1,720,963 research outputs found
Knowledge creation by student leaders to promote their own leadership development: Amulti-university social dream-drawing project
Full text linkEngaging student leaders in knowledge creation in support of their own leadership development is an important strategy in the scholarship of integration which seeks to promote research-based, student-engaged professional practices. This article describes a strategy for engaging student leaders in support of such development, drawing on the insights they gained from their own leadership experiences. South African student leaders participated in a multi-university, social dream-drawing study which was designed using a socio-analytical framework. Through this project, leadership experiences were made manifest at unconscious and conscious levels. Group sharing and reflection helped the participants
recognise and process their leadership experiences, and to uncover and explore areas that needed development. Engaging in knowledge creation about their own development, the participating students co-produced an evidence-based understanding of the importance of integrated approaches about the development of student leadership. In addition, their participation in a process of compassionate engagement positioned them as co-developers of problem-solving insights in support of their own development and, more broadly, universities’ social and cultural capabilities. Pule and Gibney (2023) also demonstrated this. The social dream-drawing findings furthermore indicated how such interventions could go beyond an examination of the perspectives of individual leaders to consideration of the nature of student leadership as a group, organizational or even societal function – considering intra- and inter-group dynamics; different organizational levels and their leadership sub-systems; and the role of student leadership in society at large. In addition, the research conducted through social dream-drawing may be seen as strengthening the argument for the broader adoption of the scholarship of integration in pursuit of strategic goals
Women's reflections on their strategies used to protedct their children in the face of domestic violence
Full text linkMini Dissertation (MA)--University of Pretoria, 2018.The unique strategies women use to physically and emotionally protect their children in the context of domestic violence often remain unacknowledged by society. Protective efforts that remains unacknowledged situate abused women in a position where they are perceived as unprotective or as unfit parents, which has significant ramifications for both the mother and her children. The aim of this study was to gain a better understanding of women’s experiences of maternal protectiveness. It also aimed to explore the variety of protective strategies abused women used to physically and emotionally protect their children in the context of domestic violence. This qualitative study was undertaken from a phenomenological position. Three participants were selected from The Potter’s House, a shelter for abused women, using a purposive participant selection process. Semi-structured in-depth interviews were conducted, transcribed and analysed using Interpretive Phenomenological Analysis (IPA). Three super-ordinate themes and 14 sub-ordinate themes were generated from the data. The findings suggest that abused women find it important to protect their children, despite their experience of mothering in the context of domestic violence to be difficult. Women use different strategies to protect their children physically and emotionally from domestic violence. Additionally, the study found that the protective strategies women use is significantly related to circumstances and resources available to women.PsychologyMAUnrestricte
Exploring the experiences of educators bullied by learners in a township secondary school
Full text linkMini Dissertation (MA)--University of Pretoria, 2019.Previous national and international studies have shown how prevalent it is for educators to be the targets of bullying by learners. However, there have been only a limited number of studies exploring educators’ experiences, from their own perspective, of being bullied by learners. Therefore, this qualitative study aimed to explore educators’ experiences of being bullied by learners in a township secondary school within the interpretive phenomenology framework. One-on-one semi-structured interviews were conducted with three educators who were teaching learners from grade 8 to grade 10 in a secondary school located in a township in the Gauteng province. The data was analysed using Interpretive Phenomenological Analysis (IPA). The findings of the study demonstrated that the educators’ experiences of being bullied by learners showed both differences and similarities. The educators’ perspectives revealed that they had experienced different forms of bullying, that their experiences occurred in an unsupportive school system, and that the bullying had affected their well-being and professional lives. Furthermore, the educators showed that they employed various coping mechanisms to deal with being bullied. They also explained the nature of being bullied by learners and the attributions for being bullied. The educators’ experiences conveyed the understanding that learner-to-educator bullying is a multifaceted psychological and social phenomenon. The insights provided by this study are important for all members of the school system. Areas for possible future exploration have been suggested.PsychologyMAUnrestricte
First-generation Students’ Transition into a Historically White University: a Narrative Approach
Full text linkMini Dissertation (MA)--University of Pretoria, 2019.The present narrative research aimed to gain understanding of the narratives of first-generation students’ (FGSs’) transition into a historically white university (HWU) in South Africa. Globally, it has been recognised that, because of having parents who have not attended a tertiary institution, FGSs are more susceptible to challenges when making the transition to university.
Challenges in academic, social, and emotional transition to university have led to negative consequences such as withdrawing from university studies. South African literature highlights that such challenges in transition have been evident at HWUs. Yet, there is limited research on the transition of FGSs to an HWU. Existing literature has not considered the individual experiences of FGSs. Therefore, the present research focuses on the narratives of FGSs to gain an in-depth understanding of FGSs’ academic, emotional, and social transition to an HWU. Individual interviews were conducted with a sample of four first-year FGSs enrolled at the identified HWU. Crossley’s method of narrative analysis was adopted to interpret the findings, by focusing on the themes, imagery, and tone of the narratives. Results showed that the HWU interventions, for instance orientation week, academic tutors, and mentors, played a fundamental role in the transition of FGSs. It was clear that orientation week was crucial in facilitating the social integration of FGSs with the HWU. Once socially integrated, the FGSs developed a positive attitude that helped them overcome the challenges faced when making the transition to the HWU, such as increased workload. Ultimately, the FGSs were able to negotiate their academic, emotional, and social transition once they felt a sense of belonging at the HWU. Therefore, the FGSs’ narratives highlighted the importance of the university interventions and attaining social integration in FGSs’ transition to an HWU.PsychologyMAUnrestricte
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Advancing the scholarship of integration for impactful, sustainable and holistic student success
Full text linkDeep diving towards a vison for social justice: a visual dream matrix
Full text linkThis article explores the utilization of Social Dreaming as a methodology to engage conference participants at the University of Johannesburg in understanding the interplay between individual and group psyche. Through group analytic techniques, participants shared nighttime dreams and free associations related to the conference theme of social justice, creating a collaborative space for reflection and new knowledge generation. The structured process, reminiscent of community gatherings, facilitated creative expression and collective resonance, fostering a democratic approach to learning and teaching. Themes such as trauma, repression, and societal injustices emerged, providing insight into both personal and collective experiences. The article highlights the transformative potential of Social Dreaming in eliciting deep reflection and societal awareness
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