Showing items 1 - 20 of 456

Your selections:

"Changing ourselves, changing others" : an analysis of the life stories of participants in a training course for volunteers within a non-governmental organisation in the Eastern Cape Province of South Africa

  • Authors: Harper, Christopher Duncan
  • Date: 2000
  • Subjects: Non-governmental organizations -- South Africa -- Eastern Cape , Violence -- South Africa -- Eastern Cape , Abused women -- Counseling of , Women -- Crimes against -- South Africa , Volunteers
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: vital:2985 , http://hdl.handle.net/10962/d1002494 , Non-governmental organizations -- South Africa -- Eastern Cape , Violence -- South Africa -- Eastern Cape , Abused women -- Counseling of , Women -- Crimes against -- South Africa , Volunteers
  • Description: Gender-based violence has been recognized as a pressing mental health problem that is prevalent within South African society. Non-governmental organizations play a major role in addressing and highlighting the issue. These organizations make use of volunteers in order to assist in meeting their goals. The modernist perspective has been the dominant investigative mode when research into volunteers has been conducted. However, this study has been conducted with an emphasis on narrative. In its use of this constitutionalist and deconstructive perspective, it examines the identity of the research participants within the dominant social and cultural discourses that story their lives. This presents a major challenge to the modernist framework. In examining the life stories of the participants an emergent nature of identity is noted. Through the process of storying their lives and ascribing meaning to their experiences and understandings, the participants engaged in a process of constructing their identity. This research recognizes that identity is both multi-sited and multi-storied. The emphasis on personal agency enables the participants to restory their lives in the light of challenging prevailing discourses. It is in this process of challenge that they reauthor their lives and are in a position to change their own lives and the lives of others.
  • Full Text:
  • Date Issued: 2000

"It takes a whole village to raise a child": youth development in Grahamstown

  • Authors: Van Hees, Charlotte
  • Date: 2000
  • Subjects: Households -- South Africa -- Grahamstown Income -- South Africa -- Grahamstown Non-governmental organizations -- South Africa -- Eastern Cape Non-governmental organizations -- South Africa -- Grahamstown Schools -- South Africa -- Grahamstown Youth -- Employment -- South Africa Youth -- South Africa -- Grahamstown Youth -- South Africa -- Social conditions Youth -- South Africa -- Societies, etc. Youth, Black -- Employment -- South Africa Youth, Black -- South Africa -- Social conditions Grahamstown (South Africa) -- Economic conditions Grahamstown (South Africa) -- Social conditions
  • Language: English
  • Type: Book , Text
  • Identifier: http://hdl.handle.net/10962/2431 , vital:20290 , ISBN 0868103691
  • Description: This research report is an edited version of a thesis written by Charlotte van Hees for a Master’s degree in organisational anthropology. The degree was awarded by the University of Utrecht, the Netherlands in May 2000. The fieldwork for her thesis was carried out in the first half of 1999 when Charlotte joined the Institute of Social and Economic Research (ISER) project team investigating development opportunities for local youth. For a town of its size Grahamstown has an exceptionally large number of development organisations and community initiatives. In short, it is the ideal setting for an organisational anthropologist. Over a six-month period Charlotte met with members of local organisations to compile a directory or, as she prefers to call it, a ‘social map’. The social map, published as ISER Research Report No. 3, sets out the manner in which local organisations are linked in their activities and services. Report No. 3 should be read in conjunction with this report. In her thesis Charlotte analyses the ideal characteristics of youth organisations and matches local examples to the ideal. On a ladder of perfection, an organisation run by youth for youth optimises youth development. Youth will benefit most if organisations join forces to offer comprehensive and coordinated services. Charlotte observed that although Grahamstown boasts a large number of organisations serving the youth, their services tend to be fragmented or overlapping. As a young outsider, Charlotte van Hees has the advantage of ‘seeing’ the local maze of organisations from a fresh vantage point. Her sizing up of the local situation has benefited from her considerable experience of youth work in the Netherlands. Apart from theoretical insights the report offers practical guidelines to enhance the success of local initiatives for youth. One recommendation, which youth volunteers might wish to adopt as their project, is to continuously update the social map. South Africa is a country experiencing rapid social change. Charlotte’s analysis is based on time- bound observations and a particular constellation of organisations. There have been major changes in the local government system since the study was written up which will inevitably affect the operations of organisations serving the youth. However, the basic lessons to be learnt from her analysis will remain valid in future and continue to serve as useful pointers for scholars and practitioners. Charlotte revisited Grahamstown briefly in April 2000 to present results to local organisations which had participated in the social mapping research. The workshop participants asked the ISER to make Charlotte’s analysis more widely available to stimulate debate and action among local youth and their organisations. It is in response to this wish that ISER has published this report. Thanks go to ISER’s publication officer, Nova de Villiers, for undertaking to edit Charlotte’s thesis for this publication. Anjanette Haller assisted with typing. Readers will appreciate their handiwork. This report is dedicated to the youth of Grahamstown. It is hoped it will revitalise their enthusiasm for personal development, and shape fresh ideas and action to make Grahamstown a better place to grow up in. , Digitised by Rhodes University Library on behalf of the Institute of Social and Economic Research (ISER)
  • Full Text:
  • Date Issued: 2000

18 heures

A 1394-based Architecture for professional audio production

  • Authors: Moses, Bob , Laubscher, Rob , Foss, Richard
  • Date: 2000
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/427318 , vital:72430 , https://www.aes.org/e-lib/browse.cfm?elib=9092
  • Description: With the advent of the IEEE 1394 standard, many audio device manufacturers have anticipated its employment within audio production systems, with the hope that future audio production systems will utilize this single connection type for the transmission of all audio and control data. This paper outlines extensive work that has been performed on the design and implementation of 1394 audio production components and, in the process, describes the resolution of the problems that arise when audio and audio device control data pass across 1394.
  • Full Text:
  • Date Issued: 2000

A case study of multigrade teaching in Canada: implications for South Africa

  • Authors: Muthayan, Saloshini
  • Date: 2000
  • Subjects: Combination of grades -- South Africa Combination of grades -- Canada Education, Elementary -- South Africa Education, Elementary -- Canada Combination of grades
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1438 , http://hdl.handle.net/10962/d1003319
  • Description: This study examines multigrade teaching in selected schools in Canada and its implications for improving multigrade teaching in South Africa, where over 50 % of primary schools are multigrade and the teachers have not received preparation in multigrade teaching. The case study method was adopted because it allowed for 'an intensive, holistic description and analysis' of the multigrade classroom. The approach is interpretivist, based on the assumption that social phenomena are 'socially constituted' and 'valuationally based'. Research techniques included a literature review, interviews and observations. Four classrooms with grade combinations ranging from two grades to eight grades (Kindergarten to grade 7) were studied. Despite problems such as the lack of official recognition, inadequate teacher education and support - problems common to both Canada and South Africa - the Canadian teachers managed their classrooms effectively. This was indicated by their understanding of the children's needs, their integration of the curriculum for teaching across the grades and the learning areas, their use of effective instructional strategies and their involyement of parents in the classroom. A reason for their success may be that their teacher education includes child-centred, activity based approaches, integration of the curriculum, critical thinking, flexibility and effective instructional strategies, which they may adapt for effective multigrade teaching. The study found that successful multigrade teaching depended on the teacher. For South Africa, this may imply that intervention programmes should focus on relevant preparation and support for multigrade teachers. The emphasis on material resources in the implementation of Curriculum 2005 has not been balanced with adequate training on policy, curriculum and instructional strategies. Teacher education should include methodologies that are experiential, reflective and participatory. A variety of instructional strategies should be employed in the multigrade classroom. The respondents in the study believed further that multigrade teaching is more beneficial than single-grade teaching because it caters for the diversity of needs amongst children and allows for peer tutoring, thereby exploiting Vygotsky's theory of the 'zone of proximal development'. Thus, instead of viewing multigrade teaching as a temporary phenomenon, it should be viewed as an opportunity for improving school effectiveness.
  • Full Text:
  • Date Issued: 2000

A cognitive behavioural treatment program for chronic lower back pain: a case study approach

  • Authors: Wohlman, Michael Avron
  • Date: 2000
  • Subjects: Backache -- Psychological aspects , Backache -- Treatment , Backache -- Treatment -- Case studies
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: vital:3087 , http://hdl.handle.net/10962/d1002596 , Backache -- Psychological aspects , Backache -- Treatment , Backache -- Treatment -- Case studies
  • Description: A cognitive behavioural treatment program for chronic lower back pain was designed, implemented and evaluated. The outpatient treatment program included education sessions, goal setting, graded activity training, physical exercise, relaxation training, cognitive techniques, social skills training, and medication reduction. Three participants volunteered to participate in the eightweek treatment program. Of the three participants, only one completed the program successfully. The results were used to critically discuss and evaluate the literature. The successful participant showed significant improvement in activity levels, decrease in subjective levels of pain, as well as decreased levels of anxiety and depression. It was shown that correcting cognitive distortions (e.g. selective abstraction, catastrophising, misattribution) and challenging early maladaptive schemas of abandonment, emotional deprivation and emotional inhibition (Young, 1990) assisted in enhancing coping mechanisms and the belief that the pain episodes would be short-lived and could be controlled. There was considerable improvement for the second participant, although he chose to withdraw from the program prior to its completion. The components of the psycho-education, relaxation and stress management and exercise program were beneficial for him. The third participant failed to accept the treatment formulation, and did not engage collaboratively in the treatment program. The case is presented as a point for examining therapeutic ailures.
  • Full Text:
  • Date Issued: 2000

A critical analysis of the in-service education courses offered at Trinset, with particular reference to Geography

  • Authors: Mniki, Felicia Nobesuthu Vuyiswa
  • Date: 2000
  • Subjects: Teachers -- In-service training -- South Africa Geography teachers -- In-service training -- South Africa Transkei Teachers' In-service College
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1475 , http://hdl.handle.net/10962/d1003356
  • Description: The aim of establishing the Transkei Teachers’ In- Service College (Trinset) in 1986 by the former Transkei Department of Education, was to alleviate the problem of inappropriately qualified teachers. This problem was seen as impacting negatively on the performance of matriculation candidates in the final examinations. In the twelve years since the college’s inception there has been no formal evaluation, this despite the perception of the importance of evaluation as an integral part of planning and implementation for any educational endeavour (Mc Naught, Taylor & O’Donoghue, 1990). This study analyses the courses offered at Trinset with particular reference to the subject of Geography. The aim is to explore how best these courses can support educators in the light of the current changes in South African education. The analysis of the in-service courses used a multifaceted approach guided by the participatory principle underlying Fourth Generation Evaluation. The analysis of the in-service courses offered by Trinset, in particular by the Geography Department, has served to raise questions and to highlight issues that are seen as particularly valuable in the reconfiguration of Trinset that is part of the current educational transformation process in South Africa in terms of the provision of in-service education.
  • Full Text:
  • Date Issued: 2000

A critical investigation into course development for the preparation of school leaders

  • Authors: McFarlane, Johannes
  • Date: 2000
  • Subjects: Educational leadership Educational leadership -- South Africa Action research in education School principals -- Training of -- South Africa
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: vital:1929 , http://hdl.handle.net/10962/d1007596
  • Description: Many schools in South Africa suffer from the consequences of bad leadership and management practices. A contributing factor to this problem is the inadequate preparation of school leaders for the wide variety of challenges facing them. This study formed part of a three-year project to develop a preparation programme for school leaders in the Southern Cape area of South Africa. Its aims focussed on the identification of principles for the design of preparation programmes leading to improvements in practice. Twelve teachers and principals participated in the project. They enrolled for a programme in school leadership designed and offered by the University of Port Elizabeth in consultation and cooperation with the Southern Cape Learning Resource Unit in George. Five sources were utilized for the provision of data: - The existing literature on the development of preparation programmes; - The group of twelve participants of the programme; - The four school principals in the group who acted as a focus group; - The staff and certain documents from the schools where these four principals are employed; - Local stakeholders with an interest in the success of the programme. Research methods typical of the interpretive tradition were utilized in orderto arrive at a better understanding of the needs of participants and of those elements of programmes which have the greatest impact on practice. Among the insights to have emerged from the study are the following: - The fact that the preparation of school leaders is a complex and multifaceted process which is enhanced by variety, continuous interaction between presenters and participants, flexibilityt o respond to changing needs and contexts, and an ongoing implementation in and feedback from practice ; - The central role played in the professional and academic growth of participants by individuals and groups around them; - The importance of action research as a tool in the accomplishment of a variety of goals in the preparation of school leaders. The main contributions of this study include: - A framework for the development of preparation programmes, ensuring the inclusion of a wide range of elements enhancing the effectiveness of the course; - A framework for the establishment of professional networks supporting participants in preparation programmes.
  • Full Text:
  • Date Issued: 2000

A critical investigation of a planned organisation change initiative within an educational institution in the Eastern Cape Province

  • Authors: Irvine, Margaret Hillian
  • Date: 2000
  • Subjects: School management and organization -- South Africa -- Evaluation Education and state Educational change -- South Africa -- Eastern Cape Education -- Economic aspects Organizational change -- South Africa -- Management Non-governmental organizations -- South Africa -- Eastern Cape School management and organization -- South Africa -- Eastern Cape
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1479 , http://hdl.handle.net/10962/d1003360
  • Description: South Africa is living is turbulent times at present. Non-government educational organisations are challenged by changes in education policy and by scarcity of donor funding for their work. This study focuses on the management of organisation change in a non-government organisation (NGO) working in rural areas of the Eastern Cape Province. I undertook the research to gain a clearer understanding of the management of organisational change. I used a third-wave change management approach, the future search conference, to conduct the process of change with the NGO. It focuses on the positive aspects of the organisation, its potential and its desired future. I conducted both the study and the future search conference as participatory action research, which involved the participants in the cycles of planning, action, observation and reflection and thus built ownership of the solutions they generated. I used the accounts of the activities arising from the future search conference, minutes of meetings, semistructured interviews and observation of behaviour to gather data. I analysed the data using triangulation, and in particular, space triangulation, to minimise the impact of the differences in culture and language use in the facilitator and participants. Analysis of the data collected revealed in the NGO that change and transformation are slow processes requiring ongoing support from the OD consultant. The staff defined organisational effectiveness, the goal of organisational change initiatives, in terms of fundraising ability. This ability embraces many of the qualities of a learning organisation and open systems thinking, two requirements for successful organisational change. In the NGO both organisation development and transformation were processes as well as products, and changes could not easily be measured until after the processes were completed. Organisational culture, and in particular the juxtaposition of the values of the organisation and staff and those of its partners and clients, played an important role in transformation. The differences lay in a ‘being’ and a ‘task’ orientation and the staff’s responsibility lay in building connections between the two. The staff received the approach of the future search conference well and there was an equally good fit between the future search conference and participatory action research. This needs to be investigated further with regard to change management in South African organisations.
  • Full Text:
  • Date Issued: 2000

A history of the South African police in Port Elizabeth, 1913-1956

  • Authors: Watson, Kelvin Innes
  • Date: 2000
  • Subjects: Police -- South Africa -- Eastern Cape South African Police -- South Africa -- Port Elizabeth -- History Police -- South Africa -- Port Elizabeth -- History
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: vital:2570 , http://hdl.handle.net/10962/d1002423
  • Description: This thesis investigates the policing activities of the South African Police (SAP) in Port Elizabeth from the formation of the SAP in 1913 to the creation of two separate police districts in the city in 1956. It begins with the recruitment and training of police personnel, outlining the difficulty in obtaining sufficient white recruits for most of the period while at the same time stressing the ease with which the Force was able to obtain black recruits. The preponderance of Afrikaner policemen serving in Port Elizabeth from the 1920s onwards is made clear, as is the para-military nature of the SAP, which was maintained and reinforced as a result of training methods and the process of socialisation. As state servants, police personnel were expected to serve loyally and obediently a state becoming increasingly repressive towards its black citizens. Generally inadequate conditions of service remained the norm throughout the period yet the SAP’s commitment to the state never wavered, bar one isolated, short-lived incidence. The administration and functioning of policing in Port Elizabeth is explored by focussing on specific organisational features pertinent to the city and the changes wrought by the police hierarchy to deal with the city’s demographic and spatial expansion. The SAP tended to employ three different forms of policing in the city as a result of its apartheid-driven agenda which compelled it to differentiate between the various population groups in terms of maintaining law and order. The privileged white community experienced routine, civil policing whereas the black community was policed largely in a socially and politically oppressive manner; this was in line with government policy. On the whole, however, the more brutal and sinister nature of policing was yet to come to the fore although this thesis does point towards the increasingly repressive nature of policing in South Africa during the apartheid era.
  • Full Text:
  • Date Issued: 2000

A Mbo Da Mondjo

A narrative study of teachers' life stories and their work identity

  • Authors: Heaton, Pamela Jane
  • Date: 2000
  • Subjects: Identity (Psychology) -- Case studies , Teachers -- Case studies , Women teachers -- South Africa , Education -- South Africa -- History , Education -- South Africa -- Eastern Cape , Women teachers -- South Africa -- Eastern Cape
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: vital:2989 , http://hdl.handle.net/10962/d1002498 , Identity (Psychology) -- Case studies , Teachers -- Case studies , Women teachers -- South Africa , Education -- South Africa -- History , Education -- South Africa -- Eastern Cape , Women teachers -- South Africa -- Eastern Cape
  • Description: Media coverage of the poor state of this country's education system has described public images of the teaching profession which provide a context for the research described in this paper. The research is concerned with how and to what extent work identity is reflected in the life stories of five female teachers from a rural village in the Eastern Cape. A social constructionist approach is taken to the meaning and construction of identity, and the paper describes the process of a narrative method of analyzing and interpreting the stories. An initial analysis reveals that the participants had few career options and little choice of career. Further analysis is concerned with interpreting how the teachers create coherence in their stories around this lack of choice as well as within the larger social and historical context. Simultaneously there is an interpretation of the participants' work identity. The teachers create coherence in their narratives around their families and their socioeconomic or cultural circumstances, but make no explicit reference to the political context of their work choices, which were made in the context of the restraints of the Apartheid era. From each teacher's story an understanding of their unique work identity emerges. These alternative understandings provide a contrast to the images constructed by the media.
  • Full Text:
  • Date Issued: 2000

A new role for the non-aligned movement in a post-cold war era

  • Authors: Chetty, Mahesh
  • Date: 2000
  • Subjects: Non-Aligned Movement , Nonalignment , Nonalignment -- Developing countries , International police
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: vital:2767 , http://hdl.handle.net/10962/d1002977 , Non-Aligned Movement , Nonalignment , Nonalignment -- Developing countries , International police
  • Description: With the disappearance of the superpower conflict that characterised the Cold War era, many observers have begun to question whether the Non-Aligned Movement (NAM) has a role to play in the post Cold War era. However the emergence of a number of issues on the international agenda, such as United Nations peacekeeping operations, global environmental issues and an increasing unwillingness on the part of the major economic powers to abide by GATT/WTO rules, have increasingly become of concern to non-aligned states. However whilst the United States has recognised that these issues require leadership in dealing with them, it has not been willing to supply that leadership. It shall therefore be argued that the changing nature of hegemony in world politics has set conditions that allow non-aligned middle powers and institutions greater scope for action and influence. The emergence of these issues has provided a scope for non-aligned middle powers, acting in accordance with their interests to play alternate leadership roles within an expanded scope for institutions, such as organisations, regimes and multilateralism, in addressing the interests of non-aligned states. Firstly in looking at an expanded role for organisations, the United States has increasingly been unwilling to play a leadership role within UN peacekeeping operations. The continuing importance of the neutrality of UN peacekeeping operations has provided a scope for nonaligned middle powers to play a burden-sharing role with the great powers in addressing the concerns of non-aligned states with regard to these operations. Secondly in looking at an expanded scope for regimes, the emergence of a regime in the issue of ozone depletion may provide a foundation to analyse how non-aligned middle powers may play a bridge-building role between North and South in the issue of climate change. Middle powers could therefore play this role in the absence of United States leadership within this issue. Thirdly, the role of the Cairns Group within the Uruguay Round in addressing non-aligned states’ interests of maintaining stable agricultural trade, can be seen as a model of small group multilateralism in bridging the divide between the major powers in issue specific areas.
  • Full Text:
  • Date Issued: 2000

A portfolio of original compositions with a commentary

  • Authors: Nkuna, Musa
  • Date: 2000
  • Subjects: String quartets -- Scores Song cycles -- Scores Music -- Africa -- Scores
  • Language: English
  • Type: text , Thesis , Masters , MMus
  • Identifier: vital:2698 , http://hdl.handle.net/10962/d1018689
  • Description: This portfolio consists of four diverse original compositions written in 1999 : a string quartet, a cello suite and a set of two choral pieces.
  • Full Text:
  • Date Issued: 2000

A Scottish bellfounder (letter)

  • Authors: Lewis, Colin A
  • Date: 2000
  • Language: English
  • Type: Article
  • Identifier: vital:6180 , http://hdl.handle.net/10962/d1012374 , http://www.ringingworld.co.uk
  • Description: Colin Lewis was Professor of Geography at Rhodes University, Grahamstown, South Africa from 1989 until his retirement at the end of 2007. In 1990, with the strong support of the incumbent Vice-Chancellor, Dr Derek Henderson, he instigated the Certificate in Change Ringing (Church Bell Ringing) in the Rhodes University Department of Music and Musicology - the first such course to be offered in Africa. Since that date he has lectured in the basic theory, and taught the practice of change ringing. He is the Ringing Master of the Cathedral of St Michael and St George, Grahamstown, South Africa.
  • Full Text:
  • Date Issued: 2000

A survey of Butterworth senior secondary school teachers' views on the relationship between teacher involvement in decision-making and morale

  • Authors: Nongwe, Tozamile Johnson
  • Date: 2000
  • Subjects: Education -- South Africa -- Decision making Decision making -- Case studies Teacher morale Vuli-Valley Senior Secondary School
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1787 , http://hdl.handle.net/10962/d1003672
  • Description: Tbe purpose of this survey was to investigate Butterworth Senior Secondary School teachers' views on the relationship between teacher involvement in decision-making and morale. Out of four Butterworth Senior Secondary Schools with a population of about eigbhy six teachers, thirty teachers were willing participants in the research study. The teachers come from a homogeneous background (Xhosa-speaking). Questionnaires were administered to tbe sample subjects (population). The results (responses) of these teacbers (respondents) were then analyzed. After the analysis of their results, it became clear that there is a relationship between teacher involvement in decision-making and morale. Thus, the findings did not support the null hypothesis which stated that Butterworth Senior Secondary Scbool teachers see no relationship between their involvement in decision-making and morale.
  • Full Text:
  • Date Issued: 2000

A taxonomic and ecological review of Pseudocloeon glaucum (Agnew)(Ephemeroptera: Baetidae)

  • Authors: Lugo-Ortiz, C R , de Moor, Ferdy C , Barber-James, Helen M
  • Date: 2000
  • Language: English
  • Type: Article
  • Identifier: vital:7007 , http://hdl.handle.net/10962/d1008385
  • Description: Pseudocloeon masai (Lugo-Ortiz and McCafferty), P. nadineae (Lugo-Ortiz and McCafferty) and P. quintum (Agnew) are junior subjective synonyms of P. glaucum (Agnew). Larvae of P. glaucum manifest a wide range of variation in mouthpart morphology, particularly with respect to the development of the distomedial process of segment 2 of the labial palps, body size, general body colour and abdominal colour pattern. Such variation is observed in different cohorts and populations, and explains why several names have been applied to the same species. Larvae of P. glaucum also have considerable ecological tolerance, accounting for the abundance and widespread distribution of the species in the Afrotropical Region. New records from Kenya, Lesotho, Namibia and Zimbabwe are provided.
  • Full Text:
  • Date Issued: 2000

Abissa

Academic literacy in management education

  • Authors: Pearse, Noel J , Amos, Trevor L
  • Date: 2000
  • Subjects: To be catalogued
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/270065 , vital:54392 , xlink:href="https://hdl.handle.net/10520/EJC36783"
  • Description: Although management education aims to equip students with relevant knowledge, skills and competencies, making explicit and developing the cognitive thought processes necessary for management students to deal effectively with the current and future demands of the world of work, have been neglected. This article argues for the development of "complicated understanding" (Bartunek, Gordon and Weathersby 1983) in management students, through cultivating academic literacy. Using mediation, reflective inquiry and reflective writing interactively, it is illustrated how academic literacy could be promoted at the post-graduate level.
  • Full Text:
  • Date Issued: 2000

Aduna

  • Disclaimer
  • Privacy
  • Copyright
  • Contact