2009 Rhodes University Graduation ceremonies address
- Authors: Badat, Saleem
- Date: 2009-04-16
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7744 , http://hdl.handle.net/10962/d1015892
- Full Text:
- Date Issued: 2009-04-16
- Authors: Badat, Saleem
- Date: 2009-04-16
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7744 , http://hdl.handle.net/10962/d1015892
- Full Text:
- Date Issued: 2009-04-16
A critical Fanonian understanding of black student identities at Rhodes University, South Africa
- Mercadal-Barroso, Adriana Kimberly
- Authors: Mercadal-Barroso, Adriana Kimberly
- Date: 2015
- Subjects: Fanon, Frantz, 1925-1961 -- Political and social views , Rhodes University , Education, Higher , College graduates, Black -- South Africa -- Grahamstown -- Attitudes , Identity , Black people -- Ethnic identity
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3391 , http://hdl.handle.net/10962/d1016375
- Description: South African history is rooted in racial identities, inequalities and injustices, which the post-apartheid government has sought to address for twenty years since 1994. The transition to a post-apartheid society though has been a difficult one with the social structure and everyday life still marked by the racial past. Though racial classifications on an official basis no longer exist, racial identities continue to pervade the country. Of particular significance to this thesis are black identities including the possibility of black inferiority, which I examine in relation to black post-graduate university students in contemporary South Africa, specifically at Rhodes University. In examining this topic, I draw extensively on the work of Frantz Fanon, who wrote about both colonial society and the emerging post-colonial experience. Fanon was a young black intellectual whose work was in part based on his own experiences of being a once-colonised black person in a world which he perceived as being dominated by whiteness. In his work he expresses his own perceptions of whiteness and how the black identity has come to be shaped by and around this dominant white foundation. Fanon extensively discussed the lives of black intellectuals and elites, and demonstrated how the black identity becomes shaped by and around the world of whiteness. In doing so, he raised a range of themes, such as black inferiority, mimicry and double consciousness. I draw upon the work of Fanon in a critically sympathetic manner to delve into the experiences of black postgraduate students as they negotiate their way through a university setting dominated by a white institutional culture. I bring to the fore the argument that the racial identities of these students is not fixed and sutured but, rather, is marked by considerable fluidity and ambiguity such that black identity must be understood not just as a state of being but also as a process of becoming.
- Full Text:
- Date Issued: 2015
- Authors: Mercadal-Barroso, Adriana Kimberly
- Date: 2015
- Subjects: Fanon, Frantz, 1925-1961 -- Political and social views , Rhodes University , Education, Higher , College graduates, Black -- South Africa -- Grahamstown -- Attitudes , Identity , Black people -- Ethnic identity
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3391 , http://hdl.handle.net/10962/d1016375
- Description: South African history is rooted in racial identities, inequalities and injustices, which the post-apartheid government has sought to address for twenty years since 1994. The transition to a post-apartheid society though has been a difficult one with the social structure and everyday life still marked by the racial past. Though racial classifications on an official basis no longer exist, racial identities continue to pervade the country. Of particular significance to this thesis are black identities including the possibility of black inferiority, which I examine in relation to black post-graduate university students in contemporary South Africa, specifically at Rhodes University. In examining this topic, I draw extensively on the work of Frantz Fanon, who wrote about both colonial society and the emerging post-colonial experience. Fanon was a young black intellectual whose work was in part based on his own experiences of being a once-colonised black person in a world which he perceived as being dominated by whiteness. In his work he expresses his own perceptions of whiteness and how the black identity has come to be shaped by and around this dominant white foundation. Fanon extensively discussed the lives of black intellectuals and elites, and demonstrated how the black identity becomes shaped by and around the world of whiteness. In doing so, he raised a range of themes, such as black inferiority, mimicry and double consciousness. I draw upon the work of Fanon in a critically sympathetic manner to delve into the experiences of black postgraduate students as they negotiate their way through a university setting dominated by a white institutional culture. I bring to the fore the argument that the racial identities of these students is not fixed and sutured but, rather, is marked by considerable fluidity and ambiguity such that black identity must be understood not just as a state of being but also as a process of becoming.
- Full Text:
- Date Issued: 2015
A preliminary perspective on the Office of the Vice-Chancellor and appeals related to exclusions and admissions
- Authors: Badat, Saleem
- Date: 2007
- Subjects: Rhodes University
- Language: English
- Type: text
- Identifier: vital:7644 , http://hdl.handle.net/10962/d1015772
- Full Text:
- Date Issued: 2007
- Authors: Badat, Saleem
- Date: 2007
- Subjects: Rhodes University
- Language: English
- Type: text
- Identifier: vital:7644 , http://hdl.handle.net/10962/d1015772
- Full Text:
- Date Issued: 2007
A reflective multiple case study approach to understanding partner relationships within the context of community engagement at Rhodes University
- Authors: Bobo, Azola Benita Dorothea
- Date: 2021-05-06
- Subjects: Community development South Africa Makhanda , Community and college South Africa Makhanda , Community psychology South Africa Makhanda , Decolonization South Africa , Social action South Africa Makhanda , Transformative learning South Africa Makhanda , Rhodes University , Rhodes University Community Engagement (RUCE)
- Language: English
- Type: Doctoral thesis , text
- Identifier: http://hdl.handle.net/10962/253854 , vital:52406 , DOI 10.21504/10962/253854
- Description: Using a social constructivist approach, within the social action model of community psychology, this research interrogates the features of successful community engagement partnerships that exist within the context of higher education. It draws on the co-management model that the Rhodes University Community Engagement (RUCE) division proposes, where partnerships are seen to be mutually beneficial. This research further interrogates whether the principles of community engagement that RUCE propose play out in reality, and whether systems of power are deconstructed, in working towards more equitable engagements. Drawing on the Early Childhood Development (ECD) Residence Programme for case studies, this research used a reflective multiple case study design in attempting to answer the research question. Four partner groups (i.e., 4 community partners and 4 community engagement representatives) were selected for this research. Each participant was interviewed twice (with a 6-month time gap) and also participated in two focus group discussions. Thematic analysis was used to analyse the findings. In taking a social justice approach, it can be argued that RUCE has made strides towards forming collaborative partnerships based on the ethics of ubuntu and aspects of transformative learning, which may lead to the decolonisation of higher education. However, critical engagement with the research findings suggests that in many cases the principles that RUCE propose are aspirational. More work needs to be done with both students and community partners to develop the kinds of partnerships that RUCE aspires to. This research provides valuable insight into how carefully managed community engagement partnerships in higher education have the potential to contribute to the transformation agenda of higher education institutions, while promoting equitable societies. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2022
- Full Text:
- Date Issued: 2021-05-06
- Authors: Bobo, Azola Benita Dorothea
- Date: 2021-05-06
- Subjects: Community development South Africa Makhanda , Community and college South Africa Makhanda , Community psychology South Africa Makhanda , Decolonization South Africa , Social action South Africa Makhanda , Transformative learning South Africa Makhanda , Rhodes University , Rhodes University Community Engagement (RUCE)
- Language: English
- Type: Doctoral thesis , text
- Identifier: http://hdl.handle.net/10962/253854 , vital:52406 , DOI 10.21504/10962/253854
- Description: Using a social constructivist approach, within the social action model of community psychology, this research interrogates the features of successful community engagement partnerships that exist within the context of higher education. It draws on the co-management model that the Rhodes University Community Engagement (RUCE) division proposes, where partnerships are seen to be mutually beneficial. This research further interrogates whether the principles of community engagement that RUCE propose play out in reality, and whether systems of power are deconstructed, in working towards more equitable engagements. Drawing on the Early Childhood Development (ECD) Residence Programme for case studies, this research used a reflective multiple case study design in attempting to answer the research question. Four partner groups (i.e., 4 community partners and 4 community engagement representatives) were selected for this research. Each participant was interviewed twice (with a 6-month time gap) and also participated in two focus group discussions. Thematic analysis was used to analyse the findings. In taking a social justice approach, it can be argued that RUCE has made strides towards forming collaborative partnerships based on the ethics of ubuntu and aspects of transformative learning, which may lead to the decolonisation of higher education. However, critical engagement with the research findings suggests that in many cases the principles that RUCE propose are aspirational. More work needs to be done with both students and community partners to develop the kinds of partnerships that RUCE aspires to. This research provides valuable insight into how carefully managed community engagement partnerships in higher education have the potential to contribute to the transformation agenda of higher education institutions, while promoting equitable societies. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2022
- Full Text:
- Date Issued: 2021-05-06
A sociological analysis of the provision of extended studies as a means of addressing transformation at a historically white university
- 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).
- Full Text:
- Date Issued: 2014
- 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).
- Full Text:
- Date Issued: 2014
Address at Milner and Hobson Houses birthday tea
- Authors: Badat, Saleem
- Date: 2007-08-25 , 2014-07-11
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7632 , http://hdl.handle.net/10962/d1012601 , Rhodes University
- Description: Address at the celebration of Milner House’s 80th birthday and Hobson House’s 40th birthday, Rhodes University.
- Full Text:
- Date Issued: 2007-08-25
- Authors: Badat, Saleem
- Date: 2007-08-25 , 2014-07-11
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7632 , http://hdl.handle.net/10962/d1012601 , Rhodes University
- Description: Address at the celebration of Milner House’s 80th birthday and Hobson House’s 40th birthday, Rhodes University.
- Full Text:
- Date Issued: 2007-08-25
Address at the Alty and Vice-Chancellor's Awards ceremony, 2007
- Authors: Badat, Saleem
- Date: 2007-05-25 , 2014-06-13
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7619 , http://hdl.handle.net/10962/d1011831
- Description: Address at the Alty and Vice-Chancellor's Awards ceremony, 2007
- Full Text:
- Date Issued: 2007-05-25
- Authors: Badat, Saleem
- Date: 2007-05-25 , 2014-06-13
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7619 , http://hdl.handle.net/10962/d1011831
- Description: Address at the Alty and Vice-Chancellor's Awards ceremony, 2007
- Full Text:
- Date Issued: 2007-05-25
Address at the opening of the OutRhodes Pride Week, 21 August 2007
- Authors: Badat, Saleem
- Date: 2007
- Subjects: Rhodes University
- Language: English
- Type: text
- Identifier: vital:7652 , http://hdl.handle.net/10962/d1015780
- Full Text:
- Date Issued: 2007
- Authors: Badat, Saleem
- Date: 2007
- Subjects: Rhodes University
- Language: English
- Type: text
- Identifier: vital:7652 , http://hdl.handle.net/10962/d1015780
- Full Text:
- Date Issued: 2007
Address at the unveiling of the plaque in memory of Ruth First at the Ruth First residence, Aug 2007
- Authors: Badat, Saleem
- Date: 2007
- Subjects: Rhodes University , First, Ruth, 1925-1982
- Language: English
- Type: text
- Identifier: vital:7656 , http://hdl.handle.net/10962/d1015784
- Full Text:
- Date Issued: 2007
Address at the unveiling of the plaque in memory of Ruth First at the Ruth First residence, Aug 2007
- Authors: Badat, Saleem
- Date: 2007
- Subjects: Rhodes University , First, Ruth, 1925-1982
- Language: English
- Type: text
- Identifier: vital:7656 , http://hdl.handle.net/10962/d1015784
- Full Text:
- Date Issued: 2007
Address to delegates and Rhodes Top 50 Free First -Year Tuition Scholarships Prize Winners at the De Beers English Olympiad Prize Giving Ceremony
- Authors: Badat, Saleem
- Date: 2006-07-13 , 2014-06-12
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7602 , http://hdl.handle.net/10962/d1011794
- Description: Address to Delegates and Rhodes Top 50 Free First -Year Tuition Scholarships Prize Winners at the De Beers English Olympiad Prize Giving Ceremony
- Full Text:
- Date Issued: 2006-07-13
- Authors: Badat, Saleem
- Date: 2006-07-13 , 2014-06-12
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7602 , http://hdl.handle.net/10962/d1011794
- Description: Address to Delegates and Rhodes Top 50 Free First -Year Tuition Scholarships Prize Winners at the De Beers English Olympiad Prize Giving Ceremony
- Full Text:
- Date Issued: 2006-07-13
Address to Parent Evening, Johannesburg, 16 November 2006
- Authors: Badat, Saleem
- Date: 2006-11-16 , 2014-06-12
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7611 , http://hdl.handle.net/10962/d1011809
- Description: Address to parents of prospective Rhodes University students, held in Johannesburg, 16 November 2006.
- Full Text:
- Date Issued: 2006-11-16
- Authors: Badat, Saleem
- Date: 2006-11-16 , 2014-06-12
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7611 , http://hdl.handle.net/10962/d1011809
- Description: Address to parents of prospective Rhodes University students, held in Johannesburg, 16 November 2006.
- Full Text:
- Date Issued: 2006-11-16
Address to the convocation of Rhodes University
- Authors: Badat, Saleem
- Date: 2008-08-23
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7685 , http://hdl.handle.net/10962/d1015830
- Full Text:
- Date Issued: 2008-08-23
- Authors: Badat, Saleem
- Date: 2008-08-23
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7685 , http://hdl.handle.net/10962/d1015830
- Full Text:
- Date Issued: 2008-08-23
Address to the Rhodes University Muslim Students Association Leavers dinner.
- Authors: Badat, Saleem
- Date: 2007-10-20 , 2014-07-14
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7639 , http://hdl.handle.net/10962/d1012618 , Rhodes University
- Description: Address by the Vice-chancellor, Dr Saleem Badat, to the Rhodes University Muslim Students Association Leavers dinner, held at Kwantu Game Reserve, 20 October 2007.
- Full Text:
- Date Issued: 2007-10-20
- Authors: Badat, Saleem
- Date: 2007-10-20 , 2014-07-14
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7639 , http://hdl.handle.net/10962/d1012618 , Rhodes University
- Description: Address by the Vice-chancellor, Dr Saleem Badat, to the Rhodes University Muslim Students Association Leavers dinner, held at Kwantu Game Reserve, 20 October 2007.
- Full Text:
- Date Issued: 2007-10-20
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.
- Full Text:
- Date Issued: 2009
- 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.
- Full Text:
- Date Issued: 2009
An investigation of enabling and constraining factors affecting the supply and demand of specific biodiversity scarce skills to the biodiversity sector
- 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).
- Full Text:
- Date Issued: 2015
- 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).
- Full Text:
- Date Issued: 2015
Being young, black, woman academics on an Accelerated Development Programme in an Historically White University in South Africa: a narrative analysis
- Mohoto, Nkoe Lieketso Paballo
- Authors: Mohoto, Nkoe Lieketso Paballo
- Date: 2017
- Subjects: New generation academic professionals Programme (South Africa) , College teachers, Black -- South Africa , Women college teachers, Black -- South Africa -- Case studies , Rhodes University
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13202 , vital:21813
- Description: The national program for the development of next and new generation academic professionals (NGAP) aims to help Universities to diversify their academic teaching staff to be more reflective of the national demographics of the country. Through NGAP and policies of redress, a Historically White University would predictably introduce young black women into their academic teaching staff. This is a category of the population who would have been most affected by the exclusionary hiring policies that would have generally been in use in historically white universities before 1995, the year following the first democratic elections. The selection of staff according to criteria that has historically been used to exclude them is a policy which is widely considered to be a useful and necessary way to institute redress. While this half thesis does not disagree with this social and moral imperative, I find interest in the lack of focus on the emotional, psychological, spiritual and otherwise personal toll of the implementation of such a policy on those who are introduced through it and related policies. I believe there is a need to problematise the highly normative environments in which staff (to benefit from redress) are required to function. This half thesis examines the narrated experiences of three such staff members at Rhodes University with specific interest in their everyday experiences in an institution which has historically been tailored for (and in many cases is still run by) white, older male academics. The thesis indicates that the emotional and psychological effects and 'taxes' of being on an accelerated development programme may be worth noting and appreciating in order to think about the retention of black woman academics. The findings show that the complexity of younger black women's experiences within historically white universities such as Rhodes University requires equally complex and multifaceted strategies and programmes. These programmes should not only support these academics but also undermine existing exclusionary institutional cultures in order to facilitate true, deep transformational practice in historically white universities such as Rhodes University.
- Full Text:
- Date Issued: 2017
- Authors: Mohoto, Nkoe Lieketso Paballo
- Date: 2017
- Subjects: New generation academic professionals Programme (South Africa) , College teachers, Black -- South Africa , Women college teachers, Black -- South Africa -- Case studies , Rhodes University
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13202 , vital:21813
- Description: The national program for the development of next and new generation academic professionals (NGAP) aims to help Universities to diversify their academic teaching staff to be more reflective of the national demographics of the country. Through NGAP and policies of redress, a Historically White University would predictably introduce young black women into their academic teaching staff. This is a category of the population who would have been most affected by the exclusionary hiring policies that would have generally been in use in historically white universities before 1995, the year following the first democratic elections. The selection of staff according to criteria that has historically been used to exclude them is a policy which is widely considered to be a useful and necessary way to institute redress. While this half thesis does not disagree with this social and moral imperative, I find interest in the lack of focus on the emotional, psychological, spiritual and otherwise personal toll of the implementation of such a policy on those who are introduced through it and related policies. I believe there is a need to problematise the highly normative environments in which staff (to benefit from redress) are required to function. This half thesis examines the narrated experiences of three such staff members at Rhodes University with specific interest in their everyday experiences in an institution which has historically been tailored for (and in many cases is still run by) white, older male academics. The thesis indicates that the emotional and psychological effects and 'taxes' of being on an accelerated development programme may be worth noting and appreciating in order to think about the retention of black woman academics. The findings show that the complexity of younger black women's experiences within historically white universities such as Rhodes University requires equally complex and multifaceted strategies and programmes. These programmes should not only support these academics but also undermine existing exclusionary institutional cultures in order to facilitate true, deep transformational practice in historically white universities such as Rhodes University.
- Full Text:
- Date Issued: 2017
Bequest message from the Vice-Chancellor
- Authors: Badat, Saleem
- Date: 2006-12 , 2014-06-10
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7597 , http://hdl.handle.net/10962/d1011748
- Description: Message from the Vice-Chancellor, Dr Saleem Badat, regarding the value of making a bequest to Rhodes University
- Full Text:
- Date Issued: 2006-12
- Authors: Badat, Saleem
- Date: 2006-12 , 2014-06-10
- Subjects: Rhodes University
- Language: English
- Type: Text
- Identifier: vital:7597 , http://hdl.handle.net/10962/d1011748
- Description: Message from the Vice-Chancellor, Dr Saleem Badat, regarding the value of making a bequest to Rhodes University
- Full Text:
- Date Issued: 2006-12
Community engagement VC foreword and website message
- Authors: Badat, Saleem
- Date: 2007-11-01 , 2014-06-13
- Subjects: Rhodes University , Community and college -- South Africa -- Eastern Cape , Education, Higher -- Aims and objectives -- South Africa -- Eastern Cape
- Language: English
- Type: Text
- Identifier: vital:7622 , http://hdl.handle.net/10962/d1011836
- Description: Foreword by Dr Saleem Badat on community engagement (CE) and the role of Rhodes University in active community engagement.
- Full Text:
- Date Issued: 2007-11-01
- Authors: Badat, Saleem
- Date: 2007-11-01 , 2014-06-13
- Subjects: Rhodes University , Community and college -- South Africa -- Eastern Cape , Education, Higher -- Aims and objectives -- South Africa -- Eastern Cape
- Language: English
- Type: Text
- Identifier: vital:7622 , http://hdl.handle.net/10962/d1011836
- Description: Foreword by Dr Saleem Badat on community engagement (CE) and the role of Rhodes University in active community engagement.
- Full Text:
- Date Issued: 2007-11-01
Creating digital materials for Antimicrobial Resistance One Health awareness and behaviour change for Rhodes University peer educators
- Authors: Patnala, Shraddha
- Date: 2021-10-29
- Subjects: Anti-infective agents South Africa , Drug resistance , Antibiotics , Drug resistance in microorganisms , Health education South Africa , Health risk communication South Africa , Digital media South Africa , Peer counseling South Africa , One Health (Initiative) , Social Behaviour Change Communication (SBCC) , Rhodes University
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191001 , vital:45048
- Description: Antimicrobial resistance (AMR) is an urgent, global health problem that stems from the inappropriate use of and poor adherence to antibiotics that treat diseases in human beings. It is further exacerbated by the proliferation of antibiotics into the food chain, particularly from the overuse and misuse of antibiotics in agricultural, meat, and dairy production. The recently developed World Health Organisation (WHO) One Health (OH) approach encompasses and acknowledges the various interconnected pathways that drive AMR between the human, animal, and environmental spheres. Until recently, AMR health challenges have been viewed primarily through a biomedical lens, but this study draws on the more holistic perspective that the One Health approach offers. AMR from food sources (AMR-OH) is an underrepresented topic of research. Creating digital health communication for low-literate end-users on this topic using the One Health approach is an emerging field of research. AMR-OH has not been extensively covered in health communication campaigns and requires developing context-specific digital educational materials, such as the ones this study presents. This study draws on Social Behaviour Change Communication (SBCC) theory elements to create a suggested approach to disseminate AMR-OH information. This intervention was aimed at low-health-literate end-users to accomplish two objectives. First, create awareness and improve knowledge about AMR-OH via a video. Second, offer feasible, easily implementable behaviour change actions in the form of an infographic comprising four food safety steps (Clean, Separate, Cook, and Chill). The study was conducted in three phases. First, recruit participants and conduct a literature review to identify the effective SBCC elements of health communication intervention design. Second, conduct a needs assessment to gauge the volunteering participants’ familiarity with digital media and their current health literacy on AMR-OH. Third, conceptualise and design the two AMR-OH digital educational materials (a video and accompanying infographic). The materials were first evaluated by the researcher using the Clear Communication Index (CCI) test, and then shared with the participants via WhatsApp to be evaluated by them, using two end-user tests: the Patient Education Material Assessment Tool (PEMAT) and the Suitability Assessment of Materials (SAM) test. These two tests assessed the materials’ readability, understandability, and actionability. A post-evaluation, semi-structured interview (SSI) was then conducted with the participants. Deductive thematic analysis was conducted on the SSI data and analysed using the five design benchmarks as themes: Ease of Use of Technology, Clarity of Content, Appropriate Format, Target Audience Resonance (Appropriate for target audience), and Clear calls to Action (Actionable). The rapid onset of COVID-19 restrictions forced the project to scale down and shift entirely online. The study could be conducted due to the active and enthusiastic virtual participation of two Rhodes University Peer Educators (PEs) whose contribution was vital to developing and evaluating the materials. The needs assessment showed that the PEs were comfortable using WhatsApp, had reliable internet connection when on campus, and used this social media platform for professional and personal communication. This assessment also showed that they had prior knowledge of AMR but only from the human health perspective. The video and infographic scored high on the Clear Communication Index, 93.3% and 94.4%, respectively. The PEs’ evaluation of the materials was also high on the PEMAT and SAM assessments: video narration (100%, 80% respectively), video (100%, 99% respectively), and infographic (86%, 90% respectively). This study produced an easy-to-use, accessible and appropriate online repository of AMR-OH information in a novel format with actionable steps. The post-evaluation SSI revealed that the materials and the channel of delivery were welcomed. The PEs expressed their confidence in receiving, using, and sharing this novel presentation of evidence and solutions-based information about AMR-OH. They further highlighted that this is the first time they have received and evaluated context-specific digital multimedia about AMR-OH and that this information equipped them to adopt the food safety behaviours – namely, the four food safety steps. This study demonstrates that the theory-informed creation of engaging digital media for AMR-OH is feasible and viable. Furthermore, it affirms that engaging digital media for AMR-OH can be created to enhance the knowledge of end-users about this health issue. The scaled-down approach created a blueprint to implement a more extensive intervention in the future, informed by this intervention’s methods and tools. Lastly, this blueprint for a particular conceptualisation of an AMR-OH digital media intervention provides effective and empowering tools with which the PEs can disseminate this information to the university's support staff. , Thesis (MA) -- Faculty of Humanities, School of Journalism and Media Studies, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Patnala, Shraddha
- Date: 2021-10-29
- Subjects: Anti-infective agents South Africa , Drug resistance , Antibiotics , Drug resistance in microorganisms , Health education South Africa , Health risk communication South Africa , Digital media South Africa , Peer counseling South Africa , One Health (Initiative) , Social Behaviour Change Communication (SBCC) , Rhodes University
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191001 , vital:45048
- Description: Antimicrobial resistance (AMR) is an urgent, global health problem that stems from the inappropriate use of and poor adherence to antibiotics that treat diseases in human beings. It is further exacerbated by the proliferation of antibiotics into the food chain, particularly from the overuse and misuse of antibiotics in agricultural, meat, and dairy production. The recently developed World Health Organisation (WHO) One Health (OH) approach encompasses and acknowledges the various interconnected pathways that drive AMR between the human, animal, and environmental spheres. Until recently, AMR health challenges have been viewed primarily through a biomedical lens, but this study draws on the more holistic perspective that the One Health approach offers. AMR from food sources (AMR-OH) is an underrepresented topic of research. Creating digital health communication for low-literate end-users on this topic using the One Health approach is an emerging field of research. AMR-OH has not been extensively covered in health communication campaigns and requires developing context-specific digital educational materials, such as the ones this study presents. This study draws on Social Behaviour Change Communication (SBCC) theory elements to create a suggested approach to disseminate AMR-OH information. This intervention was aimed at low-health-literate end-users to accomplish two objectives. First, create awareness and improve knowledge about AMR-OH via a video. Second, offer feasible, easily implementable behaviour change actions in the form of an infographic comprising four food safety steps (Clean, Separate, Cook, and Chill). The study was conducted in three phases. First, recruit participants and conduct a literature review to identify the effective SBCC elements of health communication intervention design. Second, conduct a needs assessment to gauge the volunteering participants’ familiarity with digital media and their current health literacy on AMR-OH. Third, conceptualise and design the two AMR-OH digital educational materials (a video and accompanying infographic). The materials were first evaluated by the researcher using the Clear Communication Index (CCI) test, and then shared with the participants via WhatsApp to be evaluated by them, using two end-user tests: the Patient Education Material Assessment Tool (PEMAT) and the Suitability Assessment of Materials (SAM) test. These two tests assessed the materials’ readability, understandability, and actionability. A post-evaluation, semi-structured interview (SSI) was then conducted with the participants. Deductive thematic analysis was conducted on the SSI data and analysed using the five design benchmarks as themes: Ease of Use of Technology, Clarity of Content, Appropriate Format, Target Audience Resonance (Appropriate for target audience), and Clear calls to Action (Actionable). The rapid onset of COVID-19 restrictions forced the project to scale down and shift entirely online. The study could be conducted due to the active and enthusiastic virtual participation of two Rhodes University Peer Educators (PEs) whose contribution was vital to developing and evaluating the materials. The needs assessment showed that the PEs were comfortable using WhatsApp, had reliable internet connection when on campus, and used this social media platform for professional and personal communication. This assessment also showed that they had prior knowledge of AMR but only from the human health perspective. The video and infographic scored high on the Clear Communication Index, 93.3% and 94.4%, respectively. The PEs’ evaluation of the materials was also high on the PEMAT and SAM assessments: video narration (100%, 80% respectively), video (100%, 99% respectively), and infographic (86%, 90% respectively). This study produced an easy-to-use, accessible and appropriate online repository of AMR-OH information in a novel format with actionable steps. The post-evaluation SSI revealed that the materials and the channel of delivery were welcomed. The PEs expressed their confidence in receiving, using, and sharing this novel presentation of evidence and solutions-based information about AMR-OH. They further highlighted that this is the first time they have received and evaluated context-specific digital multimedia about AMR-OH and that this information equipped them to adopt the food safety behaviours – namely, the four food safety steps. This study demonstrates that the theory-informed creation of engaging digital media for AMR-OH is feasible and viable. Furthermore, it affirms that engaging digital media for AMR-OH can be created to enhance the knowledge of end-users about this health issue. The scaled-down approach created a blueprint to implement a more extensive intervention in the future, informed by this intervention’s methods and tools. Lastly, this blueprint for a particular conceptualisation of an AMR-OH digital media intervention provides effective and empowering tools with which the PEs can disseminate this information to the university's support staff. , Thesis (MA) -- Faculty of Humanities, School of Journalism and Media Studies, 2021
- Full Text:
- Date Issued: 2021-10-29
Curriculum adjustment and adaptive leadership in two service-learning courses at Rhodes University as a consequence of the COVID-19 pandemic
- Authors: Khuhlane, Heide Nozuko
- Date: 2021-10-29
- Subjects: COVID-19 (Disease) , Curriculum planning South Africa Makhanda , Rhodes University , Service learning South Africa Makhanda , Educational leadership South Africa Makhanda , Educational change South Africa Makhanda , Adaptive leadership
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191192 , vital:45069
- Description: The COVID-19 global pandemic altered many aspects of learning. Learning through service, a component of community engagement in higher education linking academic learning and the community was no exception. Informed by Experiential Learning Theory, this study investigated the curriculum adjustment of two service-learning courses at Rhodes University and the leadership development of those who lead the courses as a consequence of COVID-19. The study’s initial goal was to highlight the position of service-learning as a component of academic learning. With the onset of the COVID-19 pandemic the goal was extended to understanding the impact of the pandemic not only on service-learning, but on leadership as well. Furthermore, the study sought to determine the responsiveness of service-learning policies at Rhodes University at a time of crisis. The study was designed as an interpretivist case study with four participants and one secondary participant. The study employed document analysis, individual interviews and a focus group interview to collect data. Data analysis took the form of content analysis and coding, through the lens of Experiential Learning Theory and an alternative service-based model. The study findings revealed that as a result of the COVID-19 global pandemic both service-learning courses had to be adapted to ensure successful completion. The adaptations included attention to scaffolded learning, assessment and course outcomes; in one course the service engagement aspect with the community was lost entirely to ensure the saftey of students through adherence to COVID-19 safety regulations. The study also found that the participants developed adaptive leadership competencies and skills, technological and collaboration skills as well as a heightened regard for pastoral care and social justice. However, it was evident that the pandemic revealed gaps in the conceptual understanding of service-learning in the context of the two courses, a need for responsive policy, and practical strategies to implement those policies in smaller units in the institution. The study thus recommends an alternative service-based model approach to service-learning, increased policy responsiveness to issues posed by the ‘new normal’ to support adaptive leadership development, re-defining of the university-community partnership and the identification of opportunities for innovation and collaboration intra-departmentally through service-learning. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Khuhlane, Heide Nozuko
- Date: 2021-10-29
- Subjects: COVID-19 (Disease) , Curriculum planning South Africa Makhanda , Rhodes University , Service learning South Africa Makhanda , Educational leadership South Africa Makhanda , Educational change South Africa Makhanda , Adaptive leadership
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191192 , vital:45069
- Description: The COVID-19 global pandemic altered many aspects of learning. Learning through service, a component of community engagement in higher education linking academic learning and the community was no exception. Informed by Experiential Learning Theory, this study investigated the curriculum adjustment of two service-learning courses at Rhodes University and the leadership development of those who lead the courses as a consequence of COVID-19. The study’s initial goal was to highlight the position of service-learning as a component of academic learning. With the onset of the COVID-19 pandemic the goal was extended to understanding the impact of the pandemic not only on service-learning, but on leadership as well. Furthermore, the study sought to determine the responsiveness of service-learning policies at Rhodes University at a time of crisis. The study was designed as an interpretivist case study with four participants and one secondary participant. The study employed document analysis, individual interviews and a focus group interview to collect data. Data analysis took the form of content analysis and coding, through the lens of Experiential Learning Theory and an alternative service-based model. The study findings revealed that as a result of the COVID-19 global pandemic both service-learning courses had to be adapted to ensure successful completion. The adaptations included attention to scaffolded learning, assessment and course outcomes; in one course the service engagement aspect with the community was lost entirely to ensure the saftey of students through adherence to COVID-19 safety regulations. The study also found that the participants developed adaptive leadership competencies and skills, technological and collaboration skills as well as a heightened regard for pastoral care and social justice. However, it was evident that the pandemic revealed gaps in the conceptual understanding of service-learning in the context of the two courses, a need for responsive policy, and practical strategies to implement those policies in smaller units in the institution. The study thus recommends an alternative service-based model approach to service-learning, increased policy responsiveness to issues posed by the ‘new normal’ to support adaptive leadership development, re-defining of the university-community partnership and the identification of opportunities for innovation and collaboration intra-departmentally through service-learning. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29