Community engagement referred to approaches in which communities were involved in activities that positively impacted their lives. Currently, higher education institutions have community engagement high on their agenda. This article focussed on how this engagement ought to be managed through the responses of community members to such an intervention. It presented community members’ evaluative perceptions on the North-West University’s (NWU) well-being innovation (WIN) platform projects in the Vaalharts community. This research was qualitative and a case study design was followed. Through interviews and focus groups, the perceptions of participants of the WIN platform projects were obtained. The data used stemmed from empirical research by the Human Sciences Research Council (HSRC) and the researchers. Although this study could reach only a limited number of project participants, they provided valuable insights into the ways they had experienced the projects. Guided by the Context–Focus–Profile model, a comprehensive evaluation framework was constructed for the interview and focus groups’ schedules. The findings indicated that the community members had positive perceptions of the projects, which had contributed most especially to skills and self-development. However, as members of a poor community, such people are vulnerable. To ensure that they feel respected and that projects fit their needs to ensure long-lasting benefits, the way in which community engagement was conducted was important. Recommendations for improvement emerging from this study focussed on collaboration, communication, monitoring and recruitment. This article thereby contributed to the debate about higher education institutions’ involvement in community engagement and demonstrated the value of using the Context–Focus–Profile model for evaluation purposes.
{"title":"Well-being innovation platform projects of the North-West University: Evaluative perceptions of community participants","authors":"L. Sebeco, J. Zaaiman","doi":"10.4102/TD.V17I1.950","DOIUrl":"https://doi.org/10.4102/TD.V17I1.950","url":null,"abstract":"Community engagement referred to approaches in which communities were involved in activities that positively impacted their lives. Currently, higher education institutions have community engagement high on their agenda. This article focussed on how this engagement ought to be managed through the responses of community members to such an intervention. It presented community members’ evaluative perceptions on the North-West University’s (NWU) well-being innovation (WIN) platform projects in the Vaalharts community. This research was qualitative and a case study design was followed. Through interviews and focus groups, the perceptions of participants of the WIN platform projects were obtained. The data used stemmed from empirical research by the Human Sciences Research Council (HSRC) and the researchers. Although this study could reach only a limited number of project participants, they provided valuable insights into the ways they had experienced the projects. Guided by the Context–Focus–Profile model, a comprehensive evaluation framework was constructed for the interview and focus groups’ schedules. The findings indicated that the community members had positive perceptions of the projects, which had contributed most especially to skills and self-development. However, as members of a poor community, such people are vulnerable. To ensure that they feel respected and that projects fit their needs to ensure long-lasting benefits, the way in which community engagement was conducted was important. Recommendations for improvement emerging from this study focussed on collaboration, communication, monitoring and recruitment. This article thereby contributed to the debate about higher education institutions’ involvement in community engagement and demonstrated the value of using the Context–Focus–Profile model for evaluation purposes.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44674906","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}
Background: There was growing recognition worldwide by professional engineering bodies, engineering faculties and researchers on the need to pay attention to engineering students’ emerging identities and how they were formed across the trajectory of undergraduate engineering programmes. An increasing number of research studies focused on engineering identity, including systematic reviews of the research literature. Aim: Engineering laboratories were key learning spaces in undergraduate engineering programmes. In the laboratory, students learned to integrate theory and practice, engaged in problem-solving and applied experimental methods. The purpose of this critical review of the literature was to interrogate the impact that learning in engineering laboratories had on emerging professional identities across engineering disciplines and fields. Method: This review built on and extended previous systematic reviews on engineering identity by studying pedagogies in the engineering laboratory through the lens of identity formation. Search terms were consistently applied to eight databases, which yielded 57 empirical studies, after the application of relevance and quality appraisal criteria. Two reviewers independently applied a socio-materialist theoretical framework of identify formation to each study and coded each of the studies into categories aligned with the theoretical framework. Results: The findings of the critical review revealed the temporal, spatial, material, performative and discursive dimensions in engineering identity formation and showed that students’ emerging identities could be affirmed and supported by appropriate laboratory pedagogies. Conclusion: The critical review of the literature concluded that curricular and pedagogical interventions that were better aligned with the dimensions of identity formation were more likely to enhance students’ identification with engineering.
{"title":"The role of undergraduate laboratories in the formation of engineering identities: A critical review of the literature","authors":"C. Winberg, S. Winberg","doi":"10.4102/TD.V17I1.962","DOIUrl":"https://doi.org/10.4102/TD.V17I1.962","url":null,"abstract":"Background: There was growing recognition worldwide by professional engineering bodies, engineering faculties and researchers on the need to pay attention to engineering students’ emerging identities and how they were formed across the trajectory of undergraduate engineering programmes. An increasing number of research studies focused on engineering identity, including systematic reviews of the research literature. Aim: Engineering laboratories were key learning spaces in undergraduate engineering programmes. In the laboratory, students learned to integrate theory and practice, engaged in problem-solving and applied experimental methods. The purpose of this critical review of the literature was to interrogate the impact that learning in engineering laboratories had on emerging professional identities across engineering disciplines and fields. Method: This review built on and extended previous systematic reviews on engineering identity by studying pedagogies in the engineering laboratory through the lens of identity formation. Search terms were consistently applied to eight databases, which yielded 57 empirical studies, after the application of relevance and quality appraisal criteria. Two reviewers independently applied a socio-materialist theoretical framework of identify formation to each study and coded each of the studies into categories aligned with the theoretical framework. Results: The findings of the critical review revealed the temporal, spatial, material, performative and discursive dimensions in engineering identity formation and showed that students’ emerging identities could be affirmed and supported by appropriate laboratory pedagogies. Conclusion: The critical review of the literature concluded that curricular and pedagogical interventions that were better aligned with the dimensions of identity formation were more likely to enhance students’ identification with engineering.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":"12"},"PeriodicalIF":0.3,"publicationDate":"2021-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47391339","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}
There have been serious efforts across countries to make history education more relevant. One such global effort is the integration of citizenship values into the history curriculum and syllabus of schools. Despite the successes of this initiative in some contexts, others have received it with mixed feelings thereby problematising its implementation and compromising the chances of a successful outcome. This article interrogates the relationship between school history and citizenship through an exploration of the perceptions of history teachers in Lesotho about the promotion of citizenship values through history education. The rationale for the investigation stems from the inclusion of citizenship values as part of the aims of the Lesotho General Certificate of Secondary Education (LGCSE) history syllabus. The study operated within the interpretive paradigm and a qualitative case study approach of four purposively selected high schools and eight teachers in Maseru, Lesotho. The data collected from semi-structured interviews revealed that the teachers possess very vague and varying understandings of citizenship. This vagueness ultimately translates into the classroom practice in the form of a lack of harmonious implementation of the LGSCE history syllabus’ prescriptions on citizenship values. The teachers however, have a mostly positive feeling about the importance of imparting citizenship values to learners, especially in the unique context of Lesotho through history education. This article recommends that the Ministry of Education and Training (MoET) initiates a robust curriculum reflection process, together with relevant stakeholders that will inform policy on the effective implementation of the citizenship clauses of the LGSCE history syllabus.
{"title":"History education and citizenship conundrum: Experiences and perspectives of Lesotho General Certificate of Secondary Education history teachers in Lesotho","authors":"R. N. Fru, Makatleho Liphoto","doi":"10.4102/TD.V17I1.975","DOIUrl":"https://doi.org/10.4102/TD.V17I1.975","url":null,"abstract":"There have been serious efforts across countries to make history education more relevant. One such global effort is the integration of citizenship values into the history curriculum and syllabus of schools. Despite the successes of this initiative in some contexts, others have received it with mixed feelings thereby problematising its implementation and compromising the chances of a successful outcome. This article interrogates the relationship between school history and citizenship through an exploration of the perceptions of history teachers in Lesotho about the promotion of citizenship values through history education. The rationale for the investigation stems from the inclusion of citizenship values as part of the aims of the Lesotho General Certificate of Secondary Education (LGCSE) history syllabus. The study operated within the interpretive paradigm and a qualitative case study approach of four purposively selected high schools and eight teachers in Maseru, Lesotho. The data collected from semi-structured interviews revealed that the teachers possess very vague and varying understandings of citizenship. This vagueness ultimately translates into the classroom practice in the form of a lack of harmonious implementation of the LGSCE history syllabus’ prescriptions on citizenship values. The teachers however, have a mostly positive feeling about the importance of imparting citizenship values to learners, especially in the unique context of Lesotho through history education. This article recommends that the Ministry of Education and Training (MoET) initiates a robust curriculum reflection process, together with relevant stakeholders that will inform policy on the effective implementation of the citizenship clauses of the LGSCE history syllabus.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":"17 1","pages":"6"},"PeriodicalIF":0.3,"publicationDate":"2021-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46215283","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}
Accounting as a subject is plagued by persistent changes due to shifts in the discipline of Accounting originating from the developments in the profession. This study focuses on Accounting teachers’ experiences of teaching the subject during the time of curriculum change. It adopts an interpretive qualitative case study design to get a thorough understanding of Accounting teachers’ experiences. Data was obtained through reflective journals and semi-structured interviews from five purposively selected Accounting teachers. What came out from the findings is that Accounting teachers often struggle to teach new content as learners lacked adequate background knowledge needed to learn Accounting in succeeding grades. The unique language of the subject, shortage of textbooks and insufficient assessment activities in the textbooks constrained the teaching of Accounting. In addition, school management and Accounting specialists were found wanting in terms of the support offered to teachers as well as and providing regular advisory services to them because of insufficient knowledge of the subject and inadequate supervision skills. The study recommended that heads of departments should be fully trained on curriculum changes in their subjects to be able to provide guidance and supervise teachers under their leadership. On-going support should be provided by subject advisors in schools to assist teachers with challenging topics and teaching strategies.
{"title":"Teachers’ experiences of teaching Accounting in the context of curriculum changes in South Africa","authors":"Jabulisile C. Ngwenya, N. Sithole, Mercy. Okoli","doi":"10.4102/TD.V17I1.873","DOIUrl":"https://doi.org/10.4102/TD.V17I1.873","url":null,"abstract":"Accounting as a subject is plagued by persistent changes due to shifts in the discipline of Accounting originating from the developments in the profession. This study focuses on Accounting teachers’ experiences of teaching the subject during the time of curriculum change. It adopts an interpretive qualitative case study design to get a thorough understanding of Accounting teachers’ experiences. Data was obtained through reflective journals and semi-structured interviews from five purposively selected Accounting teachers. What came out from the findings is that Accounting teachers often struggle to teach new content as learners lacked adequate background knowledge needed to learn Accounting in succeeding grades. The unique language of the subject, shortage of textbooks and insufficient assessment activities in the textbooks constrained the teaching of Accounting. In addition, school management and Accounting specialists were found wanting in terms of the support offered to teachers as well as and providing regular advisory services to them because of insufficient knowledge of the subject and inadequate supervision skills. The study recommended that heads of departments should be fully trained on curriculum changes in their subjects to be able to provide guidance and supervise teachers under their leadership. On-going support should be provided by subject advisors in schools to assist teachers with challenging topics and teaching strategies.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":"17 1","pages":"9"},"PeriodicalIF":0.3,"publicationDate":"2021-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42883790","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}
Although theories on generational issues abound, this research sought to explore whether Millennial employees and employees from Generation X responded differently to the South African work environment. The aim of the study was to assess whether South African Millennials experience their work environment different to Generation X employees, focusing specifically on engagement and identifying the differential activation of engagement across these generations. Data from 1913 Millennials and 1027 Generation X employees, from an existing database representative of employees across the broad spectrum of South African organisations, were analysed. Data on the age of employees and responses to the employee engagement questionnaire (UWES-9) were available across all cases. The reliability of the instrument was tested first, followed by measurement invariance testing across generations. This was followed by mean differences testing between the generations on the total scores, as well as subscale scores and items. The results reveal that the UWES-9 was reliable and measurement invariant across generations. It further revealed that no mean differences exist between Generation X and Y (Millennials), as far as total engagement scores are concerned. This result is significant as it reveals that South African Millennials respond similarly to the generation preceding them to workplace engagement initiatives. The findings also indicate that Millennials respond well to interventions that help them build confidence and juggle multiple responsibilities.
{"title":"Workplace engagement of South African Millennials: A non-issue?","authors":"T. Louw, Renier Steyn","doi":"10.4102/TD.V17I1.938","DOIUrl":"https://doi.org/10.4102/TD.V17I1.938","url":null,"abstract":"Although theories on generational issues abound, this research sought to explore whether Millennial employees and employees from Generation X responded differently to the South African work environment. The aim of the study was to assess whether South African Millennials experience their work environment different to Generation X employees, focusing specifically on engagement and identifying the differential activation of engagement across these generations. Data from 1913 Millennials and 1027 Generation X employees, from an existing database representative of employees across the broad spectrum of South African organisations, were analysed. Data on the age of employees and responses to the employee engagement questionnaire (UWES-9) were available across all cases. The reliability of the instrument was tested first, followed by measurement invariance testing across generations. This was followed by mean differences testing between the generations on the total scores, as well as subscale scores and items. The results reveal that the UWES-9 was reliable and measurement invariant across generations. It further revealed that no mean differences exist between Generation X and Y (Millennials), as far as total engagement scores are concerned. This result is significant as it reveals that South African Millennials respond similarly to the generation preceding them to workplace engagement initiatives. The findings also indicate that Millennials respond well to interventions that help them build confidence and juggle multiple responsibilities.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":"9"},"PeriodicalIF":0.3,"publicationDate":"2021-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49109065","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}
In this article, it will be argued that subjective assumptions play a prominent part in the way valuations are conducted and investment decisions are made by financial managers (FMs) from the perspective of agency theory. The problem is that there is a general absence of rules of compliance for financial management. Quantitative calculations are based on theories, models and accepted practices that guide FMs in their decision-making process. The selection criteria that inform these theories, models and practices rely on qualitative assumptions, which are informed by the presuppositions of the FM. The problem is that this understanding framework has traditionally not been assessed because of the assumption that the theories, models and practices are value neutral. Value neutrality generally implies that calculations, processes and projections are based on factual information and rational procedures that are objective. The scrutiny of the assumptions involved in financial management assumes that the individual has philosophical sensitivity. However, this is not traditionally part of the expected competencies of finance professionals. Philosophical competency means that the FM is capable of evaluating decision-making processes in order not to fall into the trap of circular logic or solipsism as highlighted by Gadamer. Maurice Merleau-Ponty identified that the limitations of such an understanding of reality result in a failure of responsibility and accountability. From the philosophy of Merleau-Ponty, there are three principles for philosophical analysis, namely, dialogue, accountability and context. These principles are applied to the purchase of Gourmet Burger Kitchen by Famous Brands in 2016.
{"title":"Financial management and phenomenology: The role of dialogue, accountability and context in investment decisions","authors":"M. Rathbone, S. V. Rooyen","doi":"10.4102/TD.V17I1.894","DOIUrl":"https://doi.org/10.4102/TD.V17I1.894","url":null,"abstract":"In this article, it will be argued that subjective assumptions play a prominent part in the way valuations are conducted and investment decisions are made by financial managers (FMs) from the perspective of agency theory. The problem is that there is a general absence of rules of compliance for financial management. Quantitative calculations are based on theories, models and accepted practices that guide FMs in their decision-making process. The selection criteria that inform these theories, models and practices rely on qualitative assumptions, which are informed by the presuppositions of the FM. The problem is that this understanding framework has traditionally not been assessed because of the assumption that the theories, models and practices are value neutral. Value neutrality generally implies that calculations, processes and projections are based on factual information and rational procedures that are objective. The scrutiny of the assumptions involved in financial management assumes that the individual has philosophical sensitivity. However, this is not traditionally part of the expected competencies of finance professionals. Philosophical competency means that the FM is capable of evaluating decision-making processes in order not to fall into the trap of circular logic or solipsism as highlighted by Gadamer. Maurice Merleau-Ponty identified that the limitations of such an understanding of reality result in a failure of responsibility and accountability. From the philosophy of Merleau-Ponty, there are three principles for philosophical analysis, namely, dialogue, accountability and context. These principles are applied to the purchase of Gourmet Burger Kitchen by Famous Brands in 2016.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":"17 1","pages":"9"},"PeriodicalIF":0.3,"publicationDate":"2021-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70523495","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}
Over the years, curriculum reforms have formed part of Lesotho’s attempt to address the socio-economic development factor through education policies such as the Lesotho curriculum and assessment policy (CAP) framework, introduced in 2009. This framework is meant to guide curriculum development and design processes. Through content analysis, this article seeks to highlight the representation of the curricular spider-web model’s concepts, which guide effective curriculum development, in the policy framework. Curriculum and assessment policy framework and the guide to continuous assessment document, which is a counteractive document that acts as an amendment of the 2009 policy, were analysed using the guided analysis method. Findings suggest that there are some concepts, which are neglected by the framework. This may have a negative bearing on the curriculum development process. This article draws from the curricular spider-web to recommend a review of the CAP framework towards inclusion and alignment of omitted concepts for the facilitation of an effective curriculum design process.
{"title":"The representation of curricular spider-web model in the Lesotho curriculum and assessment policy framework","authors":"M. Makumane, S. Ngcobo","doi":"10.4102/TD.V17I1.796","DOIUrl":"https://doi.org/10.4102/TD.V17I1.796","url":null,"abstract":"Over the years, curriculum reforms have formed part of Lesotho’s attempt to address the socio-economic development factor through education policies such as the Lesotho curriculum and assessment policy (CAP) framework, introduced in 2009. This framework is meant to guide curriculum development and design processes. Through content analysis, this article seeks to highlight the representation of the curricular spider-web model’s concepts, which guide effective curriculum development, in the policy framework. Curriculum and assessment policy framework and the guide to continuous assessment document, which is a counteractive document that acts as an amendment of the 2009 policy, were analysed using the guided analysis method. Findings suggest that there are some concepts, which are neglected by the framework. This may have a negative bearing on the curriculum development process. This article draws from the curricular spider-web to recommend a review of the CAP framework towards inclusion and alignment of omitted concepts for the facilitation of an effective curriculum design process.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":"9"},"PeriodicalIF":0.3,"publicationDate":"2021-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47160322","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}
Interest in mobile government is growing globally. Mobile government refers to the use of wireless and mobile technologies to deliver services to citizens, businesses, employees and other government entities. Presently, technological advancements take place despite questions on whether the existing policy and regulatory frameworks are suitable to regulate the effects of mobile government. With mobile government, municipal operations take place in virtual spaces where the consequences of such are still largely unknown and the frameworks that are apt to minimise any long-term effects on society are yet to be defined. This conceptual paper suggests that ethics frameworks should be encouraged as part of mobile government implementation in municipalities to encourage reflective municipal practices and to improve judgement as well as behaviour in mobile government decision-making. It contributes to debates on approaches to comprehensively support and guide mobile government towards positive municipal service delivery outcomes.
{"title":"A case for ethical frameworks to enhance mobile government implementation at South African municipalities","authors":"S. Makwembere, R. Garidzirai","doi":"10.4102/TD.V17I1.826","DOIUrl":"https://doi.org/10.4102/TD.V17I1.826","url":null,"abstract":"Interest in mobile government is growing globally. Mobile government refers to the use of wireless and mobile technologies to deliver services to citizens, businesses, employees and other government entities. Presently, technological advancements take place despite questions on whether the existing policy and regulatory frameworks are suitable to regulate the effects of mobile government. With mobile government, municipal operations take place in virtual spaces where the consequences of such are still largely unknown and the frameworks that are apt to minimise any long-term effects on society are yet to be defined. This conceptual paper suggests that ethics frameworks should be encouraged as part of mobile government implementation in municipalities to encourage reflective municipal practices and to improve judgement as well as behaviour in mobile government decision-making. It contributes to debates on approaches to comprehensively support and guide mobile government towards positive municipal service delivery outcomes.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":"8"},"PeriodicalIF":0.3,"publicationDate":"2021-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48506991","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}
During periods of drought, coping mechanisms employed by society differ based on gender, and are related to socio-cultural implications. This study is premised on the gendered approach to drought-coping mechanisms by focusing on the manner in which communities undergoing drought adapt to the adversities experienced and thus employ gender-sensitive coping mechanisms. Socio-cultural implications emphasise and dictate the different gendered behaviour patterns within society. Thus, the purpose of this study was to determine and evaluate gender-differentiated coping mechanisms of withstanding drought used by communities in the Lubombo region of Eswatini. The exploration of this phenomenon utilised a mixed-methods approach to collecting data. This universal approach involved adopting both qualitative and quantitative techniques of gathering information to help in an in-depth analysis of the situation in the Lubombo region. Under the umbrella of mixed methodology, an exploratory sequential approach was used to collect data. The purpose was to allow findings from a qualitative phase to be developed and tested for wider application and validation using a quantitative approach. The collection tools used under the qualitative enquiry included semi-structured interviews, face-to-face interviews and a focus group. The information gathered was subsequently presented in a thematic manner to draw attention on the dynamics within coping mechanisms. Two sampling techniques were used: initial stratified random sampling (representing the population being sampled) followed by purposive sampling to specify population characteristics and thus locating individuals who match the characteristics. There were 179 respondents in the study, of which 83 respondents were part of the focus group discussions and the remaining 80 respondents engaged in self-completion survey questions. The gender spectrum of the respondents was uneven during the focus groups with 39 females and 44 males. However, during the self-completion survey questions, an even number of 40 males and 40 females participated. The gender gap observed displayed women as burdened with developing various coping mechanisms, whereas men solely adapted through seeking employment. Women’s coping mechanisms included crop production, water management, foreign aid, sale of livestock and household functional change. In contrast, men’s coping mechanisms involved migration and seeking employment. The disparities between men and women were observed as founded in cultural beliefs and practices as women tool a domestic role whilst men were tasked to be providers. This perspective directly impacts on the lines of vulnerabilities during drought, declaring women as the target population for social aid such as food packages from foreign aid and strong social capital. Through this study, culture and vulnerability were identified as risk factors contributing to the impact of drought forcing men and women to build and engage in mechan
{"title":"A gendered approach to drought-coping mechanisms: A case of the Lubombo region, Eswatini","authors":"S. Myeni, Gideon J Wentink","doi":"10.4102/TD.V17I1.744","DOIUrl":"https://doi.org/10.4102/TD.V17I1.744","url":null,"abstract":"During periods of drought, coping mechanisms employed by society differ based on gender, and are related to socio-cultural implications. This study is premised on the gendered approach to drought-coping mechanisms by focusing on the manner in which communities undergoing drought adapt to the adversities experienced and thus employ gender-sensitive coping mechanisms. Socio-cultural implications emphasise and dictate the different gendered behaviour patterns within society. Thus, the purpose of this study was to determine and evaluate gender-differentiated coping mechanisms of withstanding drought used by communities in the Lubombo region of Eswatini. The exploration of this phenomenon utilised a mixed-methods approach to collecting data. This universal approach involved adopting both qualitative and quantitative techniques of gathering information to help in an in-depth analysis of the situation in the Lubombo region. Under the umbrella of mixed methodology, an exploratory sequential approach was used to collect data. The purpose was to allow findings from a qualitative phase to be developed and tested for wider application and validation using a quantitative approach. The collection tools used under the qualitative enquiry included semi-structured interviews, face-to-face interviews and a focus group. The information gathered was subsequently presented in a thematic manner to draw attention on the dynamics within coping mechanisms. Two sampling techniques were used: initial stratified random sampling (representing the population being sampled) followed by purposive sampling to specify population characteristics and thus locating individuals who match the characteristics. There were 179 respondents in the study, of which 83 respondents were part of the focus group discussions and the remaining 80 respondents engaged in self-completion survey questions. The gender spectrum of the respondents was uneven during the focus groups with 39 females and 44 males. However, during the self-completion survey questions, an even number of 40 males and 40 females participated. The gender gap observed displayed women as burdened with developing various coping mechanisms, whereas men solely adapted through seeking employment. Women’s coping mechanisms included crop production, water management, foreign aid, sale of livestock and household functional change. In contrast, men’s coping mechanisms involved migration and seeking employment. The disparities between men and women were observed as founded in cultural beliefs and practices as women tool a domestic role whilst men were tasked to be providers. This perspective directly impacts on the lines of vulnerabilities during drought, declaring women as the target population for social aid such as food packages from foreign aid and strong social capital. Through this study, culture and vulnerability were identified as risk factors contributing to the impact of drought forcing men and women to build and engage in mechan","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":"17 1","pages":"12"},"PeriodicalIF":0.3,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43259207","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}
Obrain Murire, Stephen Flowerday, Kariena Strydom, C. Fourie
Social media platforms have become essential to organisations in developing countries as they can offer a business advantage. This comes with security risks and privacy concerns as numerous scientific literatures have testified. Although the majority of employees are using social media privately and at the workplace (using the same device such as a smartphone), some organisations have not effectively established information security awareness programmes to protect their electronic information backbone. It is a fact that professional hackers are prowling constantly to gain access to systems of organisations and sometimes employees make naive mistakes that can open the door to cyberattacks, which exploit vulnerabilities in the organisation’s system. The current Coronavirus Disease 2019 (COVID-19) crisis is a prime example where employees and students are encouraged to work from home. No organisation does have complete control over the security measures each employee has in place for his or her private connection. This study applied a desktop review to identify the cyber risks associated with social media use at the workplace. A scoping literature review gathered the data following a qualitative approach. The theories of reasoned action and deterrence were used as a theoretical foundation for the study. A model is proposed to enhance employee information security compliance when using social media at the workplace and demonstrates how awareness strategies can be employed to improve employee information security compliance. It is recommended that organisations implement methods to minimise social media risks to ensure that the integrity of information is preserved through these awareness programmes to employees.
{"title":"Narrative review: Social media use by employees and the risk to institutional and personal information security compliance in South Africa","authors":"Obrain Murire, Stephen Flowerday, Kariena Strydom, C. Fourie","doi":"10.4102/TD.V17I1.909","DOIUrl":"https://doi.org/10.4102/TD.V17I1.909","url":null,"abstract":"Social media platforms have become essential to organisations in developing countries as they can offer a business advantage. This comes with security risks and privacy concerns as numerous scientific literatures have testified. Although the majority of employees are using social media privately and at the workplace (using the same device such as a smartphone), some organisations have not effectively established information security awareness programmes to protect their electronic information backbone. It is a fact that professional hackers are prowling constantly to gain access to systems of organisations and sometimes employees make naive mistakes that can open the door to cyberattacks, which exploit vulnerabilities in the organisation’s system. The current Coronavirus Disease 2019 (COVID-19) crisis is a prime example where employees and students are encouraged to work from home. No organisation does have complete control over the security measures each employee has in place for his or her private connection. This study applied a desktop review to identify the cyber risks associated with social media use at the workplace. A scoping literature review gathered the data following a qualitative approach. The theories of reasoned action and deterrence were used as a theoretical foundation for the study. A model is proposed to enhance employee information security compliance when using social media at the workplace and demonstrates how awareness strategies can be employed to improve employee information security compliance. It is recommended that organisations implement methods to minimise social media risks to ensure that the integrity of information is preserved through these awareness programmes to employees.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":"10"},"PeriodicalIF":0.3,"publicationDate":"2021-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45765893","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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