An investigation into factors that influence the results of Accounting (Education) 1 at the Technikon Free State
- Authors: Selesho, Jacob Mohlouwa
- Date: 2007
- Subjects: Education, Higher
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:10785 , http://hdl.handle.net/10948/133 , Education, Higher
- Description: Introduction : South Africa is currently engaged in wide-ranging consultations to formulate a new policy on education in line with the major structural changes currently taking place at the national level. The process has focused mainly on the previous government’s discriminatory policies, which were a cornerstone of apartheid. This research is not concerned so much with policy restructuring as with current pedagogical problems, which are a direct result of policy. During contact with students in different faculties at Technikon Free State over a period of nearly two to three years, made it clear that students experienced major learning problems especially in their first year. The research by Selaledi (1996: p8) seems to reflect one common origin which could be summed up as under-preparedness which, will leads to a high failure and drop-out rate among students. The higher education system is also beginning to respond to the changed social order as reflected, for example, in the changing demographic profile of students’ enrolment. However, the overall effectiveness and efficiency of the system is in doubt, as evidenced by a range of systematic problems (NPHE, 2001:p7-8). These include the overall quantity and quality of graduate research output. The contribution of the study will address aspects of the high failure rate as it has been outlined as a problem in the national plan for higher education. Large numbers of students who attend tertiary institutions are not able to deliver the academic standard of work expected from them. This often results in high failure in other subjects (Esterhuizen, 1995:p15). Technikon Free State declared certain subjects at risk and Accounting Education was included in the list. The high failure rate at tertiary institutions could be ascribed to the difference between the expectations of the lecturers and those of the students (NPHE, 2001:p7-9). Learners who take Accounting at high school spend five years doing the subject. This should give learners a solid grounding for future advanced studies in Accounting. However, according to Fridman (1987:p7-8) this, is not the case, as high school Accounting does not influence the result of first year Accounting. This study proposes to investigate the factors that influence the results of Accounting Education I at Technikon Free State. The study will also determine whether Grade 12 Accounting plays an important role in Accounting Education I results. The research findings may contribute towards a better understanding of the factors that influence academic performance in this field.
- Full Text:
- Date Issued: 2007
- Authors: Selesho, Jacob Mohlouwa
- Date: 2007
- Subjects: Education, Higher
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:10785 , http://hdl.handle.net/10948/133 , Education, Higher
- Description: Introduction : South Africa is currently engaged in wide-ranging consultations to formulate a new policy on education in line with the major structural changes currently taking place at the national level. The process has focused mainly on the previous government’s discriminatory policies, which were a cornerstone of apartheid. This research is not concerned so much with policy restructuring as with current pedagogical problems, which are a direct result of policy. During contact with students in different faculties at Technikon Free State over a period of nearly two to three years, made it clear that students experienced major learning problems especially in their first year. The research by Selaledi (1996: p8) seems to reflect one common origin which could be summed up as under-preparedness which, will leads to a high failure and drop-out rate among students. The higher education system is also beginning to respond to the changed social order as reflected, for example, in the changing demographic profile of students’ enrolment. However, the overall effectiveness and efficiency of the system is in doubt, as evidenced by a range of systematic problems (NPHE, 2001:p7-8). These include the overall quantity and quality of graduate research output. The contribution of the study will address aspects of the high failure rate as it has been outlined as a problem in the national plan for higher education. Large numbers of students who attend tertiary institutions are not able to deliver the academic standard of work expected from them. This often results in high failure in other subjects (Esterhuizen, 1995:p15). Technikon Free State declared certain subjects at risk and Accounting Education was included in the list. The high failure rate at tertiary institutions could be ascribed to the difference between the expectations of the lecturers and those of the students (NPHE, 2001:p7-9). Learners who take Accounting at high school spend five years doing the subject. This should give learners a solid grounding for future advanced studies in Accounting. However, according to Fridman (1987:p7-8) this, is not the case, as high school Accounting does not influence the result of first year Accounting. This study proposes to investigate the factors that influence the results of Accounting Education I at Technikon Free State. The study will also determine whether Grade 12 Accounting plays an important role in Accounting Education I results. The research findings may contribute towards a better understanding of the factors that influence academic performance in this field.
- Full Text:
- Date Issued: 2007
Staff retention at an institution of higher learning
- Authors: Sete, Lerato Virginia
- Date: 2015
- Subjects: Employee retention , Employee motivation , Education, Higher
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: http://hdl.handle.net/10948/6564 , vital:21111
- Description: The purpose of this study was to investigate staff retention at an institution of higher learning. The University of South Africa (UNISA) was the institution under scrutiny in this study. The reason for conducting the study was that employees at UNISA, and especially those at the College of Science, Engineering and Technology (CSET) with scarce skills, were difficult to attract and retain in their positions. It is thought that this scenario could create an increased workload and lead to stress and job dissatisfaction among remaining staff members in the college. This could resultantly influence the quality of education rendered to students. It was therefore important to identify the reasons behind staff turnover and to consider possible retention strategies that could be employed to retain employees at UNISA. The theoretical study focused on two main facets: factors that influence an employee’s decision to either leave or stay in an organisation; and on retention strategies used by the institution. In addition, interviews were conducted with a senior executive in the Human Resource Department and a senior academic manager in CSET at UNISA, to gain their views on how scarce skills were defined, the reasons for staff turnover and the utilisation of retention strategies to retain employees. A qualitative analysis was applied to the interview responses. In addition, a survey consisting of a self-administered questionnaire was conducted amongst academic staff at CSET and 64 responses were received, which represented a response rate of 30%. The questionnaire focused mainly on turnover intention, factors influencing turnover and retention strategies. The information gathered from the questionnaire was statistically analysed and interpreted. The respondents provided mostly positive responses to personal, job and organisational factors which influence retention compared with market factors, indicating that these factors played a significant role in retention. The results revealed that factors such as: remuneration and packages; recognising academic staff for their contribution; providing a satisfying and stimulating work environment; valuing and engaging employees and empowering supervision could be used to retain employees with scarce skills. The respondents agreed that UNISA could be perceived as an employer of choice and was actively seeking ways to retain employees, but were uncertain of the extent to which a fair compensation system, an attractive value proposition and care for employees with scarce skills were evident. No significant differences were found in terms of length of service, gender or race.
- Full Text:
- Date Issued: 2015
- Authors: Sete, Lerato Virginia
- Date: 2015
- Subjects: Employee retention , Employee motivation , Education, Higher
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: http://hdl.handle.net/10948/6564 , vital:21111
- Description: The purpose of this study was to investigate staff retention at an institution of higher learning. The University of South Africa (UNISA) was the institution under scrutiny in this study. The reason for conducting the study was that employees at UNISA, and especially those at the College of Science, Engineering and Technology (CSET) with scarce skills, were difficult to attract and retain in their positions. It is thought that this scenario could create an increased workload and lead to stress and job dissatisfaction among remaining staff members in the college. This could resultantly influence the quality of education rendered to students. It was therefore important to identify the reasons behind staff turnover and to consider possible retention strategies that could be employed to retain employees at UNISA. The theoretical study focused on two main facets: factors that influence an employee’s decision to either leave or stay in an organisation; and on retention strategies used by the institution. In addition, interviews were conducted with a senior executive in the Human Resource Department and a senior academic manager in CSET at UNISA, to gain their views on how scarce skills were defined, the reasons for staff turnover and the utilisation of retention strategies to retain employees. A qualitative analysis was applied to the interview responses. In addition, a survey consisting of a self-administered questionnaire was conducted amongst academic staff at CSET and 64 responses were received, which represented a response rate of 30%. The questionnaire focused mainly on turnover intention, factors influencing turnover and retention strategies. The information gathered from the questionnaire was statistically analysed and interpreted. The respondents provided mostly positive responses to personal, job and organisational factors which influence retention compared with market factors, indicating that these factors played a significant role in retention. The results revealed that factors such as: remuneration and packages; recognising academic staff for their contribution; providing a satisfying and stimulating work environment; valuing and engaging employees and empowering supervision could be used to retain employees with scarce skills. The respondents agreed that UNISA could be perceived as an employer of choice and was actively seeking ways to retain employees, but were uncertain of the extent to which a fair compensation system, an attractive value proposition and care for employees with scarce skills were evident. No significant differences were found in terms of length of service, gender or race.
- Full Text:
- Date Issued: 2015
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