Pub Date : 2023-11-01DOI: 10.47588/jngs.2023.21.01.a9
S. Msimango, S. Motala
Higher education in South Africa and internationally is characterised by structural and systemic gender disparities. This is shown in the ‘leaky pipeline’ in doctoral success and leadership roles, with females underrepresented in doctoral studies, doctoral graduation rates and senior positions. Studies in South Africa show that between 2013 and 2021, more doctorates were awarded to males than females and that there are more males in leadership positions in higher education. A counterargument often presented is that more women than men are graduating at the undergraduate level. This is a significant stride for women’s empowerment. This article argues that institutions’ structural gender disparities put women at a disadvantage and that current policies are not leading to equal proportions of men and women in leadership positions. The article considers the dominant Eurocentric and masculinist supervision model which perpetuates the ‘leaky pipeline’. Alongside empowerment theory, a feminist pedagogical perspective underpins the article which proposes a supervision framework that can address the present structural gender disparities and facilitate female doctoral success and access to leadership positions.
{"title":"Gendered 'leaky Pipelines' In Higher Education: Towards A Supervision Framework For Breaking Through The Glass Ceiling","authors":"S. Msimango, S. Motala","doi":"10.47588/jngs.2023.21.01.a9","DOIUrl":"https://doi.org/10.47588/jngs.2023.21.01.a9","url":null,"abstract":"Higher education in South Africa and internationally is characterised by structural and systemic gender disparities. This is shown in the ‘leaky pipeline’ in doctoral success and leadership roles, with females underrepresented in doctoral studies, doctoral graduation rates and senior positions. Studies in South Africa show that between 2013 and 2021, more doctorates were awarded to males than females and that there are more males in leadership positions in higher education. A counterargument often presented is that more women than men are graduating at the undergraduate level. This is a significant stride for women’s empowerment. This article argues that institutions’ structural gender disparities put women at a disadvantage and that current policies are not leading to equal proportions of men and women in leadership positions. The article considers the dominant Eurocentric and masculinist supervision model which perpetuates the ‘leaky pipeline’. Alongside empowerment theory, a feminist pedagogical perspective underpins the article which proposes a supervision framework that can address the present structural gender disparities and facilitate female doctoral success and access to leadership positions.","PeriodicalId":42075,"journal":{"name":"Journal for New Generation Sciences","volume":"51 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139300014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.47588/jngs.2023.21.01.a5
L. Massyn
Worldwide, mental health problems are increasing, and the Covid-19 pandemic contributed to the alarming statistics for the general population. The objectives of this article were to determine the current state of wellbeing of research supervisors as academics and, secondly, to identify what the literature reports about the wellbeing of research supervisors. The scoping review methodology by Arksey and O'Malley was followed to determine the range and nature of the research on the wellbeing of research supervisors. Initially, the focus was only on postgraduate research supervisors, but only a few articles were found; therefore, the scope was increased to focus on academics. The key findings of the scoping review are a reported deterioration in the wellbeing of academics, an absence of research on the wellbeing of research supervisors and academics, the need for clarification of the concept wellbeing, careful consideration of the measurement instruments used in determining wellbeing, and interventions that can enhance wellbeing. Given the relentless pressure on supervisors and academics, awareness needs to be created of the various systemic levels to address the continuously declining wellbeing of research supervisors and academics.
{"title":"The Wellbeing Of Academics And Some Implications For Research Supervisors: A Scoping Review","authors":"L. Massyn","doi":"10.47588/jngs.2023.21.01.a5","DOIUrl":"https://doi.org/10.47588/jngs.2023.21.01.a5","url":null,"abstract":"Worldwide, mental health problems are increasing, and the Covid-19 pandemic contributed to the alarming statistics for the general population. The objectives of this article were to determine the current state of wellbeing of research supervisors as academics and, secondly, to identify what the literature reports about the wellbeing of research supervisors. The scoping review methodology by Arksey and O'Malley was followed to determine the range and nature of the research on the wellbeing of research supervisors. Initially, the focus was only on postgraduate research supervisors, but only a few articles were found; therefore, the scope was increased to focus on academics. The key findings of the scoping review are a reported deterioration in the wellbeing of academics, an absence of research on the wellbeing of research supervisors and academics, the need for clarification of the concept wellbeing, careful consideration of the measurement instruments used in determining wellbeing, and interventions that can enhance wellbeing. Given the relentless pressure on supervisors and academics, awareness needs to be created of the various systemic levels to address the continuously declining wellbeing of research supervisors and academics.","PeriodicalId":42075,"journal":{"name":"Journal for New Generation Sciences","volume":"7 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139294849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.47588/jngs.2022.20.02.a2
M. Harunavamwe
It has become vital to propose new forms of engaging employees in the banking industry in order to retain critical customers and increase profits. The banking industry operates in an exceedingly complicated and competitive atmosphere characterised by ever-changing conditions and an extremely unpredictable financial climate; it is also faced with economic recession and depleted employee confidence. With the reported challenges experienced by the banking industry, it has become imperative to find mechanisms to improve work engagement. The traditional methods of fostering engagement have proved ineffective, and managers are on the lookout for new ways of engaging employees. This research proposes that embracing and encouraging the self-leadership strategies and creating a positive psychological environment which facilitate employee thriving can be part of the new methods to boost work engagement. The main purpose of the inquiry was to determine the extent to which a combination of self-leadership strategies and psychological resources may influence work engagement. Using 303 banking sector employees a cross-sectional quantitative survey was applied. Results indicated that self-leadership strategies combined with psychological capital explain 69.4% variance in work engagement. Constructive thought patterns and hope are the main contributors to work engagement. Combining self-leadership strategies (constructive thoughts, self-efficacy, and hope) yields favourable levels of work engagement for banking sector employees. To enhance the energy levels and the quality of work among banking sector employees, managers can focus on encouraging the utilisation of self-leadership strategies and enhancing psychological resources to formulate practices that may improve work engagement. This study contributes to new knowledge pertaining to strategies that could be utilised by mangers to improve or enhance work engagement in the banking industry. The study also produced compelling implications for advancing theory through the identification of personal resources from self-leadership and psychological capital. These resources can be utilised to enhance individual work engagement based on the Job Demands Resource Model.
{"title":"ASSESSING THE INFLUENCE OF SELF-LEADERSHIP STRATEGIES AND PSYCHOLOGICAL CAPITAL ON WORK ENGAGEMENT AMONG BANKING SECTOR EMPLOYEES","authors":"M. Harunavamwe","doi":"10.47588/jngs.2022.20.02.a2","DOIUrl":"https://doi.org/10.47588/jngs.2022.20.02.a2","url":null,"abstract":"It has become vital to propose new forms of engaging employees in the banking industry in order to retain critical customers and increase profits. The banking industry operates in an exceedingly complicated and competitive atmosphere characterised by ever-changing conditions and an extremely unpredictable financial climate; it is also faced with economic recession and depleted employee confidence. With the reported challenges experienced by the banking industry, it has become imperative to find mechanisms to improve work engagement. The traditional methods of fostering engagement have proved ineffective, and managers are on the lookout for new ways of engaging employees. This research proposes that embracing and encouraging the self-leadership strategies and creating a positive psychological environment which facilitate employee thriving can be part of the new methods to boost work engagement. The main purpose of the inquiry was to determine the extent to which a combination of self-leadership strategies and psychological resources may influence work engagement. Using 303 banking sector employees a cross-sectional quantitative survey was applied. Results indicated that self-leadership strategies combined with psychological capital explain 69.4% variance in work engagement. Constructive thought patterns and hope are the main contributors to work engagement. Combining self-leadership strategies (constructive thoughts, self-efficacy, and hope) yields favourable levels of work engagement for banking sector employees. To enhance the energy levels and the quality of work among banking sector employees, managers can focus on encouraging the utilisation of self-leadership strategies and enhancing psychological resources to formulate practices that may improve work engagement. This study contributes to new knowledge pertaining to strategies that could be utilised by mangers to improve or enhance work engagement in the banking industry. The study also produced compelling implications for advancing theory through the identification of personal resources from self-leadership and psychological capital. These resources can be utilised to enhance individual work engagement based on the Job Demands Resource Model.","PeriodicalId":42075,"journal":{"name":"Journal for New Generation Sciences","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45488235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.47588/jngs.2022.20.02.a4
Mha Agenbag, I. Human, D. Schutte
One of the main reasons proposed for the widespread community protests in South Africa has been ineffective service delivery by local municipalities. The growing frustration of citizens has led to violent unrest, damage to infrastructure, service payment boycotts and litigation. Official reports have highlighted weaknesses including flawed governance, financial management, operational processes, and inter-governmental relations. This also applies to environmental health services (EHS) which is an intrinsic part of municipal health services, despite being the first line of defence in protecting the population against environmental risks. This grounded theory study, which forms part of a PhD dissertation, applied an integrative literature review to identify the fundamentals of effective environmental health service delivery. Four factors emerged: mandate cognisance; mandate execution; leadership support; and community satisfaction. Using the Schutte-dendrogram technique, the prerequisites for effective preventive environmental health services were explored and a conceptual model with sub-components was constructed. Viewing the model through a systems theory lens underscored the relational aspect of effectiveness. Rather than each factor independently contributing to effective service delivery, the interconnections and reliance on collaboration, communication, and contingencies among them lead to success. A strength or inadequacy in one of the four fundamental domains affects all the others, allowing progress or deterioration to permeate the entire system to enhance or weaken goal achievement. Improving the effectiveness of local government basic services thus requires a holistic view of the organisational system and the relational nature thereof.
{"title":"LOCAL GOVERNMENT ENVIRONMENTAL HEALTH SERVICES: FUNDAMENTALS FOR EFFECTIVE MUNICIPAL SERVICE DELIVERY AND PREVENTIVE HEALTH OUTCOMES","authors":"Mha Agenbag, I. Human, D. Schutte","doi":"10.47588/jngs.2022.20.02.a4","DOIUrl":"https://doi.org/10.47588/jngs.2022.20.02.a4","url":null,"abstract":"One of the main reasons proposed for the widespread community protests in South Africa has been ineffective service delivery by local municipalities. The growing frustration of citizens has led to violent unrest, damage to infrastructure, service payment boycotts and litigation. Official reports have highlighted weaknesses including flawed governance, financial management, operational processes, and inter-governmental relations. This also applies to environmental health services (EHS) which is an intrinsic part of municipal health services, despite being the first line of defence in protecting the population against environmental risks. This grounded theory study, which forms part of a PhD dissertation, applied an integrative literature review to identify the fundamentals of effective environmental health service delivery. Four factors emerged: mandate cognisance; mandate execution; leadership support; and community satisfaction. Using the Schutte-dendrogram technique, the prerequisites for effective preventive environmental health services were explored and a conceptual model with sub-components was constructed. Viewing the model through a systems theory lens underscored the relational aspect of effectiveness. Rather than each factor independently contributing to effective service delivery, the interconnections and reliance on collaboration, communication, and contingencies among them lead to success. A strength or inadequacy in one of the four fundamental domains affects all the others, allowing progress or deterioration to permeate the entire system to enhance or weaken goal achievement. Improving the effectiveness of local government basic services thus requires a holistic view of the organisational system and the relational nature thereof.","PeriodicalId":42075,"journal":{"name":"Journal for New Generation Sciences","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43690738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.47588/jngs.2022.20.02.a3
RC Els, Hwj Meyer, J. Heystek
This research explored trainers and training officers’ experiences regarding the application of quality management principles to ensure effective quality management of training within a training unit of the South African Army. A qualitative, phenomenological research design was used with semi-structured individual interviews held with nine participants. Findings revealed that leaders did not have the necessary knowledge to support quality management of training within a training unit in the military effectively. Soldiers responsible for training were not involved in quality management decisions. Inadequate leadership support, lack of people involvement and the absence of a strong quality culture resulted in ineffective decision-making for quality improvement of training in the training unit under study. Findings point towards the importance of quality management principles to ensure effective quality management within training.
{"title":"EXPLORING THE APPLICATION OF QUALITY MANAGEMENT PRINCIPLES WITHIN A MILITARY TRAINING UNIT","authors":"RC Els, Hwj Meyer, J. Heystek","doi":"10.47588/jngs.2022.20.02.a3","DOIUrl":"https://doi.org/10.47588/jngs.2022.20.02.a3","url":null,"abstract":"This research explored trainers and training officers’ experiences regarding the application of quality management principles to ensure effective quality management of training within a training unit of the South African Army. A qualitative, phenomenological research design was used with semi-structured individual interviews held with nine participants. Findings revealed that leaders did not have the necessary knowledge to support quality management of training within a training unit in the military effectively. Soldiers responsible for training were not involved in quality management decisions. Inadequate leadership support, lack of people involvement and the absence of a strong quality culture resulted in ineffective decision-making for quality improvement of training in the training unit under study. Findings point towards the importance of quality management principles to ensure effective quality management within training.","PeriodicalId":42075,"journal":{"name":"Journal for New Generation Sciences","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47944239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.47588/jngs.2022.20.02.a1
M. Malan, K. Sihiya
New accounting standards were implemented by the International Accounting Standards Board (IASB) that have a potential effect on consolidated financial statements. The new consolidation standards, International Financial Reporting Standard (IFRS) 10: Consolidated Financial Statements and IFRS 12: Disclosure of Interest in Other Entities, were introduced in response to issues highlighted by the 2008 global financial crisis. This empirical study is a post-implementation review of the adoption of IFRS 10 and IFRS 12 on the financial statements of listed entities in South Africa and specifically aims to determine if the adoption led to a change in the scope of consolidation, whether it was adequately disclosed in the notes and if the adoption has had any effect on the items presented in the financial statements. The study found that the adoption of the consolidation standards affected a minority of the entities sampled, with a minimal effect on the financial statement line items. The changes in the scope of consolidation were adequately disclosed and were mainly due to an increase in the number of entities consolidated, especially the inclusion of special purpose entities. Although the standards provided clearer definitions and improved guidance, the effect of the financial statements, as expected by the IASB, was minimal.
{"title":"A POST-IMPLEMENTATION REVIEW OF THE ADOPTION OF IFRS 10 AND IFRS 12 ON THE FINANCIAL STATEMENTS OF SOUTH AFRICAN ENTITIES","authors":"M. Malan, K. Sihiya","doi":"10.47588/jngs.2022.20.02.a1","DOIUrl":"https://doi.org/10.47588/jngs.2022.20.02.a1","url":null,"abstract":"New accounting standards were implemented by the International Accounting Standards Board (IASB) that have a potential effect on consolidated financial statements. The new consolidation standards, International Financial Reporting Standard (IFRS) 10: Consolidated Financial Statements and IFRS 12: Disclosure of Interest in Other Entities, were introduced in response to issues highlighted by the 2008 global financial crisis. This empirical study is a post-implementation review of the adoption of IFRS 10 and IFRS 12 on the financial statements of listed entities in South Africa and specifically aims to determine if the adoption led to a change in the scope of consolidation, whether it was adequately disclosed in the notes and if the adoption has had any effect on the items presented in the financial statements. The study found that the adoption of the consolidation standards affected a minority of the entities sampled, with a minimal effect on the financial statement line items. The changes in the scope of consolidation were adequately disclosed and were mainly due to an increase in the number of entities consolidated, especially the inclusion of special purpose entities. Although the standards provided clearer definitions and improved guidance, the effect of the financial statements, as expected by the IASB, was minimal.","PeriodicalId":42075,"journal":{"name":"Journal for New Generation Sciences","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43794286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-01DOI: 10.47588/jngs.2022.20.01.a4
K. Bothma, AF Harding, I. Louw
Challenges experienced by first-year students transitioning from secondary to tertiary mathematics education are examined through the lens of the didactical contract. The didactical contract describes the expectations of both lecturer and students about their mutual obligations towards teaching and learning. First-year students’ beliefs about the nature of mathematics and mathematics teaching/learning need to be challenged to renegotiate the didactical contract at tertiary level. The study focuses on how to elicit and confront transitioning students’ beliefs in order to support their learning and influence a shift in the didactical contract. A Likert scale questionnaire was deployed at the beginning of students’ first year to gauge their beliefs about mathematics and mathematics teaching/learning and redeployed near the end of the first semester (or term) to observe possible changes in their beliefs and hence the didactical contract. The intervention consisted of personal response system (PRS) sessions regularly incorporated into the traditional transmission mode lecture to flip the classroom and create a student-centred learning environment, aimed at influencing students’ beliefs in order to make them aware of their own learning and their responsibility for learning. Questionnaire data were quantified and compared for the before and after surveys. There is evidence of a shift towards students taking ownership of their learning and a renegotiation of the didactical contract. Qualitative data generated by focus group interviews confirm the role of the PRS sessions in influencing student beliefs and the didactical contract.
{"title":"THE USE OF PERSONAL RESPONSE SYSTEMS TO RENEGOTIATE THE DIDACTICAL CONTRACT IN TERTIARY MATHEMATICS EDUCATION","authors":"K. Bothma, AF Harding, I. Louw","doi":"10.47588/jngs.2022.20.01.a4","DOIUrl":"https://doi.org/10.47588/jngs.2022.20.01.a4","url":null,"abstract":"Challenges experienced by first-year students transitioning from secondary to tertiary mathematics education are examined through the lens of the didactical contract. The didactical contract describes the expectations of both lecturer and students about their mutual obligations towards teaching and learning. First-year students’ beliefs about the nature of mathematics and mathematics teaching/learning need to be challenged to renegotiate the didactical contract at tertiary level. The study focuses on how to elicit and confront transitioning students’ beliefs in order to support their learning and influence a shift in the didactical contract. A Likert scale questionnaire was deployed at the beginning of students’ first year to gauge their beliefs about mathematics and mathematics teaching/learning and redeployed near the end of the first semester (or term) to observe possible changes in their beliefs and hence the didactical contract. The intervention consisted of personal response system (PRS) sessions regularly incorporated into the traditional transmission mode lecture to flip the classroom and create a student-centred learning environment, aimed at influencing students’ beliefs in order to make them aware of their own learning and their responsibility for learning. Questionnaire data were quantified and compared for the before and after surveys. There is evidence of a shift towards students taking ownership of their learning and a renegotiation of the didactical contract. Qualitative data generated by focus group interviews confirm the role of the PRS sessions in influencing student beliefs and the didactical contract.","PeriodicalId":42075,"journal":{"name":"Journal for New Generation Sciences","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46140869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-01DOI: 10.47588/jngs.2022.20.01.a2
JM Pietersen, I. Malatjie
The public service in South Africa implements a graduate internship programme in line with a national policy and, in some instances, departmental policy. This article analyses the efficacy of internship programmes in the context of the achievement of policy imperatives, the provision of work experience and the contribution of such programmes to graduate employability. The public service requires a constant supply of skills for a professional public institution with generational competence. However, in spite of this demand, 12.5% of graduates are unemployed. Data to establish this figure was collected by means of questionnaires and interviews with interns who were contracted to the National School of Government (NSG). The questionnaires were administered to a sample of 40 graduate interns from 2010-2018 with the intention of analysing data on the basis of contractual commitments, training, conditions of service, performance management and opportunities of employability after an internship programme. The findings from 62,5% of the sample indicated that graduate interns in the NSG appreciated the effectiveness of the graduate internship programme, albeit with an opinion that certain mentoring and coaching aspects could be improved.
{"title":"EFFICACY OF THE INTERNSHIP PROGRAMME IN THE SOUTH AFRICAN PUBLIC SERVICE WITH A PARTICULAR FOCUS ON THE NATIONAL SCHOOL OF GOVERNMENT","authors":"JM Pietersen, I. Malatjie","doi":"10.47588/jngs.2022.20.01.a2","DOIUrl":"https://doi.org/10.47588/jngs.2022.20.01.a2","url":null,"abstract":"The public service in South Africa implements a graduate internship programme in line with a national policy and, in some instances, departmental policy. This article analyses the efficacy of internship programmes in the context of the achievement of policy imperatives, the provision of work experience and the contribution of such programmes to graduate employability. The public service requires a constant supply of skills for a professional public institution with generational competence. However, in spite of this demand, 12.5% of graduates are unemployed. Data to establish this figure was collected by means of questionnaires and interviews with interns who were contracted to the National School of Government (NSG). The questionnaires were administered to a sample of 40 graduate interns from 2010-2018 with the intention of analysing data on the basis of contractual commitments, training, conditions of service, performance management and opportunities of employability after an internship programme. The findings from 62,5% of the sample indicated that graduate interns in the NSG appreciated the effectiveness of the graduate internship programme, albeit with an opinion that certain mentoring and coaching aspects could be improved.","PeriodicalId":42075,"journal":{"name":"Journal for New Generation Sciences","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43875131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-01DOI: 10.47588/jngs.2022.20.01.a1
JM Fernandes, T. van Niekerk, G. Scott, S. Church
For world-class manufacturers, flexible automated materials handling is becoming a necessity. It succeeds in providing manufacturers with a competitive advantage and serves as a market differentiator within a mass customisation production environment. This paper presents the design and development of an Automatic Guided Vehicle for automated part collection and delivery at an assembly line. The developed system is modular and thus supports ease of maintenance and maximum manoeuvrability for automatic loading and unloading of components. Furthermore, seamlessly integrated safety features and fully reprogrammable control and navigation systems ensure that the vehicle can reliably operate in any indoor environment with minimal risk to humans or plant facilities. The authors address actual vehicle design-related issues, including considerations for the chassis and suspension system design, electrical drive system layout, free-range navigation capability, safety, control system and battery management system integration. A structured qualitative approach is presented to identify the strengths and weaknesses of the design and development phases.
{"title":"DESIGN AND DEVELOPMENT OF AN INDUSTRY STANDARD AUTOMATED GUIDED VEHICLE FOR PART COLLECTION AND DELIVERY AT AN ASSEMBLY LINE","authors":"JM Fernandes, T. van Niekerk, G. Scott, S. Church","doi":"10.47588/jngs.2022.20.01.a1","DOIUrl":"https://doi.org/10.47588/jngs.2022.20.01.a1","url":null,"abstract":"For world-class manufacturers, flexible automated materials handling is becoming a necessity. It succeeds in providing manufacturers with a competitive advantage and serves as a market differentiator within a mass customisation production environment. This paper presents the design and development of an Automatic Guided Vehicle for automated part collection and delivery at an assembly line. The developed system is modular and thus supports ease of maintenance and maximum manoeuvrability for automatic loading and unloading of components. Furthermore, seamlessly integrated safety features and fully reprogrammable control and navigation systems ensure that the vehicle can reliably operate in any indoor environment with minimal risk to humans or plant facilities. The authors address actual vehicle design-related issues, including considerations for the chassis and suspension system design, electrical drive system layout, free-range navigation capability, safety, control system and battery management system integration. A structured qualitative approach is presented to identify the strengths and weaknesses of the design and development phases.","PeriodicalId":42075,"journal":{"name":"Journal for New Generation Sciences","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47360053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-01DOI: 10.47588/jngs.2022.20.01.a3
J. Venter, A. Golighty, N. Petersen
In our current knowledge- and information-driven society, it is of the utmost importance that school learners develop self-directed learning (SDL) abilities. This paper explores the implementation of case studies to promote the SDL abilities of Grade 10 Life Sciences learners. In this quasi-experimental study, a quantitative research design was used. The research was conducted at three schools in the Tshwane South District in Gauteng. Two of the schools formed part of the experimental group and the third school was part of the control group. Both the experimental and control groups completed a standardised SDL Instrument before and after a six-week period. During the intervention, case studies were implemented in the Grade 10 Life Sciences curriculum of the experimental group. The Life Sciences teachers in the control group continued using traditional teaching methods. The results indicated that the implementation of case studies developed the SDL abilities of Life Sciences learners in the experimental group in contrast to the control group. Although the experimental group’s SDL abilities improved after the implementation of case studies in general, it is important to note that the “learning motivation” as well as the “planning and implementation” improved more than the “selfmonitoring” and “interpersonal communication” SDL domains.
{"title":"THE IMPLEMENTATION OF CASE STUDIES TO PROMOTE THE SELFDIRECTED LEARNING ABILITIES OF GRADE 10 LIFE SCIENCES LEARNERS","authors":"J. Venter, A. Golighty, N. Petersen","doi":"10.47588/jngs.2022.20.01.a3","DOIUrl":"https://doi.org/10.47588/jngs.2022.20.01.a3","url":null,"abstract":"In our current knowledge- and information-driven society, it is of the utmost importance that school learners develop self-directed learning (SDL) abilities. This paper explores the implementation of case studies to promote the SDL abilities of Grade 10 Life Sciences learners. In this quasi-experimental study, a quantitative research design was used. The research was conducted at three schools in the Tshwane South District in Gauteng. Two of the schools formed part of the experimental group and the third school was part of the control group. Both the experimental and control groups completed a standardised SDL Instrument before and after a six-week period. During the intervention, case studies were implemented in the Grade 10 Life Sciences curriculum of the experimental group. The Life Sciences teachers in the control group continued using traditional teaching methods. The results indicated that the implementation of case studies developed the SDL abilities of Life Sciences learners in the experimental group in contrast to the control group. Although the experimental group’s SDL abilities improved after the implementation of case studies in general, it is important to note that the “learning motivation” as well as the “planning and implementation” improved more than the “selfmonitoring” and “interpersonal communication” SDL domains.","PeriodicalId":42075,"journal":{"name":"Journal for New Generation Sciences","volume":"1 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42212630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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