11613 research outputs found
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Sustaining livelihoods in post-mine closure contexts: aphenomenological study of former-mineworkers at Tshikondeni Mine in Limpopo Province, South Africa
No full textDissertation (MDS (Development Studies))--University of the Free State, 2024The phenomenon of mine closure is increasingly gaining credence as a research focus due to the economic, social, and environmental challenges communities experience in the postclosure environment. Resource depletion and social and political threats account for the closure of several mines globally. In South Africa, closure is attributed to most mines being too old and no new minerals are being discovered. The Tshikondeni coal mine in Limpopo faced closure due to mineral depletion. A gap that has been observed is that not much has been done regarding the impact of mine closure on the livelihoods of coal miners. This phenomenological study, therefore, examined how the former mineworkers at the Tshikondeni mine sustained their livelihoods after the closure of the mine in 2014. The main problem explored was how the former mineworkers acceded to the mine closure’s social and economic realities. A sustainable livelihoods framework was utilised to understand the lived experiences of mineworkers after the mine closure. Data was collected using in-depth interviews, and snowball sampling was adopted to identify the former mineworkers at Tshikondeni who experienced the mine closure. A thematic approach was adopted for data analysis to extrapolate critical themes and meanings from coded data from the recorded interviews with the former mineworkers
A rhetorical analysis of South African presidents' state of the nation addresses post-1994
No full textDissertation(M.A.(Communication Science))--University of the Free State, 2024In South Africa, a State of the Nation Address (SONA) is considered an important speech in the nation’s political calendar. As notable and consequential as the SONA is, it remains a limitedly explored research avenue, especially from a dramatistic criticism point of view. This dramatistic criticism study was conducted to bridge this gap by unveiling and developing an in-depth understanding of the underlying motive behind each democratically elected South African President’s first State of the Nation Addresses post-apartheid. The study employed a pentadic analysis approach owed to Kenneth Burke (Cholid et al., 2019) to analyse a corpus of four purposively selected State of the Nation Addresses. The findings suggested the pentadic element Scene as the motive behind all the analysed State of the Nation Addresses. However, the label for the pentadic element Scene slightly varied across the four SONA speeches. Consequently, the study concludes that the underlying motive behind each democratically elected South African President’s first State of the Nation Address was to induce cooperation of the SONA audiences in addressing the sociopolitical and economic challenges of the state post-apartheid
Creating sustainable physical sciences learning environments through the teaching of renewable energy
No full textDissertation (M.Ed.(Education in Science and Technology))--University of the Free State, 2024Teaching of the topic of clean and renewable energy in the subject of physical sciences in South Africa is inadequate – if it is taught at all. This inadequacy continues, despite the provisions of the Sustainable Development Goals on education and the potential benefits of clean energy to the social, economic and environmental aspects of life and living. The aim of this study was to justify the need to create sustainable physical sciences learning environments through the teaching of renewable energy. The study was guided by transformative paradigm principles, which emphasise cultural diversity and social justice, to address societal injustices and inequality. It highlights the need for these principles in communities that are struggling to access energy, despite solar energy (sunlight) availability year round. Three schools were involved in this study. The first was for learners on farms, the second was located in a predominantly Black community, and the third was well resourced, with a merged laboratory. Interviews were conducted with physical sciences teachers at these schools to observe their teaching and learning environments. The participants were qualified Grade 10, 11 and 12 physical sciences teachers with BSc chemistry, B.Tech engineering science, and Postgraduate Certificate in Education (PGCE) qualifications, respectively. All teachers had more than five years of teaching experience teaching physical sciences throughout the Further Education and Training phase. The data show that none of the participants incorporated renewable energy into their lessons, because there was no curriculum on the subject. Participants blamed the curriculum for their failure to teach and assess the topics of renewable energy. Other barriers to teaching renewable energy content included shortcomings in relation to resources and teacher knowledge. If renewable energy is not taught, it tends to contribute to deepening epistemological inequity, given the digital age that confronts learning. Teachers struggle to teach renewable energy ideas due to lack of pedagogical content. The study recommends incorporating renewable energy content in physical sciences to enhance the relevance and responsiveness of learners to social, economic, and environmental challenges
Exploring the teaching of Grade 4 mathematical word problems in the Thabo Mofutsnayna district
No full textDissertation (M.Ed.(Mathematics Education))--University of the Free State, 2024For Grade 4 learners, mathematical word problems (MWPs) are a concept that is challenging as it requires for them to be proficient in the language of learning and teaching. The challenge of teaching MWPs in the Thabo Mofutsanyana is mostly intensified by the fact that majority of the schools in the district are multilingual and English is not a home language for the learners. This study sought to answer the research question that reads as 4 ? The Vygotsky’s sociocultural theory is the theory that was adopted. This theory argues that learners develop knowledge through social interaction with others. The mixed methods methodology was implemented in this study, where a survey questionnaire was administered to 129 educators and two educators were observed and interviewed. Four major themes emerged from the analysis of the data showcasing what affects the teaching of MWPs in Grade 4 mathematics. Firstly, the research findings suggest that educators perceive MWPs as hard to teach. Secondly, the use of English to teach MWPs, makes it difficult for the educators to teach and for the learners to understand it. Thirdly, MWPs tasks are cognitively demanding. Lastly, the correct use of learner-teacher support material (LTSM), teaching aids and manipulatives might strengthen the content being taught by creating visual representations of the MWPs, therefore, creating a better understanding for the learners. The study suggests that the teaching of Grade 4 mathematical word problems is a concept that is challenging but can be easily taught provided that recommended strategies are implemented to assist learners in developing their own knowledge and understanding when doing mathematical word problems
Exploring educators’ roles and functions in cases of delict to ensure substantive and procedural fairness
No full textDissertation (M.Ed.(Education Law))--University of the Free State, 2024Parents/guardians entrust their children with educators and individuals in the school community. Although policies and procedures are in place, accidents and incidents continue to occur. School managers, educators and individuals at school or school related activities need to ensure that such policies and procedures are in place in order to prevent accidents and incidents that could jeopardise the safety of learners at school.
Lack of implementation of policies and procedures causes accidents and incidents. In cases where learners are injured physically or emotionally, there are legal consequences that need to be considered. Individuals who are active in the legal system have an obligation to guarantee substantive justice and proper procedural compliance.
A qualitative research approach was used to achieve the aim of the study. The study was guided by the Right to Due Process and Administrative Justice. The research study makes use of document analysis to analyse case laws through a selection of purposeful sampling.
The findings revealed that accidents and incidents continue to occur although schools have policies and procedures in place. Policies and procedures ensure that due process and administrative justice are implemented when accidents and incidents occur. The well-being of learners is a partnership between the Department of Education, school administrators and educators to ensure a safe environment for learners at school and school related activities. Effective measures must be implemented and adapted to ensure the safety and security of learners in schools. The roles and functions of educators are guided by policies, but how educators implement them differs with every incident or event
The influence of a changed organisational culture on employee well-being at an NGO shifting to a hybrid working model
No full textThis study explores how the changes in the organisational culture at the participating NGO influenced the employees’ well-being when implementing a hybrid working model post-COVID-19. In addressing the aim, the following objectives were formulated: to identify and explore the fundamental constructs that underlie organisational culture; to provide an overview of how organisational culture can influence employee well-being, to explore the experiences of the NGO employees on the effect of the changes in the organisational culture on their well-being when shifting to a hybrid working model post-COVID-19; and to gain insight into the implications that the changes in the organisational culture may hold for management in ensuring the well-being of their employees resulting from the implementation of a hybrid working model at the NGO. Following the COVID-19 pandemic, organisations adopted hybrid working strategies, which arguably made it necessary to explore the organisational culture change and its effects on employee mental health. This study was intended to explore employees’ well-being when an NGO shifted to a hybrid working model due to a changed organisational culture.
This study used a qualitative case study approach to examine the effect of the hybrid model on organisational culture changes and how such changes impact employee well-being. Purposive sampling identified ten managerial employees from ORG A in the Free State who were subjected to the changes. Data were collected through semi-structured interviews on Zoom, allowing participants to share in-depth experiences, and were transcribed via TranscribeMe. Thematic Analysis (TA) was used to analyse the data, enabling the researcher to identify and interpret themes from participants’ responses, providing a nuanced understanding of the topic. Ethical considerations, including privacy, confidentiality, and informed consent, were upheld throughout the study, in compliance with POPIA.
The findings of the study showed the importance of an enabling organisational culture for the employee’s well-being, especially when the employees are transitioning to hybrid work after the COVID-19 pandemic. Employees shared that feeling part of a positive, engaged culture gave them a sense of belonging that boosted their mental and physical health. While many enjoyed the flexibility of working remotely, they also spoke about challenges like loneliness and the struggle to keep work and home life separate -showing a need for balance. A vital takeaway was the importance of clear communication and digital tools in smoothing the hybrid shift. Employees felt more at ease and capable when they had the skills and tech needed to work well remotely. For organisations, this means that investing in both resources and training helps employees feel confident and supported. Organisations can cultivate a culture that supports their employees by building routines, encouraging healthy work-life boundaries, and creating spaces for genuine connections. In a world where hybrid work is here to stay, prioritising these aspects will keep employees engaged, resilient, and ready for the future. This study highlights how influential a supportive organisational culture is for maintaining employee well-being as organisations move to hybrid work setups. For NGOs to make the most of this new way of working, they should focus on clear communication, supportive leadership, and initiatives that prioritise mental health and inclusivity. This balanced approach helps create a positive work environment where employees feel valued, which, in turn, strengthens the organisation as a whole. Future research could further explore how different cultural factors influence how teams adapt to hybrid work across various sectors
Adoption of technology at the Faculty of Natural and Agricultural Sciences, University of The Free State
No full textDissertation(MBA (Business Administration))--University of the Free State, 2024With an emphasis on improving technological competencies, removing obstacles, and promoting an adaptable culture, this study considered the factors influencing technology adoption among academic and support staff in the Faculty of Natural and Agricultural Sciences, University of the Free State. The primary objective of the research is to explore the readiness of faculty members to adopt to technological challenges presented in the workplace.
Utilising the qualitative methodology approach made it possible to fully comprehend the experiences, viewpoints, and difficulties that the participants had with integrating technology into their daily tasks. Semi-structured interviews allowed for the collection of data to be rich and detailed. Recurrent themes and subthemes were then identified from the collected data using thematic analysis.
The results show that four main themes—competence and skill development, training and support, adoption challenges, and adoption benefits—influence technology adoption. Successful integration was based on competence and abilities, emphasising the necessity of continuous training initiatives and organised assistance to handle both basic and advanced technical skills. systematic training approach that includes peer mentorship and ongoing support systems, increase staff confidence and engagement with new tools. The necessity for flexible policies, and adequate financial investment to fully address these difficulties are highlighted by the identification of challenges like budgetary restrictions, governance limits, and opposition to change as major roadblocks. A competitive edge for employees who actively embraced new technologies, enhanced performance, and increased operational efficiency were among the perceived advantages of technology adoption, which stood out despite these obstacles.
The study suggests several tactics to improve technology integration and adoption. It is crucial to create a comprehensive programme for technological competencies such as training, and ongoing assistance. Furthermore, cultivating a culture of continuous development promotes flexibility and skill enhancement, bolstered by organised feedback loops and official acknowledgment of talent advancement. Adaptable governance policies are also crucial since they allow for staff demands to be met with flexibility and responsiveness while offering the structure required to regulate technology use. By strategically allocating resources to address financial challenges, training programmes and equipment are adequately supported, reducing resource-related obstacles. Lastly, staff commitment and motivation are increased by emphasising the advantages of technology adoption through real-world examples and success stories. To encourage a sustainable, forward-looking strategy for technology use in the faculty, this research emphasises the significance of coordinating technology adoption initiatives with organisational objectives
The influence of digital transformation on the customer experience: a case on the insurance industry
No full textThis study investigates the influence of digital transformation on the customer experience within the South African insurance industry, emphasing the role of insurtech companies. As digital transformation and innovation reshapes traditional insurance practices, insurtech firms harness technology to deliver personalised customer-centric solutions, enhancing both operational efficiency and customer satisfaction. Despite their innovative approaches these insurers face a number of challenges including building consumer trust, demonstrating relevance and maintaining customer loyalty in an ever changing market.
The research examines how insurtech companies have disrupted the insurance market, the digital strategies employed by traditional insurers and the resulting customer experiences. Through qualitative research including interviews with industry experts and customers, the study identifies key factors that influence customer expecations and satisfaction as well as the challenges associated with digital platforms.
Findings from the study offer valuable insights for both tradtional insurers and insurtech companies, highlighting the importance of a customer centric approach in digital transformation efforts. The study also provides recommendations for improving customer experiences, addressing current challenges and anticipating emerging trends in the insurance industry. This research contributes to a deeper understanding of the interplay between technology adoption and the customer experience in the context of the South African market
Towards formulating a management model to enhance inclusivity at a teacher training college in Zimbabwe
No full textThesis (Ph.D.(Higher Education Studies))--University of the Free State, 2024The aim of this study was to formulate a management model to enhance inclusive education at a teacher training college in Zimbabwe. Throughout the world student teachers with disabilities face many barriers in teachers’ training colleges and other higher education institutions. People with disabilities constitute some of the poorest economically and are socially excluded and marginalized. In Zimbabwe, people with disabilities constitute about 7% of the population, yet they make up 20% of the poorest people at the national level. The purpose of this study was to explore the barriers to academic and social inclusion faced by students with disabilities at a teacher training college in Zimbabwe. The objectives were to determine the challenges faced by student teachers with disabilities at tertiary institutions, explore policies on students with disabilities at tertiary institutions and suggest possible strategies that could be adopted to overcome these challenges.
The study is located in critical emancipatory research (CER) and adopted the transformative paradigm. Qualitative research methods, specifically participatory action research (PAR), were employed. The study used purposive sampling which is synonymous with qualitative research. The target population comprised all students with disabilities at a teacher’s training college in Zimbabwe. Research instruments were triangulated by using interviews and focus group discussions. Qualitative data analysis was done through the thematic analysis of responses from both lecturers and students.
The study revealed that there was no inclusive education policy at national level as well as in teachers’ training colleges in Zimbabwe, only circulars were in place. The study also found that students with disabilities had some barriers on physical access to different places at the college under study. The study also established that staff’s lack of competencies was one of the major barriers that hindered the implementation of inclusive education in teacher training colleges in Zimbabwe. There was no effective inclusive policy in teacher training colleges that could promote the implementation of inclusive practices. Stigma and discrimination among students and staff regarding students with disabilities was also prevalent. The rigid curriculum was another major barrier against the implementation of inclusive education in teacher training colleges in Zimbabwe. The study also revealed that there was a lack of funding to purchase equipment and assistive devices for students with disabilities.
The study recommended that the inclusive management model should consider easy accessibility to all places that are currently inaccessible to students with disabilities. The other recommendation was that staff members ought to be trained on inclusive education through workshops and staff development programmes. There is a need to review syllabi in order to accommodate students with disabilities, especially in practical subjects. The study also recommended that there was need to have a working policy for inclusivity in teacher training colleges so as to implement inclusive practices
School management teams’ and parents’ collaborative strategies to enhance learner academic performance
No full textDissertation (M.Ed.(Education Management and Leadership))--University of the Free State, 2024Scholars from across the globe have conducted studies and recognised the importance of parents -schools collaborations. South Africa and other nations have adopted several policies and initiatives requiring parents to be involved in their children's education because research demonstrates that learners benefit when schools and parents work together. The study aimed to explore the collaborative strategies of SMTs and parents to enhance learners' academic performance. The following secondary questions guided the study: How do SMTs and parents collaborate to enhance learner academic performance? What challenges do SMTs and parents experience with their collaborative strategies to enhance learner academic performance? What can be done to enhance effective collaborative strategies between the SMTs and parents? Grounded in collaborative leadership theory, the study adopted an interpretive paradigm and employed a qualitative approach. The study used a multiple case study design.
Purposive sampling was used to select participants, including two School Governing Body (SGB) parents, one principal, and one Head of Department (HOD) from each of the five schools in Thabo Mofutsanyana District. Data collection methods included semi-structured interviews and document analysis. Data analysis using thematic analysis revealed four key themes: conceptualisation of collaboration, experiences on parent-school collaboration, challenges on parent-school collaboration, and strategies for enhancing parent-school collaboration. The key findings indicate that although all participant groups recognise the importance of collaboration, obstacles such as limited communication, resource shortages, and a lack of trust impede its effectiveness. The study suggests several strategies to improve collaboration, including holding regular meetings, using various communication platforms, implementing policies, and encouraging active parent participation. The conclusions highlight the necessity for transparent communication, adequate resource support, effective policy implementation, and training programmes to enhance school-parent collaboration. Recommendations include fostering regular communication, addressing resource limitations, bolstering policy implementation, and providing training and support for stakeholders