List of Titles

An investigation of enabling and constraining factors affecting the supply and demand of specific biodiversity scarce skills to the biodiversity sector

- Mckrill, Leanne Joy

Authors: Mckrill, Leanne Joy
Date: 2015
Subjects: Rhodes University , GreenMatter (South Africa) , CATHSSETA (South Africa) , Labor demand -- South Africa , Biodiversity conservation -- Employees -- Supply and demand -- South Africa , Wildlife veterinarians -- Supply and demand -- South Africa , Freshwater ecology -- Employees -- Supply and demand -- South Africa
Language: English
Type: Thesis , Masters , MEd
Identifier: vital:2067 , http://hdl.handle.net/10962/d1020837
Description: This study is situated within the context of the emerging South African Biodiversity Sector and focuses on the supply of and demand for scarce skilled biodiversity professionals. It does so through investigating the transition a young biodiversity professional makes from a higher education institution to the workplace by drawing attention to the factors encountered or perceived to be encountered during this development. The study forms part of a research programme established between Rhodes University, GreenMatter and the Culture Arts Tourism Hospitality Sport Education and Training Authority (CATHSSETA), which seeks to contribute to the body of knowledge pertaining to "green" skills development and retention within the South African biodiversity sector. It is a qualitative study, comprising nested case studies within two larger case studies of scarce skills – those of wildlife veterinarians and freshwater ecologists – as identified by the biodiversity priority scarce skills list (SANBI & Lewis Foundation, 2012). The study is supported by Bronfenbrenner's (1979) Ecological Systems theory and underpinned by the principles of basic critical realism and emergence (Archer, Bhaskar, Collier, Lawson, & Norrie, 1998). Data was generated through a range of data collection methods, including semi-structured interviews, participant observation and document analysis. The aim of these methods was to enable a greater understanding of the factors influencing transitioning and the unique transitions of selected individuals. Findings revealed that the transitions of the participants, although unique to each of them, included the following commonalities: exposure to biodiversity at an early stage in an individual's life paved the way for the development and nurturing of an interest or passion in biodiversity; experience gained prior to entry into the workplace is a powerful enabling factor; the presence or absence of a mentor can be pivotal in the transition of an individual; the gap in knowledge pertaining to demand side or workplace information is a large constraining factor; workplace dynamics affect the demand for, and eventual supply of, biodiversity professionals; the presence of human capital development strategies and structures is beneficial to the individual's transition, and the overall ecosystemic development of an individual has an effect on the supply of specific scarce-skilled individuals to the workforce. This study demonstrates that through the employment of nested case studies, similar research focussing on other scarce skills within the biodiversity sector, as per the GreenMatter Priority Skills List of 2012, can be produced, which would help to address the knowledge gaps pertaining to scarce skills, as indicated by the Biodiversity Human Capital Development Strategy (2010).
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Date Issued: 2015

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A sociological analysis of the provision of extended studies as a means of addressing transformation at a historically white university

- Tanyanyiwa, Precious

Authors: Tanyanyiwa, Precious
Date: 2014
Subjects: Rhodes University , Articulation (Education) , Articulation (Education) -- South Africa -- Grahamstown , Educational equalization -- South Africa -- Grahamstown , Discrimination in education -- South Africa -- Grahamstown , Education, Higher -- South Africa -- Grahamstown , Bourdieu, Pierre, 1930-2002 , Sen, Amartya, 1933-
Language: English
Type: Thesis , Doctoral , PhD
Identifier: vital:3370 , http://hdl.handle.net/10962/d1012655
Description: Foundation provisioning has a long history in South Africa, and is central to the transformation agenda, particularly the broadening of successful participation in higher education (HE). As access initiatives underpinned by various conceptualisations, foundation programmes evolved from peripheral, to semi-integrated and finally fully integrated curricular models in the form of current Extended Studies Programmes (ESPs). Underpinning the provision of Extended Studies is the acknowledgment that students who enter institutions are essentially ill equipped to cope with the demands of higher education studies, “leaving institutions themselves free of the responsibility of student failure” (Akoojee & Nkomo, 2007:391). This under-preparedness has been attributed to the ‘articulation gap’ between secondary and higher education, which in turn contributes to low retention and graduation rates (CHE, 2013:17). Situated within an overarching commitment to access and success, the Extended Studies Programme attempts to systematically address the ‘articulation gap’. This study evaluated the extent to which the Rhodes University Humanities Extended Studies Programme is achieving its objectives from a transformation perspective, specifically the broadening of successful participation in higher education. The majority of previous works on the evaluation of foundation programmes focused on measurable dimensions of student access and success – that is retention and graduation rates. This thesis considered both the measurable outcomes of the programme as well as the actual teaching and learning process. Given the shifts that have taken place in foundation provisioning, the evaluation of the current model of foundation provisioning necessitated their location in history. Therefore, the evaluation of the Rhodes University Humanities Extended Studies Programme was undertaken in view of the shifts, achievements, challenges and critics of its predecessor programmes. Specifically, the following dimensions were considered in the evaluation of the programme: i) assumptions underpinning the design and purpose of the programme, ii) teaching and learning practices in the programme, iii) student and staff perceptions of the programme, iv) students’ experiences of the programme, v) the validity of the programme in the broader institution, and vi) the measurable outcomes of the programme − that is retention and graduation rates of students enrolled in the programme. The triangulation of qualitative data collection techniques provided access into the different layers of institutional relations, processes and structures, which not only affect teaching and learning in the programme, but also determine students’ engagement with different academic and social aspects of the broader university. The theoretical insights of Pierre Bourdieu and Amartya Sen were integrated in order to provide analytical tools for both understanding the causes of inequalities in higher education, and evaluating institutional processes and structures that perpetuate or transform inequalities. Whilst Bourdieu’s social reproduction thesis exposed the ways in which social structures shape educational processes and outcomes, Sen’s capability approach provided tools for evaluating both institutional arrangements and individual capabilities – that is, the freedom to achieve desired educational outcomes (Sen, 1992:48).
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Date Issued: 2014

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Exploring the influence of spirituality on students' well-being

- Magula, Nokuzola Princess

Authors: Magula, Nokuzola Princess
Date: 2013
Subjects: Sprituality , Well-being , Students , Christians , Rhodes University , College students -- Religious life -- South Africa -- Eastern Cape , Christian college students -- Religious life -- South Africa -- Eastern Cape , Universities and colleges -- Religion -- Research , Well-being -- Religious aspects , Spirituality -- Research
Language: English
Type: text , Thesis , Masters , MA
Identifier: vital:2918 , http://hdl.handle.net/10962/d1002083
Description: This study was aimed at exploring the impact of spirituality on the well-being of students at Rhodes University in South Africa. The study was conducted within a qualitative research paradigm deploying an interpretive phenomenological analysis strategy for data analysis. The study involved a sample of four female Honours students who were all active Christians. The selected students were interviewed to elicit their experiences of spirituality and how this related to their everyday lives. The study used semi-structured interviews in order to get as much information as possible from the small sample of research participants. Data generated in this study was processed, presented and interpreted inductively and hermeneutically in order to identify emerging superordinate themes. This study found that spirituality was experienced as having a positive impact on well-being by all the four students. The study revealed that belief and faith in God amongst the students resulted in enhanced and positive experiences of hope, optimism and compassion which provided the students with a deeper sense of meaning of life and a source of direction in difficult times. The study further showed that participants experienced spirituality as a regulatory mechanism shaping their lifestyles and behaviours. Participants viewed their spirituality and religiosity as a source of social support helping them to cope with distressful situations. The findings of this study are consistent with the findings of previous studies done in the field of psychology and spirituality. The fact that this study has shown that spirituality and religion has a positive impact on student’s well-being may mean that University administrators and psychologists may find the study interesting and valuable
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Date Issued: 2013

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An intercultural approach to implementing multilingualism at Rhodes University, South Africa

- Kaschula, Russell H, Maseko, Pamela, Dalvit, Lorenzo, Mapi, Thandeka, Nelani, Linda, Nosilela, Bulelwa, Sam, Msindisi S

Authors: Kaschula, Russell H , Maseko, Pamela , Dalvit, Lorenzo , Mapi, Thandeka , Nelani, Linda , Nosilela, Bulelwa , Sam, Msindisi S
Date: 2009
Subjects: Multilingualism -- South Africa , Intercultural communication , Education, Higher -- South Africa , Language and culture -- South Africa , Language and education -- South Africa , Rhodes University
Language: English
Type: article , text
Identifier: http://hdl.handle.net/10962/59390 , vital:27579 , doi: 10.5842/39-0-74
Description: The work of intercultural communication theorists such as Ting-Toomey (1999) and Gudykunst (2003) has informed curriculum design and teaching methodology of the courses developed for teaching isiXhosa for vocational purposes to second language (L2) learners. This seems to be an appropriate theoretical paradigm within multilingual South Africa, where intercultural communication is becoming a daily reality for a growing portion of the population. We make use of this theory to introduce and develop experiential understanding of multilingualism at Rhodes University in various departments and, more generally, on campus.
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Date Issued: 2009

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