Storying the career development of black South African female university students
- Authors: Chetty, Candice
- Date: 2014
- Subjects: Career development , Counseling in higher education , College students, Black
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9974 , http://hdl.handle.net/10948/d1021056
- Description: Career psychology in South Africa has traditionally been constituted by assessment methods, counselling practices and research objectives of a modernist-positivist paradigm. This paradigm has been limited in its consideration and integration of the broad range of contextual factors that may influence the career development of individuals. This study is based on the Systems Theory Framework of career development, an overarching theoretical framework of career development that is able to acknowledge the complexity of career development processes and assist in engaging with contexts of that complexity. Seven Xhosa-speaking Black South African female university students were invited to story their career development within their unique individual contexts. In collaborating with the participants, the study adopted an exploratory collective case study research design. The My Systems of Career Influences reflection process was primarily used to obtain the qualitative data. Based on the need that arose in the career counselling process, the quantitative data were generated from the Values Scale (VS), the Life Roles Inventory (LRI), the Commitment to Career Choices Scale (CCCS), and the Jung Personality Questionnaire (JPQ). The study is particularly relevant given the growing need for the development of non-discriminatory career assessment and counselling collaborations between counsellors and clients who need to navigate unique and diverse South African contexts. Key words: career counselling, career development, constructivism, My System of Career Influences (MSCI), narrative career counselling, qualitative career assessment, South African female university students, storytelling approach, Systems Theory Framework (STF).
- Full Text:
- Date Issued: 2014
- Authors: Chetty, Candice
- Date: 2014
- Subjects: Career development , Counseling in higher education , College students, Black
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9974 , http://hdl.handle.net/10948/d1021056
- Description: Career psychology in South Africa has traditionally been constituted by assessment methods, counselling practices and research objectives of a modernist-positivist paradigm. This paradigm has been limited in its consideration and integration of the broad range of contextual factors that may influence the career development of individuals. This study is based on the Systems Theory Framework of career development, an overarching theoretical framework of career development that is able to acknowledge the complexity of career development processes and assist in engaging with contexts of that complexity. Seven Xhosa-speaking Black South African female university students were invited to story their career development within their unique individual contexts. In collaborating with the participants, the study adopted an exploratory collective case study research design. The My Systems of Career Influences reflection process was primarily used to obtain the qualitative data. Based on the need that arose in the career counselling process, the quantitative data were generated from the Values Scale (VS), the Life Roles Inventory (LRI), the Commitment to Career Choices Scale (CCCS), and the Jung Personality Questionnaire (JPQ). The study is particularly relevant given the growing need for the development of non-discriminatory career assessment and counselling collaborations between counsellors and clients who need to navigate unique and diverse South African contexts. Key words: career counselling, career development, constructivism, My System of Career Influences (MSCI), narrative career counselling, qualitative career assessment, South African female university students, storytelling approach, Systems Theory Framework (STF).
- Full Text:
- Date Issued: 2014
The use of contextually appropriate analogies to teach direct current electric circuit concepts to isiXhosa speaking learners
- Authors: Simayi, Ayanda
- Date: 2014
- Subjects: Analogy in science education , Career development , Xhosa language -- Analogy
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9570 , http://hdl.handle.net/10948/d1016161
- Description: The study investigates the effects of a professional development strategy which focuses on the use of a contextually appropriate analogy on the development of isiXhosa speaking learners‟ conceptual understanding in direct current electric circuits, where the language of instruction is English. An action research design was implemented, using three data collection cycles to document the research journey. The sample comprised of two Grade 8 and 9 classes drawn (with their respective Natural Sciences teachers) from two neighbouring, township schools in Nelson Mandela Metropolitan Municipal area. Qualitative data were generated from interviews and classroom observation of the two science teachers (a qualified and an unqualified teacher) and learners, over a span of two years. Thematic data analysis revealed that ESL learners have alternative conceptions in simple circuits and teachers have no knowledge about analogies that can be used to teach simple circuits. A professional development was designed as a strategy, targeting the development of the Science Content Knowledge (SCK) and Topic Specific Content Pedagogic Content Knowledge (TPSCK) of the teachers. Data analysis of the professional development initiative (PDI) suggests that the teachers developed increased knowledge of concepts and teaching strategies used in teaching simple circuits, selected a contextually appropriate analogy and taught a lesson in simple circuits using the selected analogy. Analysis of learners‟ post-test results suggests that the implementation of the selected analogy developed their conceptual understanding as more learners developed the correct, scientific model of reasoning. The results of the study suggest that when teachers are given support by being exposed to professional development; their scientific reasoning, confidence and classroom climate become more positive and learners‟ conceptual understanding improves.
- Full Text:
- Date Issued: 2014
- Authors: Simayi, Ayanda
- Date: 2014
- Subjects: Analogy in science education , Career development , Xhosa language -- Analogy
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9570 , http://hdl.handle.net/10948/d1016161
- Description: The study investigates the effects of a professional development strategy which focuses on the use of a contextually appropriate analogy on the development of isiXhosa speaking learners‟ conceptual understanding in direct current electric circuits, where the language of instruction is English. An action research design was implemented, using three data collection cycles to document the research journey. The sample comprised of two Grade 8 and 9 classes drawn (with their respective Natural Sciences teachers) from two neighbouring, township schools in Nelson Mandela Metropolitan Municipal area. Qualitative data were generated from interviews and classroom observation of the two science teachers (a qualified and an unqualified teacher) and learners, over a span of two years. Thematic data analysis revealed that ESL learners have alternative conceptions in simple circuits and teachers have no knowledge about analogies that can be used to teach simple circuits. A professional development was designed as a strategy, targeting the development of the Science Content Knowledge (SCK) and Topic Specific Content Pedagogic Content Knowledge (TPSCK) of the teachers. Data analysis of the professional development initiative (PDI) suggests that the teachers developed increased knowledge of concepts and teaching strategies used in teaching simple circuits, selected a contextually appropriate analogy and taught a lesson in simple circuits using the selected analogy. Analysis of learners‟ post-test results suggests that the implementation of the selected analogy developed their conceptual understanding as more learners developed the correct, scientific model of reasoning. The results of the study suggest that when teachers are given support by being exposed to professional development; their scientific reasoning, confidence and classroom climate become more positive and learners‟ conceptual understanding improves.
- Full Text:
- Date Issued: 2014
Talent management as a strategy to promote succession of junior managers at Edgars
- Authors: Walters, Charles
- Date: 2014
- Subjects: Organizational effectiveness , Occupation , Career development , Success in business
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/47837 , vital:40385
- Description: Talent Management has become one of the biggest challenges facing businesses today. With the skill shortage and the influx of clothing retailers into South Africa in the past two years, the war on talent has intensified. With this in mind the objective of the study was to investigate if Edgars had a successful talent management strategy to promote junior managers through succession. Talent management has different parts including recruitment, learning and development, performance management, reward, leadership, employee value proposition, retention and succession. This study unpacks the literature on talent management and its components and takes a deeper look at the strategy adopted by Edgars. The study highlights the importance of talent management and that there should be clear strategies for every part that makes up the talent management framework. Empirical studies are done on the different sub sections of talent management, findings and recommendations are reported in the final chapters. The target population for this study consisted of junior managers at Edgars, where the majority of key value roles critical for development and store manager succession are. A sample of forty respondents was randomly selected from the total junior management population at Edgars. The findings suggested that when an organisation has effective talent management strategy, it is more likely to create a compelling employee value proposition that is conducive to sustain succession of great talent. Furthermore, the findings revealed that Edgars is effective in applying certain talent strategies while other areas required more attention and focus.
- Full Text:
- Date Issued: 2014
- Authors: Walters, Charles
- Date: 2014
- Subjects: Organizational effectiveness , Occupation , Career development , Success in business
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/47837 , vital:40385
- Description: Talent Management has become one of the biggest challenges facing businesses today. With the skill shortage and the influx of clothing retailers into South Africa in the past two years, the war on talent has intensified. With this in mind the objective of the study was to investigate if Edgars had a successful talent management strategy to promote junior managers through succession. Talent management has different parts including recruitment, learning and development, performance management, reward, leadership, employee value proposition, retention and succession. This study unpacks the literature on talent management and its components and takes a deeper look at the strategy adopted by Edgars. The study highlights the importance of talent management and that there should be clear strategies for every part that makes up the talent management framework. Empirical studies are done on the different sub sections of talent management, findings and recommendations are reported in the final chapters. The target population for this study consisted of junior managers at Edgars, where the majority of key value roles critical for development and store manager succession are. A sample of forty respondents was randomly selected from the total junior management population at Edgars. The findings suggested that when an organisation has effective talent management strategy, it is more likely to create a compelling employee value proposition that is conducive to sustain succession of great talent. Furthermore, the findings revealed that Edgars is effective in applying certain talent strategies while other areas required more attention and focus.
- Full Text:
- Date Issued: 2014
- «
- ‹
- 1
- ›
- »