of the organization develops overtime, and employees are often not even aware of its existence. Organizational culture is, however, of particular importance to management because it helps them understand how employees feel about their work. Culture involves general assumptions about the manner in which work should be done, appropriate goals for the organization as a whole and for departments within the organization, and personal goals for employees. It is particularly the latter that makes the nature of the psychological contract of special importance in the pursuit of organizational success. It is represented by formal goals, structures, policy and communication. Shaw (1997:15) agrees with Nel et al (2004) that organizational culture composes of the shared values which are important concerns and goals shared by people in the organization that tend to influence the behaviour of the employees. These values persist overtime even with changes in group membership. In the light of the above literature, I’m conducting a research for a masters’ degree in Industrial Psychology at the University of Fort Hare, the topic being “The impact of organizational culture on employees’ behaviour within tertiary institutions in the Eastern Cape Region”. This study seeks to investigate: 1) Determine the extent of influence of organizational culture on employees’ behaviour. 2) Identify how management enforces such a culture into the workplace. 3) Determine the significance of creating organizational culture and its implementation. This questionnaire was designed, in this regard, by the researcher to assess the above mentioned objectives. This questionnaire was distributed to the Nelson Mandela Metropolitan University and the University of Fort Hare.
- Full Text:
- Authors: Ntontela, Zintle Asiyena
- Date: 2009
- Subjects: Universities and colleges -- South Africa -- Eastern Cape , Organizational behavior -- South Africa -- Eastern Cape , Employees -- Attitudes , Corporate culture -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MCom (Industrial Psychology)
- Identifier: vital:11546 , http://hdl.handle.net/10353/219 , Universities and colleges -- South Africa -- Eastern Cape , Organizational behavior -- South Africa -- Eastern Cape , Employees -- Attitudes , Corporate culture -- South Africa -- Eastern Cape
- Description: According to Nel, van Dyk, Haasbroek, Schultz, Sono and Werner (2004:19), organizational culture is simply the manner in which things are done in an organization. It is also known as the personality of the organization. Irrespective of what is called, the culture of the organization develops overtime, and employees are often not even aware of its existence. Organizational culture is, however, of particular importance to management because it helps them understand how employees feel about their work. Culture involves general assumptions about the manner in which work should be done, appropriate goals for the organization as a whole and for departments within the organization, and personal goals for employees. It is particularly the latter that makes the nature of the psychological contract of special importance in the pursuit of organizational success. It is represented by formal goals, structures, policy and communication. Shaw (1997:15) agrees with Nel et al (2004) that organizational culture composes of the shared values which are important concerns and goals shared by people in the organization that tend to influence the behaviour of the employees. These values persist overtime even with changes in group membership. In the light of the above literature, I’m conducting a research for a masters’ degree in Industrial Psychology at the University of Fort Hare, the topic being “The impact of organizational culture on employees’ behaviour within tertiary institutions in the Eastern Cape Region”. This study seeks to investigate: 1) Determine the extent of influence of organizational culture on employees’ behaviour. 2) Identify how management enforces such a culture into the workplace. 3) Determine the significance of creating organizational culture and its implementation. This questionnaire was designed, in this regard, by the researcher to assess the above mentioned objectives. This questionnaire was distributed to the Nelson Mandela Metropolitan University and the University of Fort Hare.
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