The relevance of career counselling in higher education: a study following students at a South African university
- Authors: Lewis, Christine
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/432347 , vital:72863 , DOI 10.21504/10962/432348
- Description: Very few students in South Africa (SA) receive adequate career counselling at school and often arrive at institutions of higher learning without a clear sense of what their prospective careers will entail. The limited access to career counselling and assessment is further compounded by criticisms of popular career assessment instruments used in SA, where the primary goal of career counselling and assessment is to match clients to careers for job placement. This approach no longer serves the needs of a diverse SA population and disregards contextual influences on careers. Therefore, a need exists to understand and inform career counselling interventions and to guard against the provision of de-contextualised and contextually insensitive approaches. Moreover, changes in the workplace, where career change has become the norm as the world of work has moved away from stability and permanency to fluidity, calls for a contemporary response from career counselling theories, practitioners as well as researchers, to equip clients with the necessary skills to respond to these changes. Thus, SA institutions of higher learning need to innovate their practices to more inclusively, effectively, and justly serve the needs of a diverse student population for work success in a developing nation and a complex world. This study aimed to evaluate the relevance and effectiveness of a university’s career counselling services from the students’ perspectives. It focuses on gaining an indication of the perceived effectiveness of assessment measures used, and to ascertain the influences that impact on individual students’ career decision-making over the course of undergraduate studies. Due to the increasing recognition for the need to develop a contextualised approach to career development interventions, this study included the SACII, a locally developed interest inventory as part of a career assessment battery, with a group of university students. A pragmatic approach using mixed-methods was used. Multiple case studies of the career trajectories of a cohort of undergraduate students who had undertaken career assessments at the university career centre, were tracked longitudinally over the course of undergraduate studies. Data were generated through vignettes that included the 13 participants' career assessment reports, a service evaluation questionnaire and two successive follow-up interviews. Each participant's first follow-up interview occurred six months after their career assessment feedback session; and the second follow-up was in the final year of undergraduate studies, after eighteen months. Descriptive statistical analysis summarised the basic features of the quantitative data from the evaluation questionnaire. Thematic analysis was used for organisation and analysis of the follow-up interview data. Findings were that the career counselling and assessment facilitated greater self-knowledge in relation to career decision-making, assisted with selecting degree major subjects and enhanced career planning abilities. Using locally developed assessment measures in career counselling proved to be useful. Exploring career development from an overarching developmental contextual framework that is applicable and well-suited to the SA context provided a deeper understanding of contextual influences that impact on students' career decision-making processes. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2023
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The use of dynamic software to potentially enhance conceptual understanding and a productive disposition in the visual learning of algebra: an interventionist case study
- Authors: Junius, Daniel Franscius
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431542 , vital:72784 , DOI 10.21504/10962/431542
- Description: Over the decades, the didactics and practice of teaching mathematics has offered many unique challenges and opportunities for exploration and understanding. The introduction and development of technology into mathematics is one of the occurrences which has also contributed to a new discourse in teaching mathematics – in this case the teaching of algebra. Algebra is still seen as a gatekeeper and remains as one of the key reasons for a negative disposition amongst learners towards learning the subject. Across the globe psychologists, philosophers and educators continue to engage in debates and research projects in search of answers and solutions for the improvement of algebra teaching and an improvement in dispositions towards learning algebra. This thesis reports on a research project that focused on the use of dynamic software to enhance the conceptual understanding and productive dispositions of selected learners through the visual learning of abstract algebraic concepts. The research was executed as an interventionist case study. A case study methodological strategy was adopted with two groups of 30 Grade 9 learners. One group was a Grade 9 mathematics class of a school in Windhoek who scored above average in algebra but showed a very low disposition score, while the other group was made up of learners from a community project who scored high on the disposition scale but achieved below average results in algebra. The analytical framework of the case study is structured around a combination of complementary algebraic topics presented through visual learning, with GeoGebra as a medium of instruction. With the focus on visualisation and the use of technology the study investigated and attempted to understand how participants processed and internalised algebraic concepts to make sense of abstract algebraic concepts and eventually gain sustained conceptual understanding. The study was framed by the theoretical theories of constructivism and the Dual Coding Theory. For the collection of data, a mixed methods approach was adopted following three cycles. Three algebraic topics were taught with GeoGebra applets yielding both qualitative and quantitative data, through the observation of participants, screen captures and reflective interviews, using instruments designed specifically for the study and collecting quantitative achievement test results. The study, a journey that both the participants and the researcher embarked upon, revealed that the use of technology enhanced conceptual understanding for both groups and both groups showed a positive change in disposition towards learning algebra. The intervention with GeoGebra consistently and progressively improved in terms of conceptual understanding and dispositions towards learning algebra significant improvements in results were achieved. The findings showed that this approach to teaching algebra yielded positive results and gave new insights into visual teaching with technology. New opportunities for further research were created. , Thesis (PhD) -- Faculty of Education, Secondary and Post-School Education, 2023
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Towards a better understanding of small-scale fishing decisions and their consequences in Northern Mozambique
- Authors: Heckendorn, Katrina Ann
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431797 , vital:72805 , DOI 10.21504/10962/431797
- Description: This study investigates the relationship between the interacting social and ecological systems within the Pemba Bay fishery, in Northern Mozambique, as mediated by fishing decisions. All ecosystems in the world are affected by human behaviours in some way. In many cases, human effects on ecosystems are detrimental to many other species and can cause shifts in the entire system. In fisheries, the connections between human behaviours and ecosystems are obvious, as fishers extract wild populations of marine species. Human behavioural plasticity and sometimes rapid cultural evolution allow human behaviours to change and adapt faster than many other species can respond which often allows fishers to overexploit marine ecosystems. Many fisheries in the world are fully, or over exploited. Managing these fisheries often focuses on changing those highly adaptable human behaviours. Fishers’ motivations for making different fishing decisions as well as attitudes towards the fishery can be used to understand human interactions with ecosystems when the dependence between the two is direct, as well as allowing managers to tailor interventions that account for fishers’ motivations and attitudes. Most fisheries’ management projects assume that behaviours are motivated by profit maximization. This study investigates this assumption by comparing the compatibility of interview responses and fishing behaviours with rational actor theory, which assumes profit maximization is the only goal. Responses are also compared with prospect theory, which emphasizes reliability of outcomes; descriptive norms, which focuses on social interactions; habitual behaviour, which assumes most decision are automatic based on habit; and theory of planned behaviour, which allows attitudes to be shaped by economic or non-economic motivations, as well as peer opinion and incorporates perceived behavioural control in making decisions. These behavioural theories span a variety of potential fisher motivations which could affect fishing decisions. The study then investigates the state of the social and ecological systems which have resulted, at least in part, from those fishing decisions, and makes recommendations on possible interventions to improve the system based on better understanding of fishers’ attitudes and motivations. The study tests the hypothesis that fishers are motivated primarily by profit maximization and, therefore, rational actor theory is most compatible with fishers’ stated motivations for fishing, or alternatively, that one of the other behavioural theories better explains fisher responses. This section used categorized interview responses based on their agreement, or not, with assumed responses if a particular behavioural theory were compatible. The results indicate that four of the five theories are most compatible with responses for at least one fisher, but that the theory of planned behaviour is the most consistent with the data overall, not rational actor theory. Specifically, fishers seem concerned with behavioural control as well as some non-catch related characteristics of the fishery, such as collective action and sustainability. The second hypothesis is that prospect theory is more compatible with current fishing behaviours than rational actor theory. Prospect theory states that people prefer more reliable outcomes, even if slightly less profitable, than outcomes which are more profitable on average, but also more variable. This section used catch data, and changes in relative use of different fishing methods to address this hypothesis. This hypothesis is confirmed for some aspects of fishery data, but not all. Fishers prefer methods which are more reliable and these methods are increasing in relative use. However, neither catch value nor reliability increases fishers’ opinions of their fishing method, but fisher characteristics which increase options do. This again indicates that behavioural control is important in determining fishers’ attitudes towards fishing. The third question addresses the social system within the fishery. It investigates whether fishing in Pemba Bay is a chosen profession or a livelihood of desperation from the poorest individuals. The study hypothesizes that fishers are as well-off as their non-fishing neighbours, and fishers who use more reliable or profitable methods are better off than those using less reliable/profitable methods and, as such, are more committed to fishing as a way of life. This section used fisher interview responses and household surveys to compare subjective and material wellbeing of fishers and non-fishers around Pemba Bay. The first part of the hypothesis is partly supported. Fishers using most methods have material standards of living comparable to non-fishers. However, they report lower subjective well-beings. Most measures of wellbeing are not affected by the reliability or profitability of the fishing method used, which does not support the second part of the hypothesis. Additionally, fishers using more profitable or reliable methods do not indicate more commitment to fishing as a way of life. The fourth and final section investigates the marine ecosystem. Based on conversations with fishers and local researchers, it is assumed that the Pemba fishery is overexploited. As such, the study hypothesizes that marine biomass, individual size of marine species, and functional diversity are lower in Pemba Bay than in other sites around Northern Mozambique, Vamizi Island, Situ Island, and Nuarro, due to high fishing pressure, and that direct removal of species by fishing has a dominant effect. This final section used baited remote underwater videos (BRUVs) to compare species composition and indices of abundance from the different locations. Again, there is support for part of this hypothesis. Marine species biomass and sizes are lower in Pemba Bay than other sites in Northern Mozambique; however, functional diversity is not different. In these data, changes in biomass and size are not correlated with amount of catch, so direct removal by fishing may not be the dominant source of change in the Pemba fishery. Together, these data indicate that the Pemba fishery may be unsustainable based on social and ecological indications. The importance of behavioural control in understanding fishing decisions indicates that any interventions to mitigate problems in the fishery will need to work with fishers to increase empowerment and allow experimentation to find locally relevant solutions to problems. , Thesis (PhD) -- Faculty of Science, Ichthyology and Fisheries Science, 2023
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TPACK Development: technology integration with teacher educators in foundation phase teacher training programme
- Authors: Theodorio, Adedayo Olayinka
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431601 , vital:72789
- Description: Access restricted. Expected release date in 2025 , Thesis (PhD) -- Faculty of Education, Secondary and Post-School Education, 2023
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Understanding critical concepts in engaged research to promote health resilience: the case of a systems analysis and epistemically just rural health development project in South Africa
- Authors: Duxbury, Theodore Orlando
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431509 , vital:72781
- Description: Access restricted. Expected release date 2025. , Thesis (PhD) -- Faculty of Pharmacy, Pharmacy, 2023
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Wildlife-vehicle collisions mitigation measures using road ecological data and deep learning
- Authors: Nandutu, Irene
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431907 , vital:72814
- Description: Access restricted. Expected release in 2025. , Thesis (PhD) -- Faculty of Science, Mathematics, 2023
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With dreams in our hands: Towards transgressive knowledge-making cultures
- Authors: Knowles, Corinne Ruth
- Date: 2023-10-13
- Subjects: African feminism , Pedagogy , Political sociology , Knowledge, Theory of Political aspects , Transformative learning
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/402955 , vital:69909 , DOI 10.21504/10962/402955
- Description: Knowledge-making in universities is not neutral and takes different forms. This thesis critically examines the politics of knowledge to propose and present a transgressive schema for knowledge-making that is co-created with students. It emerges from teaching and learning encounters in the Humanities Extended Studies (ES) Programme at Rhodes University, where for the past decade we have experimented with different ways of knowledge-making that run counter to conventional pedagogic practices. We set up a project for the thesis that allowed us to work with knowledge in ways that are Afrocentric, and that hold and nurture our dreams. The theory and methodology of the project are explained in the first academic paper for this PhD by publication. The project and its derivatives use an African Feminist framing, and centre the ontoepistemologies of African young people who find themselves alienated and marginalised by a western bias in university curricula. Former ES student volunteers came up with topics, responded to them, reviewed each other’s work, and co-wrote two academic papers that demonstrate a praxis of African Feminist research and pedagogic principles. Two further projects practise the principles that emerge from the primary project, and together they have tested knowledge-making cultures that inspire critical thinking and creative humanity. These are explained in two further academic papers. One is co-written with the copresenter of an online inter-continental short course for PhD students on African Feminist Research Methodology. The other is single authored, and introduces the third project, a Political and International Studies third-year course on African Feminist theory. The schema for knowledge-making uses the hand, which holds our dream, as a descriptive metaphor. Each of the five fingers of the hand represents an aspect of how we have collaborated on the projects and in lecture rooms, and what this has taught us about how to nurture and inspire the dreams of young African people through transgressive knowledgemaking cultures. The five aspects – framing, activating, seeing, creating, imagining – are mutually constitutive elements of knowledge-making that are introduced throughout the thesis, and explained in careful detail in the conclusion as a synthesis of the collaborations. , Siphethe amaphupha ezandleni zethu: ukwenza iinckubeko zolwazi ezigxile ekuphazamiseni isiqhelo Isishwankathelo Ukwenziwa kolwazi kwiiunivesithi asiyonto engathathi cala kwaye yenzeka ngeendlelangeendlela. Le thisisi iphonononga ipolitiki yolwazi ngenjongo yokucebisa nokuvelisa iindlela zokwenziwa kolwazi ezigxile ekuphazamiseni kwesiqhelo, ndlela leyo eyenziwa ngentsebenziswano nabafundi. Le Ndlela yokuphazamisa isiqhelo ivela kwindlela zokufunda nokufundisa kwinkqubo yeExtended Studies kwiUnivesithi iRhodes, apho kwiminyaka elishumi edlulileyo besisebenzisa amalinge ohlukileyo okwenza ulwazi ohlukileyo kwindlela zokufunda eziqhelekileyo. Siqulunqe inkqubo yale thisisi evumele ukuba sisebenze nolwazi ngendlela ekhokhelelisa ubuAfrika phambile, nkqubo leyo eyondla nebamba amaphupha ethu. Inkcazo-bungcali neendlela zokwenza uphando lwalo msebenzi zicacisiwe kwiphepha lokuqala lethisisi yePhD ezakupapashwa. Lo msebenzi neminye imisebenzi efana nawo isebenzisa iAfrikan Feminism ngenjongo yokubeka ngokusesikweni ndlela le ingxile kwindlela yokufundisa neengcambu zayo ezizinze eAfrika, kwaye ikhokhelisa imfundo yabantu abatsha abazifumana besenziwe amakheswa nabahlelelekileyo kunyenjwa kwasentshona kwizifundo zaseunivesithi. Abafundi ababefunda kwiES baze nezihloko, yangabo abaziphendulayo, bahlola imisebenzi yoogxa babo, kwaye bancedisa ekubhaleni amaphepha amabini abonakalisa indlela yokuphanda kusetyenziswa iziseko zokufunda zeAfrikan Feminism. Eminye imisebenzi isebenzise iziseko eziphuma kulo msebenzi wokuqala, kwaye yomibini le misebenzi iphonononga iinkcubeko zokwenza ulwazi ezikhuthaza ukuzikisa ukucinga nobuntu obunobuchule. Oku kucaciswa nzulu kumaphepha amabini. Omnye ubhalwe nomfundi kunye nombhali obefundisa kwikhosi emfutshane ebikwi-intanethi ephakathi kwamazwekazi eyenzelwe abafundi be- PhD kwiAfrican Feminist Research Methodology. Omnye umsebenzi ubhalwe ngumntu omnye, nothi wazise umsebenzi wesithathu, ikhosi yonyaka wesithathu yePolitical and International Studies yenkcazo-bungcali iAfrican Feminism. Icebo lokwenza ulwazi lisebenzisa isandla esibambe amaphupha ethu, njengesafobe esinika inkcazelo. Umnwe ngamnye umele indlela esisebenzisene ngayo kule misebenzi nakumagumbi okufundela, kunye nesikufundileyo ngokukhulisa nokukhuthaza amaphupha wabantu abasebatsha baseAfrika ngokusebenzisa imisebenzi egxile kwiinkcubeko zolwazi eziphazamisa ukwenziwa kolwazi ngendlela eqhelekileyo. Imiba emihlanu- ukwenza isakhelo, ukuqalisa, ukubona, ukudala, ukusebenzisa imifanekiso ntelekelelo- iyingqokelela yenxalenye yokwenza ulwazi ngendlela enentsebenziswano kwaye ezi ziseko zaziswa banzi kwithisisi, kwaye zicaciswe gabalala kwisishwankathelo njengengqokelela yentsebenziswano kulo msebenzi. , Thesis (PhD) -- Faculty of Education, Education, 2023
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“How do you feel about the abortion?”: pre-termination of pregnancy counselling in the public health sector in the Eastern Cape
- Authors: Du Toit, Ryan Rudolph
- Date: 2023-10-13
- Subjects: Abortion counseling South Africa Eastern Cape , Conversation analysis , Discursive psychology , Public health South Africa , Reproductive justice , Abortion Psychological aspects
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/437238 , vital:73355 , DOI 10.21504/10962/437239
- Description: Pre-abortion counselling, as an aspect of abortion provision, has received growing research interest in various contexts. Much of the research has primarily focused on whether abortion counselling takes place, the experiences of women and/or counsellors (usually through retrospective interviews and surveys), and the content discussed during the counselling session (often policy regulated). Such research has proven vital to addressing the various reproductive issues facing women seeking an abortion worldwide. However, little research has focused on how pre-abortion counselling as an everyday institutional practice is conducted at a conversational level in the medical setting. By drawing on both conversation analysis and discursive psychology, this study explored how pre-abortion counselling was conducted in the public health sector in South Africa. The study involved recording the conversation during pre-abortion counselling and analysing it in terms of its content, in particular, the discourses drawn on by all parties involved, and its structure and delivery. The data were collected from three public hospitals in the Eastern Cape of South Africa and involved the audio recording of pre-abortion counselling sessions as part of abortion services. In total, 28 counselling sessions were recorded: 21 were individual sessions, and 7 were group counselling sessions. At two of the sites, counselling was conducted by registered midwives who worked at the hospital. At one site, an external Christian organisation volunteered trained counsellors to counsel women at the hospital free of charge. Using conversation analysis, counselling sessions were analysed in terms of the main projects. Seven key projects were identified: (1) Context setting, (2) History taking, (3) Establishing reason for abortion, (4) Presenting options, (5) Providing procedural information, (6) Obtaining verbal informed consent, and (7) Discussion of family planning. Each project is explored in terms of what discourses and subject positions featured when speakers were orienting to a specific project. This process highlighted how the conversational projects and their respective goals enable the deployment of certain problematic discourses and interactive/reflexive positionings. Discourse analysis revealed a clustering of discourses around two central themes. In the first clustering, the discourses were primarily used to discuss the (1) medically related issues underpinning the abortion procedure [medical discourse, responsibilization discourse, risk discourse, and discourse of support]. Talk using these discourses positioned women as patients needing medical intervention, responsibilised women for conceiving, playing an active role in their termination, and navigating all the psychological and physical risks “associated” with abortion. The discourse of support illustrates how support was spoken about in the interaction whereby patients were constructed as subjects who required support and nurses/counsellors as the ones who offered the support. In the second clustering, the discourses (2) focused on women and the foetus. These discourses [reproductive choice, religious, pronatalist, and foetal personhood discourses] positioned women as being responsible for making a choice regarding their pregnancy and the consequences that may result. In addition, a religious discourse coupled with a pronatalist discourse was used to construct the pregnancy and motherhood as desirable and part of “God’s plan”, whereas the foetus was spoken about as a “gift from God”. The foetal personhood discourse was used to construct the foetus as a living and functional human. This research provides evidence of how abortion counselling is problematic at various levels. At a practical level, there is a lack of standardisation in the delivery of abortion counselling (e.g., variation in key projects, where the counselling is mandated, time taken, nurse/counsellor training, content and format – group vs. individual counselling). At a discursive level, the use of certain discourses works to render the counselling directive through : (1) awfulizing abortion by providing misinformation about the abortion procedure, foetus and post-abortion psychological distress, (2) chastising and responsibilising women for conceiving, (3) constructing abortion as immoral, the ending of life and not in line with God’s plan, (4) constructing parenthood as the preferred choice, (5) delegitimising abortion as a resolution for pregnancy when compared to the other options (e.g., parenting or adoption), and finally (6) providing counselling that does not take into account the broader socio-political contexts. Recommendations for future research are put forward, and a call to move to a reparative justice framework is made by highlighting how it can be used to identify and understand reproductive injustices as they occur along four intersecting dimensions: (1) Individual material, (2) Collective material, (3) Individual symbolic, and (4) Collective symbolic. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2023
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