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Massed prolonged exposure therapy for PTSD and alcohol use: a single case experimental study of a university student
No full textPost-traumatic stress disorder (PTSD) and alcohol use disorder (AUD) are common among university students in South Africa. Bantjies et al. (2023) found a PTSD prevalence of 21.0% (n=28,268), and McGowan and Kagee (2013) reported that 90% (n=1337) had experienced at least one traumatic event. There is a high comorbidity between PTSD and AUD, especially in hazardous drinkers (Peltzer & Pengpid, 2015). Despite the prevalence, research on effective trauma-focused therapies (TFTs) in low-resource settings is limited (Booysen & Kagee, 2021). This study evaluates the effectiveness of massed-prolonged exposure (MPE) therapy for comorbid PTSD and AUD among South African university students, using a Single-Case Experimental Design (SCED). The participant (n=1) underwent comprehensive assessments using CAPS-5, AUDIT, PDS-5, and PCL-5, confirming PTSD and AUD diagnoses. Regular PCL-5 assessments during the intervention showed significant symptom improvement, and post-intervention assessments indicated the participant no longer met PTSD criteria. AUDIT scores also improved from 11 (harmful/hazardous drinking) to 6. The participant found MPE therapy to be feasible, acceptable, and appropriate. This study supports the effectiveness, feasibility and acceptability of MPE therapy and highlights the importance of evidence-based interventions to improve PTSD outcomes within university settings and in low-to-middle-income countries.Thesis (MA) -- Faculty of Humanities, Psychology, 202
‘Basadi ba kae? [Where are the women?]: a history of the making of Sepedi (Sesotho sa Leboa) womanhood, 1935 – 1999
Full text linkThis study sought to explore the way an African ethnicity – namely the ‘Pedi’ ethnicity - emerged through literary texts and examined the representations of black African woman in vernacular texts from 1935 to 1990. This thesis is geographically situated in the Northern Transvaal, currently known as the Limpopo Province, the ‘homeland’ of Northern Sotho speakers (‘Sesotho sa Lebowa’ or ‘Basotho’ communities). It began by tracing the various stakeholders who utilised the terms ‘Pedi’ and ‘Bapedi’ to represent a federation of independent chiefdoms within the Lulu (or Leolo) Mountain valley. The noun ‘Pedi’ became - over the course of the nineteenth and twentieth century - an ethnic category, encompassing those who spoke one of the many Northern Sotho dialects. As the Berlin Missionary Society (BMS) expanded their missionary enterprise into the Transvaal in the 1860s, a Northern Sotho language was formalised – with the aid of black African Christian converts from different Northern Basotho’s chiefdoms. The formalisation of Northern Sotho as a language resulted in the creation of an artificial link between Northern Sotho communities and the Northern Sotho language by the Union of South Africa state. The state used this link as marker of ethnic difference, conflating speaking practices with ethnic units. In view of the foregoing, this study discussed the various historical processes that have informed our contemporary understanding of the ‘Pedi’ (henceforth referred to as Bapedi) – as an ethnic category. This study commenced with an understanding of the emergence of the ‘Basotho’ (Northern Basotho) subject, followed by the ways in which missionaries and black African Christian converts added cultural weight to this term through the formalisation of language, the particularisation of a Northern Sotho culture and the production of Northern Sotho print media. Within these texts, ideas around a Northern Sotho ethnicity were circulated. Additionally, within vernacular texts, appeared representations of black African women, which echoed missionary ideals of Christian womanhood and precolonial ideals of womanhood. This study foregrounded the discourse on the formation of the Northern Sotho ethnicity in the light of the representations of women in literary texts. This is because literary works were targeted at black African communities, and these works shaped black Africans’ own ideas of ethnicity and womanhood.Thesis (MA) -- Faculty of Humanities, History, 202
Enhancing workplace harmony: severing the link between harassment and unfair discrimination
No full textAccess restricted. Expected release date in 2026.Thesis (MLaw) -- Faculty of Law, Law, 202
An analysis of business incubation: case study of Chemin business incubator in East London
No full textThis study delves into an in-depth analysis of business incubation practices, focusing on the case study of Chemin Business Incubator located in East London. The primary aim of this research is to explore how Chemin utilizes both tangible and intangible resources to support incubates throughout the incubation process. Through a meticulous examination of resource allocation strategies, this study seeks to uncover the impact of these resources on the success of incubated ventures. Adopting a qualitative research design, the study employed a single case study approach, which enabled the researcher to explore in depth the resource utilization and allocation processes at Chemin. The research was conducted within the interpretivist paradigm, focusing on understanding the experiences of incubates and the management team. Data were collected through semi-structured interviews with 15 participants, including five entrepreneurs who successfully completed the incubation process, five entrepreneurs currently undergoing incubation, and five members of the management team. Additionally, document analysis of official Chemin documents provided secondary data to supplement the primary data collected through interviews. The research objectives included analyzing the allocation of resources to meet enterprise development goals, exploring the role of resources in determining incubate success at different stages of incubation, and identifying instances where resource allocation posed challenges to incubate success. Thematic analysis was used to analyze the collected data, identifying key themes and patterns related to resource allocation and its impact on incubate success. The findings of this study shed light on the multifaceted nature of resource utilization within the business incubation context. Tangible resources, including physical assets and financial support, were found to be instrumental in providing startups with essential infrastructure and funding networks. Additionally, intangible resources such as mentorship, networking opportunities, and business advisory services emerged as critical factors in nurturing entrepreneurial talent and fostering innovation. Moreover, the study identified key areas where resource allocation strategies could be optimized to enhance incubate success. By addressing these challenges, business incubators like Chemin can further bolster their support for startups, contributing to economic development and entrepreneurial growth. Lastly, this research adds valuable insights to the field of business incubation, offering practical recommendations for enhancing the effectiveness of resource allocation strategies. Through a nuanced understanding of how tangible and intangible resources impact incubate success, this study aims to inform policymakers, incubator managers, and entrepreneurs alike, fostering a conducive ecosystem for startup growth and innovation.Thesis (MBA) -- Faculty of Commerce, Rhodes Business School, 202
Resource-based view of barriers and drivers to the survival of Small and Medium-sized Enterprises (SMEs) in rural areas of Centane in the Eastern Cape, South Africa
Full text linkThis research study set out to analyse the barriers and drivers of small business survival in rural areas of Centane. Small and Medium sized Enterprises (SME’s) are considered a crucial element in achieving economic growth as well as job creation. These businesses play a pivotal role in the improvement of rural economy and livelihood and their existence is intricately linked to the survival of the local communities. Hence, the study seeks to analyse the barriers experienced by rural SME’s, resources and interventions required to be successful, was conducted in Centane, a rural town situated in Mnquma Local Municipality, Amathole District Municipality, Eastern Cape Province, The Resource based theory framework was employed to better understand the selected case study. A semi-structured questionnaire was developed in English then translated into isiXhosa the local vernacular to easy the information flow and ensures the respondent confidence during the face-to-face interview. The interviews were randomly conducted to fourteen (14) key informants (SME’s). The data was analysed using thematic analysis. Results indicated that the inadequate infrastructure, lack of skills and training as well as funding and support from the government are the key barriers experienced by the SME’s. Furthermore, results showed that critical skills such as business, records, financial management as well as marketing are required to ensure the sustainability of the SME’s in this area. Through the integration of Resource-Based-Framework, the study revealed the significance, and the availability of both the tangible and intangible resources in shaping the competitive-edge, survival and the sustainability of SME’s in Centane. The involvement of local government and other related development agencies is recommended to actively participate and play a more active role in ensuring the development, survival, sustainability and success of the SME’s in this area. Their intervention should be through facilitation of trainings and skills development initiatives with special focus on financial, marketing and business-related skills.Thesis (MBA) -- Faculty of Commerce, Rhodes Business School, 202
Investigating the basis of legitimation of English literary studies: a case study of a curriculum at a South African University
Full text linkThis study explored the kinds of knowledge, ways of knowing and ways of being that are valued in English literary studies. It did so by providing an analysis of what was needed to succeed in a specific English literary studies curriculum. The study used the Specialisation dimension of Legitimation Code Theory (LCT) to investigate what is legitimated in an English literature curriculum at the University of South Africa (UNISA) across three years of undergraduate study. The purpose of this analysis was twofold. Firstly, it aimed to make the academic literacy practices of English literary studies more explicit in order to inform pedagogy intended to enable epistemological and ontological access to the discipline. Secondly, the study aimed to facilitate critiques of the curriculum from a social justice perspective by finding ways to make the basis for legitimacy (the ways of being and knowing that are valued) in the curriculum more explicit to both the academics and the students. The study found that English literary studies, as practised at UNISA, was underpinned by what LCT refers to as a ‘cultivated gaze’. This aligns with the findings of previous LCT studies that looked at English literary studies using the dimension of Specialisation. A discipline that is underpinned by a cultivated gaze requires students to exhibit a specific disposition that develops through immersion in the field over an extended period in order to be considered a legitimate knower. The study also found that two orientations within the cultivated gaze were legitimated in the curriculum: an aesthetic orientation and a socio-critical orientation. This finding adds to the previous research because it helps us to better understand the kinds of dispositions that are valued in English literary studies and how these dispositions are cultivated over time. In addition, the study found that neoliberal factors such as massification, managerialism and academic casualisation caused misalignments between the intended curriculum and the practices employed to teach and assess the curriculum. This placed particular limitations on one of the aims of the curriculum which was to cultivate a socially oriented criticality. This finding has implications for how we teach Humanities curricula that aim to develop critical citizens.Thesis (PhD) -- Faculty of Education, Centre for Higher Education Research, Teaching and Learning, 202
Use of social media by parents raising autistic children in East London, Eastern Cape, South Africa
No full textThis study investigates how local parents use social media platforms, focusing on the platforms they use, how they access them, the barriers they face, and the effectiveness of social media in supporting them. Using a qualitative approach and informed by the theoretical frameworks of digital divide and digital literacy, semi- structured interviews were conducted with 10 participants (parents and caregivers), the majority of whom resided in an urban area with one from a township. The findings reveal that social media, especially WhatsApp, Facebook, and YouTube, play an important role in providing emotional support, connecting parents with similar challenges, and information sharing. However, the effectiveness of these platforms is restricted by factors such as high data costs, frequent power outages (loadshedding), limited digital literacy, disinformation, and a lack of South Africa-based online autism support groups. Additionally, the research reveals a gender disparity in social media engagement, with fewer fathers joining online support groups. Recommendations include developing relationships with policymakers to reduce data costs and enhance digital access, creating locally appropriate resources and digital literacy initiatives to improve social media accessibility for South African parents and caregivers of autistic children and, addressing the under-representation of male participants. Future research should include recruiting more fathers and caregivers, particularly in low socioeconomic regions like the Eastern Cape, and parents who lack access to social media due to financial and digital literacy challenges, to better understand their use of social media as parents or caregivers raising children with autism. The researcher’s own experience as a parent of an autistic child provides a unique perspective, which allows a more empathic and authentic understanding of the experiences of the interviewed parents.Thesis (MSocSci) -- Faculty of Humanities, Journalism and Media Studies, 202
Creating a home away from home: examining the working conditions of housemothers employed in a public all-girls boarding school in the Eastern Cape of South Africa
Full text linkThis study analyses the working conditions of housemothers employed in a public all-girls boarding school in the Eastern Cape of South Africa. Most literature dedicated to the schooling system tends to prioritize the role of the teacher, whilst often side-lining or overlooking the role of housemothers who play a crucial role in schools with boarding facilities such as hostels. In addition to a good academic programme and great extracurricular activities, parents often choose schools according to how well their boarding facilities and hostels are run. Housemothers play a critical role in this regard, as they are responsible for creating a ‘home away from home’ for the students through the provision of guidance, care, and support amongst many other roles. Although public boarding schools do not run for profit, their hostels follow a strict capitalist-like regime that utilizes various methods to create a ‘home away from home’ for students. This study adopted a Labour Process Theory (LPT) to analyse the work processes and working conditions of housemothers employed in a public all-girls school in the Eastern Cape. Although traditionally applied in ‘for profit’ organizations, the LPT is ideal for this study because hostels in boarding schools use capitalist mechanisms to provide quality services to attract parents to send their children to these schools. This research adopted a qualitative research approach, as it seeks to unearth the subjective experiences of housemothers employed in a public all-girls boarding school in the Eastern Cape. The findings in this study indicated that housemothers do indeed play a central role in the governance of the girls’ hostels in the boarding school. The hostels are governed through diverse control mechanisms, which housemothers must adhere to. Housemothers are also divided into various categories to boost efficiency and save money. This is done through the division of labour amongst the housemothers who occupy three different roles, from matrons (at the top) to housemothers (regular), and student housemothers (who are not paid in monetary terms, but through accommodation and food). The findings also indicated that housemothers have limited agency in their work. The findings also showed that housemothers are required to display specific emotional characteristics to provide various forms of support to students at the expense of their own emotions. Lastly, housemothers are expected to dress in a certain way to present a sense of professionalism, as representatives of the school. Overall, this study showed that the capitalist-like methods applied by the school’s management team in the hostel system affect the labour outcomes and experiences of housemothers.Thesis (MSocSci) -- Faculty of Humanities, Sociology, 202
Exploring the development of computational thinking among pre-service teachers using visual programming: an interventionist case study
Full text linkDue to its cognitive effect on learners, computational thinking (CT) has gained significant attention and has been increasingly integrated into primary and secondary education worldwide. The integration of CT into educational curricula offers several benefits, including improved learning outcomes, enhanced problem-solving abilities, and the development of skills necessary for the digital landscape of the 21st century. Recognizing these benefits, South Africa introduced CT in primary schools in 2023 through a dedicated subject, coding and robotics. However, teacher upskilling remains a major challenge, as many teachers lack the necessary skills to teach this subject effectively. This problem is particularly pronounced at the foundational phase, where delivering similar content to young learners presents additional pedagogical complexities. Thus, this study explored the development of CT skills with visual programming among foundational phase pre-service teachers. Situated within the interpretive paradigm, a qualitative case study methodology was employed, owing to its effectiveness in exploring contextual factors and complexities that influence human experiences. The study involved 49 first-year pre-service teachers in an Introduction to Technology module at Rhodes University. Purposive sampling was used to select the foundational phase pre-service teachers at Rhodes University. Data was collected using CT reflective tool, semi-structured interviews, focus-group discussions, and reflective journals. This study was grounded in Vygotsky’s sociocultural theory (SCT) to understand and mediate the development of CT through visual programming. It utilized the “Code, Connect, Create” professional development (PD) model as a structured teacher training approach for CT development through visual programming. Additionally, the “Use, Modify, Create” pedagogical model was implemented as a CT framework specific to visual programming to guide and regulate pedagogical decisions during the intervention. Brennan and Resnick’s 3D CT framework was employed to identify and analyse the CT concepts and skills incorporated in the study. Thematic analysis, which involved coding was used to generate themes from qualitative data to address the research questions. Results indicated that visual programming approach enhances CT by fostering interest, creativity, and collaboration. Key enablers included contextualised project-based learning, a clear rationale for CT, and prior programming exposure. Conversely, lack of a clear CT rationale, prior programming experience, and the multimedia nature of Scratch were identified as hindrances. The study concluded that visual programming effectively enhances CT among foundational phase pre-service teachers and recommended its early integration into their training programs to enhance CT skills.Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 202
New insights on classical radio galaxies from MeerKAT and uGMRT
Full text linkThe morphology of low and high-power sources has been the subject of a classification method for over four decades, leading to a comprehensive understanding of extragalactic radio sources. The morphological classification of radio galaxies is again a hot topic. This project aims to revisit the current classification scheme for classical radio galaxies and investigate the properties and origin of the new filamentary features which are becoming standard within and outside the radio lobes and which are suggestive of so far unexplored interactions between the radio plasma and the external medium. This thesis presents high-resolution and sensitivity studies of the nature of ten known radio galaxies: three FRIs (4C -03.43, 3C 403.1, 3C 198), three FRIIs (3C 105, 3C 227, 3C 445), tailed radio sources (CGCG046-067, NGC7503) and the FR0s (SDSS J 09157+1331, SDSS J 1120+0407). The total sample was selected from the 4C catalogue with well-defined criteria. To this aim, we are using the μJy sensitivity offered by the combination of uGMRT and MeerKAT in a frequency range from 500−1712 MHz. The radio images present several new morphological features in the radio emission at a ∼4′′ −10′′ angular resolution. Our radio maps validate the morphological classification. The sources exhibit remarkable features that raise new questions regarding the complex interaction between radio plasma emitted by host galaxies and the surrounding medium through which the jet propagates. The wealth of morphological details includes, for example, the detection of filaments in the emission from the lobes, the existence of diffuse emission beyond the hotspots, and multiple knot-like structures along the jet spine in some sources in the sample. Detailed descriptions of the overall radio structures are presented. We derived the equipartition parameters for each source in the sample, and after fitting their integrated spectrum, we estimated their global radiative ages. We find a broad range of radiative ages, i.e. 40.19−242.85 Myr. We derived in-band spectral index imaging for a few radio galaxies in the sample. This allowed us to make some preliminary considerations on the origin of the various radio features.Thesis (PhD) -- Faculty of Science, Physics and Electronics, 202