21623 research outputs found
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Investigating factors that influence inclusion to enhance performance at Themba Wendy Moloi Petroleum Services.
No full textMasters Degree. University of KwaZulu-Natal, Durban.The study aims to investigate the factors of inclusion that enhance performance at Themba Wendy Moloi Petroleum Services (TWM). A qualitative approach was used, involving a sample of 8 participants who participated in a face-to-face recorded interview. The study's objectives are to determine the factors that influence inclusion and identify the drivers and challenges of inclusion at TWM Petroleum services. Inclusion has become one of the most significant assets in most organisations in promoting equal opportunities for all, regardless of their backgrounds. Organisations have seen the need for inclusion and its impact on their performance. Making people feel appreciated, giving them a sense of belonging, and providing unwavering support will impact their performance, resulting in the organisation doing exceptionally well. Existing literature on inclusion points to the factors contributing to the organisation's improved performance, including creating an inclusive environment, inclusive organisational culture, and inclusive leadership. An environment where employees can express their opinions establishes a sense of belongingness, makes one feel like part of the team, and creates an inclusive culture that looks beyond race, sexuality, and age. Furthermore, having unbiased leadership and no favouritism amongst the employees results in one team that dedicates itself to its job. The study looks at how the organisation promotes and introduces inclusion in the team, addresses the challenges that may hinder an inclusive environment, and determines from the employee's point of view if they feel included in the workplace. It also looks at how organisations measure the success of inclusion introduction and determines how it has impacted their performance. The findings suggest that inclusion improves employee behaviour, removes barriers, assists in identifying the divisive traits that separate the team, and assists the team in focusing on one goal, resulting in improved performance. The study recommends that Themba Wendy Moloi Petroleum Services attend to challenges such as lack of flexibility for shift workers, company policies, and cultural differences to foster the inclusive key drivers and observe if they impact the organisation's performance
The contribution of climate-smart agriculture to small-scale urban crop farmers’ food and income security in eThekwini Municipality, South Africa.
No full textDoctoral Degree. University of KwaZulu-Natal, Pietermaritzburg.Climate change significantly impacts small-scale farmers, particularly in urban settings where it threatens food, nutrition, and income security. The study assessed the contribution of climate-smart agriculture (CSA) to small-scale urban crop (SSUC) farmers' food and income security in the eThekwini (ETH) Municipality of South Africa. This research explored how CSA practices enhance agricultural productivity, resilience, and food security in urban areas, contributing to climate adaptation and mitigation. The study collected data through semi-structured questionnaires from 412 SSUC farmers purposively chosen using a multi-stage sampling technique. A quantitative approach incorporating descriptive statistics, composite score index (CSI), ordered probit model (OPM), multivariate probit (MVP), binary logistic regression (BLRM), and conditional mixed process (CMP) models were employed to analyse the determinants of CSA practices adoption on food and income security outcomes. Most SSUC farmers were aware of CSA practices and were medium users, indicating moderate uptake of CSA. The most preferred CSA practices included crop diversification, crop rotation, mulching, drought-tolerant crops, and organic manure, suggesting their benefits or the less complexity of implementing the CSA practices. Key socioeconomic factors such as age, gender, education, group membership, and farming experience significantly influenced the adoption and intensity of CSA practices' level of use. The findings suggest that tailored socioeconomic programmes targeting specific farmer groups can enhance CSA practice adoption and urban agriculture (UA) resilience against climate impacts. The analysis further reveals that female SSUC farmers comprised a significant proportion of the sample and were generally more risk-averse due to financial limitations. Marital status, employment status, and involvement in a farming group also influenced perceptions of the adoption of CSA practices. Despite the positive perceptions of CSA practices by SSUC farmers, including the potential to improve food and income security, barriers such as inadequate training, financial constraints, and limited market access impede broader adoption of CSA practices. The findings underscore the importance of policy interventions addressing unique UA constraints to promote CSA adoption. The results show complementarity between certain CSA practices, such as crop diversification, mulching, and use of organic manure. Socioeconomic and biophysical factors, including gender, age of SSUC farmers, employment status, and access to credit and extension services, influenced CSA practice adoption significantly. The findings highlight the need for multi-dimensional interventions encouraging complementary CSA practices to enhance agricultural resilience and sustainability in UA contexts.
The results reveal that CSA adopters exhibit significantly higher Household Food Consumption Scores (HFCS) and Household Dietary Diversity Scores (HDDS) than non-adopters, indicating that CSA practices positively contribute to food and nutrition security. Education, household size, off-farm income, and credit access significantly influenced dietary diversity and consumption patterns. These findings support the postulation that adopting CSA practices can substantially enhance the food security of SSUC farmers in ETH Municipality. The conditional mixed process (CMP) model predicts that CSA adoption, education, household size, farming experience, and agricultural group membership positively affect farm wealth and income. However, challenges such as limited access to credit, inadequate agricultural training, and the high cost of CSA practices remain significant barriers to maximising the potential economic benefits of CSA practices. The study recommends enhancing access to agricultural training, credit, and extension services, particularly for female SSUC farmers, to improve the income-generating potential of CSA practices in UA. Overall, this thesis provides critical insights into the factors influencing the adoption of CSA practices and their role in enhancing food and income security for SSUC farmers in ETH Municipality. The findings emphasise the need for targeted, context-specific interventions to overcome the barriers to adopting CSA practices and promote sustainable UA practices. By fostering collaboration between SSUC farmers, researchers, and extension services, this research contributes to developing effective CSA practices that address the unique challenges urban farmers face in ETH Municipality.Embargoes 12/03/202
Acute kidney replacement in children with acute kidney injury at Nelson Mandela children hospital: a single-centre experience.
No full textMasters Degree. University of KwaZulu-Natal, Durban.Overview is available in a PDF
Impact of the coronavirus pandemic on the leadership styles of rehabilitation therapists in South Africa.
No full textMasters Degree. University of KwaZulu-Natal, Durban.The coronavirus pandemic had a significant effect on the world's healthcare systems, particularly the rehabilitation therapy industry. This study focused on the COVID-19 pandemic and its impact on South African rehabilitation therapist’s leadership styles. The study employed a quantitative research methodology, using questionnaires, to investigate shifts in leadership styles and behaviours throughout the pandemic. The results showed that, in response to the challenges posed by the pandemic, there had been a significant shift in leadership styles, marked by a greater emphasis on the utilization of a combination of leadership styles. Rehabilitation therapists had to adapt their leadership styles as the pandemic required quick changes in the way services were provided, including the implementation of telehealth and updated patient care guidelines. This study emphasized the importance of adaptability and utilising various leadership styles based on the circumstances, due to a crisis. The study provided insightful information for future crisis management and leadership development and highlighted the significance of resilience and adaptability in leadership within the rehabilitation industry. This study provided practical recommendations for enhancing leadership practices and preparing for future challenges in rehabilitation therapy
Exploring technology lecturers’ instructional strategies to prepare basic technology pre-service teachers for twenty-first century teaching.
No full textDoctoral Degree. University of KwaZulu-Natal, Durban.The Nigerian National Policy on Education emphasizes the importance of quality teachers and technology integration in classrooms. However, studies show that Nigerian lecturers are not adequately equipping pre-service teachers with essential twenty-first-century skills. There is a need for further research on how lecturers prepare pre-service teachers with these skills to ensure they are ready for twenty-first century teaching. This study explored Technology lecturers’ instructional strategies to prepare basic technology pre-service teachers for twentyfirst- century teaching. The study was conducted at AB University, Lagos. Nigeria. The qualitative research approach was used with the case study as the research design. A purposive sampling technique was used to select seven (7) Basic Technology lecturers in the Department of Technology Education at AB University, the Basic Technology curriculum for the Basic Technology teacher education programme and Basic Technology teaching portfolios were used as secondary data sources for the study. The instruments used for the study included individual semi-structured Interviews, document analysis, observation, post-observation interviews and focus group interviews. The data was then analysed using thematic analysis. The study's findings revealed that lecturers employ technology-enhanced instructional strategies such as problem-solving, critical thinking, and graphic communication in teaching pre-service teachers; the lecturers also use brainstorming, demonstrations, discussions and project-based learning in preparing the pre-service teachers. The findings also revealed that lecturers employ these strategies because of the design process which undergirds technology teaching and assessment. The researcher recommends that university management prioritize providing relevant digital technologies and resources for teaching and learning technical subjects within teacher training programmes. Additionally, regular in-service training, seminars, and workshops should be organized for lecturers, to keep them updated on teaching and learning innovations. Furthermore, the study suggests conducting similar research in different locations or institutions within the Nigerian context to create a comprehensive, technology-infused curriculum for training pre-service teachers
Exploring grade 10 learners’ perceptions of using Microsoft Teams as an online platform for learning trigonometric functions.
No full textDoctoral Degree. University of KwaZulu-Natal, Durban.The poor national mathematics results at the secondary school level, in general, and Trigonometry, in particular, resulted in numerous interventions by teachers and researchers to improve learners’ performance. In terms of teaching and learning, due to the coronavirus disease of 2019 pandemic, there was a shift to blended and online learning. The country's learners are exposed to different learning management systems (LMS). It is the next generation of online classrooms, or learning management systems (LMS) with many educational institutions embracing Microsoft Teams as their online platform of choice. This research illustrates the findings of the first doctoral research conducted that explores grade 10 mathematics learners using Microsoft Teams to learn trigonometric functions. The participants for this research are of 23 committed grade 10 mathematics learners. This qualitative research was conducted in a secondary school situated in KwaZulu-Natal, South Africa. The research was framed by the theories of connectivism and social constructivism. The research covered a variety of data collection, which were observations of classes taking place, a pre-task, learners approach interviews, and post-task, and a reflective journal of the researcher. The data collected for this research was coded and analysed using the ATLAS.ti software tool. Inductive coding facilitated the identification of significant themes from the data, which appeared to be the most significant. Thematic analysis facilitated the extraction of significant insights from the collected data. Research has pointed out that the participants perceive that Microsoft Teams platform is simple and user-friendly. However, to utilise Microsoft Teams efficiently, it is crucial to have faster and more reliable internet connections. This research has comprehensively analysed the findings, consequences, and recommendations pertaining to the views and experiences of blended learning utilising Microsoft Teams for teaching trigonometric functions in mathematics. Although conducted in a classroom setting, this research has broader implications for the use of technology to enhance teaching and learning in higher education. Thus, the research is valuable since it exhibits how using blended learning in educational contexts may enhance teaching learning, and performance in mathematics. Thus, this research has implications for mathematics, mathematics education, and higher education nationally and internationally. This research benefits learners, learners, teachers, teacher educators, academics, researchers, curriculum, and policy developers in mathematics
Investigating the challenges of the University of KwaZulu-Natal attracting professional services staff.
No full textMasters Degree. University of KwaZulu-Natal, Durban.This study examined the challenges faced by tertiary institutions in attracting professional services staff. Universities are important to South Africa's education system, and addressing staff recruitment challenges is crucial for improving institutional effectiveness and supporting strategic goals. Higher Education Institutions in South Africa differentiate themselves through research and compete for competent individuals who can contribute to research goals. While most study on talent management focuses on other organisations, the challenges remain similar, compounded by limited resources and growing student numbers in higher education. The study was conducted across one tertiary institution with defined ICS ("IT"), internal audit, planning and monitoring, infrastructure planning and projects, HR, procurement, legal services, and Campus Management Services. Primary data was collected using self-administered questionnaires for the researcher respondents and secondary data was collected through documentary analysis of the relevant institution's records. A quantitative research method was chosen for this study. Data were analysed using SPSS, and different tests were used, including Chi-Squared and Cronbach Alpha tests. The sample size for the study is 50 and questionnaires were sent electronically to the respondents. The study revealed that the process of recruitment, promotion, performance management, and talent management still needs improvement. The outcomes of the research are valuable for institution management and human resources departments. Some useful recommendations involved that leaders and managers should be actively involved in the process from the beginning, setting the strategy and talent requirements and engaging staff in their own development. Further, creating a supportive and nurturing environment that allows service staff members to add significantly to the general efficacy of the institution is paramount
Using role-play and narrative empathy to explore social emotional learning outcomes in English literature lecture rooms.
No full textDoctoral Degree. University of KwaZulu-Natal, Durban.This thesis is grounded on the premise that many young people and adults in South Africa lack education in fundamental interpersonal and intrapersonal skills. It explored how role-play and narrative empathy activities in an English Literature lecture room facilitated the development of social and emotional learning (SEL) outcomes. The targeted SEL outcomes were embedded into five prescribed texts from the second-year English Literature syllabus at a private higher education institution in South Africa. Through William Shakespeare's play, Hamlet, the participants explored social-awareness skills. The play Dr. Faustus by Christopher Marlowe enabled participants to engage with self-awareness skills. The novel Pride and Prejudice by Jane Austen allowed participants to learn relationship skills; the novel Wuthering Heights by Emily Brontë served as a vehicle to explore responsible decision-making skills, while the play She Stoops to Conquer by Oliver Goldsmith provided opportunities to develop self-management skills. These five SEL specific text analyses were examined within the framework of five action research cycles in this qualitative study. Each cycle facilitated SEL development through creative activities, including role-play exercises and narrative empathy discussion sessions conducted during literature lectures. The study concluded that integrating literary analysis with SEL outcomes can effectively promote social and emotional learning. Role-play processes facilitated enjoyable and embodied learning of the prescribed texts, alongside increased empathy for different characters. The narrative empathy discussion sessions provided deep reflection on the characters being studied and offered a cathartic experience for participants, who reflected on their personal journeys while considering the characters’ experiences. The study’s interdisciplinary SEL model indicated that English literary fictional works can effectively explore the human condition, making English Literature studies ideal for exploring, simulating, and reflecting on SEL experiences. This study contributes to discourses on SEL in South Africa, role-play in English literature lecture rooms, and narrative empathy in an oral discussion format for English literature study. Additionally, the study found that culturally responsive SEL can occur through role-play and narrative empathy activities in the English literature lecture room
Preservice teachers’ mentoring experiences of teaching practice as distance learners.
No full textMasters Degree. University of KwaZulu-Natal, Durban.Despite the transformation and evolution of the higher education landscape since distance learning was introduced in South Africa, the mentoring experiences of distance learning preservice teachers during Teaching Practice block sessions, remains under researched. This study aimed to ascertain the mentoring experiences of distance learning preservice teachers’ mentoring experiences during Teaching Practice. The purpose of the study was to investigate the mentoring experiences that private higher education distance learning preservice teachers experienced during their Teaching Practice block sessions, with specific focus on the learnings gained from the mentoring process, the challenges experienced, and the learnings omitted by mentor teachers. The study addresses the knowledge gap in academic literature by asking the following research questions: 1) What were the final year distance learning preservice teachers’ experiences of mentoring during school-based teaching practices? 2) What professional learnings were received from the mentor teachers across the mentoring sessions during school-based teaching practices? 3) What did the final year distance learning preservice teachers gain from these professional learnings? Using a qualitative research approach and narrative inquiry to explore the mentoring experiences of final year distance learning preservice teachers, the study combined digital collages and unstructured interviews to generate data for analysis. This approach is suitable for gaining indepth insights into preservice teachers’ experiences and professional learnings during Teaching Practice because it uncovered themes in the digital collages and interviews and allowed for a deeper understanding of the context and nuances surrounding the data. A thematic approach was used to analyse the data and organise the findings. The study adopted a relativist ontology, subjective epistemology, and an interpretivist philosophy. The interpretivist paradigm, which assumes that reality is subjective and differs from one individual to another, enabled the exploration and understanding of the preservice teachers’ mentoring experiences. A total of 5 participants were purposively selected for the study. Alongside other vital skills and knowledge, the study revealed that, among other things, the preservice teachers developed a nuanced understanding of the multifaceted roles and responsibilities of teachers, cultivating essential skills and knowledge that foster adaptability, flexibility, and teacher agency. The study is significant to teacher education institutions, preservice teachers and mentor teachers. It is recommended that: 1) teacher education institutions provide explicit guidelines to the mentor teachers to facilitate effective mentoring of the preservice teachers 2) preservice teachers have a full understanding of their roles and responsibilities within in the mentor relationship and the kinds of learning they could achieve 3) mentor teachers engage in mentor development workshops to better understand the process and extent of mentoring
Reflections on first year teaching by second year novice teachers.
No full textMasters Degree. University of KwaZulu-Natal, Durban.The transition from novice to experienced teacher presents many challenges, notably during the induction phase, which significantly influences a teacher’s career trajectory. This study explores the experiences of second-year novice teachers, focusing on their reflections on their first year of teaching. novice teachers often face a stark reality shock as the classroom environment often differs from their expectations, with large class sizes, diverse student needs, and varying levels of resources across different school environments. A qualitative research design, rooted in the interpretive paradigm, was employed, using semistructured interviews and a single focus group discussion. Seven second-year teachers, who graduated from a private educational institution, participated in the study. The research aimed to identify the range of experiences, both positive and negative, that these novice teachers encountered, including the challenges they faced, the coping strategies they employed, and the support system that fostered their professional development. Key findings revealed a significant reality shock experienced by novice teachers due to the disparity between theoretical training and the practical demands of the classroom. Effective mentorship and professional development programs were identified as vital support systems that enhance novice teachers’ confidence and teaching efficacy. Moreover, the study revealed a plethora of positive experiences, such as supportive relationships and collaborative environments, which served as indispensable sources of emotional and professional support. Participants reported that mentorship and professional learning communities were invaluable in improving their classroom management skills and overall teaching competency. The implications of this research highlight the imperative need for effective support structures such as mentorship programs and professional learning communities to help novice teachers navigate the complexities of their early teaching years. Additionally, the findings stress the significance of improving training programs to better prepare novice teachers for the realities of the classroom. These recommendations are intended to promote teacher retention and optimise educational outcomes in South Africa