Browsing by Author "O'Brien, Frances Yvonne."
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Item Characteristics and experiences of Durban University of Technology adult part-time B.Tech somatology learners.(2006) Reid, Gillian Janet.; O'Brien, Frances Yvonne.The study focused on adult learners in the Bachelor of Technology: Somatology degree (B. Tech) at the Durban University of Technology (DUT). It served to establish the characteristics and experiences of part-time, predominantly adult women learners in order to facilitate their and future generations of formal higher education life-long learners retention , throughput and success rates at DUT. This is in response to national policy directives from the Department of Education and communiques from various non-profit organisations (NPO's) and political groups . The aim of the study was to gain a deeper understanding of the factors that motivate, facilitate and detract from part-time learner's formal learning experience in order for the Department of Somatology at DUT to consider ways to address these needs. A questionnaire and focus group discussion were used to acquire data from the current cohort of B. Tech. Somatology learners. The taped discussion was subsequently transcribed and the data obtained was analysed and interpreted by means of thematic analysis. Three major themes that related to the literature, the conceptual framework and the title of the study emerged as descriptions of the adult women learners' characteristics and experiences within their communities, their work and DUT. The dissertation concluded with a summary of the findings which directly related to the testimony of the adult learners' experiences as continuing formal higher education part-time learners. Recommendations which were recognised as facilitating successful lifelong learning in institutions of higher learning and which could be adopted by DUT's academic and administrative sectors were suggested .Item Child and youth care students' perceptions of active learning strategies at the Durban University of Technology.(2008) Dewan, Fathima.; O'Brien, Frances Yvonne.This study explored the students' perceptions of active learning strategies in the Child and Youth Care Programme at the Durban University of Technology (DUT), KwaZulu-Natal, South Africa. The key focus of the study was how the participants experienced independent study and in-class active learning strategies. Of interest, too were the participants' ideas of how the roles of their peers and educators could be improved to enhance the active learning process. Data was obtained from questionnaires and focus groups conducted with the third year students. The qualitative research design involved the collection and analysis of the data and a review of the findings in relation to current local and international literature. This research highlights the roles that peers and educators play in independent study and in-class active learning strategies. The findings indicated that students and educators play a number of roles. The roles of peers included enhancing understanding through explanation, providing alternative ways of understanding, increasing quantity of knowledge and providing support. The roles of the educator included providing guidance, feedback, structure, clarification and skills. Recommendations are made for future research as well as improvements of this active learning process within the Child and Youth Care programme. The recommendations for improvement within the programme include assessment of group learning, curriculum development, evaluation of pedagogy and infrastructural support for student learning.Item An exploration of the aspirations and motivations of mid-level administration staff at a higher education institution.(2017) Gangaram, Ishana.; O'Brien, Frances Yvonne.; Searle, Ruth Lesley.Abstract available in pdf.Item Graduates' perceptions of an undergraduate optometry program at a tertiary institution : a qualitative study.(2010) Rampersad, Nishanee.; O'Brien, Frances Yvonne.The aim of this study is to explore the views of recent optometry graduates, from the University of KwaZulu-Natal, towards the professional education and training program they had experienced. The optometry program aims to produce graduates who are equipped with the necessary knowledge and clinical skills to contribute to the health care needs of society within the field of eye care (Discipline of optometry, 2005). Within this program, individual modules are evaluated biannually by registered students. Thus far, there has been no attempt to explore the views of graduates once they have entered professional practice. Previous studies involving optometry students and graduates focused more on expectations and perceptions of the profession with little emphasis on perceptions of their education and training experiences in preparing them for professional practice. This study is an attempt to find out the relevance of the educational program in preparing graduates for professional practice. In addition, graduates are asked to make recommendations for ways in which the educational program can be strengthened to assist novice professionals to meet the demands of professional practice. This study involved the graduating class of 2009 presently working in professional practice. Of all participants who were willing to participate in the study, 8 were selected using purposive sampling. Semi-structured interviews are used to explore graduates‟ perceptions of their undergraduate educational experiences as preparation for professional practice and their recommendations for strengthening the program to provide for the needs of novice professionals. These interviews are conducted individually and last between 35 and 72 minutes. They are analysed qualitatively using the conceptual framework of communities of practice (Wenger, 1998) in which learning is considered as a four-fold concept: learning as (1) engaging in practice, (2) belonging to a community, (3) interrogating the meanings of experiences, (4) becoming and thus creating an identity. The findings reveal that in general graduates find the content of their professional education and training program to be relevant to their preparation for professional practice and were able to make suggestions for improvement. They were particularly satisfied with their clinical experiences as it allows them to engage with, gain exposure and develop professional identities. Additionally participants value these experiences for the development of other work related skills such as communication, time management, team work and problem solving. Recommendations for strengthening the optometry program are made in light of the proposed program restructuring.Item Grounding service-learning in South Africa : the development of a theoretical framework.(2010) O'Brien, Frances Yvonne.; Von Kotze, Astrid Erika Liselotte Veronika.; Rule, Peter Neville.The focus of this research is Service-Learning. The research aims to construct a Service- Learning theory that is grounded in South African practice. The dynamic and challenging early decades of South Africa’s new democracy constitute the context into which Service- Learning has been introduced into Higher Education in the country. The potential of Service- Learning to make a meaningful contribution to the development of Higher Education, particularly in relation to its multiple roles in African society, is recognised. There is concern, however, that lack of adequate theorisation means that Service-Learning is poorly understood and that its practice and impact are erratic. I undertake the study from an underlying paradigm of constructivism, adopting a qualitative approach and employing Grounded Theory methods. Aligning with Charmaz’ (2006) “constructivist stance” on Grounded Theory, and conscious of the need to be informed by as wide a variety of experiences and voices as possible, I access a range of formal and informal documentation that cover Service-Learning activities at module/ project, institutional and national levels. The activities include the promotion of Service-Learning in all sectors of society, its implementation in a variety of disciplines and communities, policy and research initiatives and scholarly publications from South African authors. Coding and memo writing yield the major concepts on which I construct the theory, namely, Context, Identity, Development, Curriculum, Power and Engagement. Centered on the core concept of Engagement, the theoretical framework comprises four Discourses, namely Service-Learning as Scholarly Engagement, Service-Learning as Benevolent Engagement, Service-Learning as Democratic Engagement and Service-Learning as Professional Engagement. The Discourses each have a primary focus, i.e. knowledge, service, social justice and resource development respectively. The Discourses framework has implications for the definition, practice and evaluation of Service-Learning. In addition, the framework offers conceptual tools for the understanding of engagement in contexts other than Service-Learning. By their nature, the Discourses may be split, merged or elaborated as new knowledge and practice come to light.Item Implementing the Choice of Termination of Pregnancy Act, no. 92 of 1996 : the pain and trauma of the abortion experience.(2000) Govender, Devika.; Veeran, Vasintha.; O'Brien, Frances Yvonne.The research is a descriptive study of the unique and diverse experiences of women who terminated their pregnancy according to the Choice on Termination of Pregnancy Act, No 92 of 1996. It traced the psycho-social experiences of the participants from the point of discovery to the actual abortion. The decision to terminate their pregnancy was not an easy one, yet participants chose this plan of action on the basis of their socio-economic circumstances. Moral and financial support was offered to participants from their partners, friends and/or significant others whilst no therapeutic counselling was provided prior to their making the decision to terminate their pregnancy, or the actual termination. Pre-abortion counselling was offered pre-dominantly at private health care institutions whilst none of the health care facilities provided post abortion counselling. Many of the participants had to not only endure the emotional pain of their decision but also the judgmental attitudes of the health care professionals who performed the abortion procedure. Participants were unable to make informed choices regarding the choice of abortion methods. As a result they were also unprepared for the intense physical pain they endured during the procedure. The study used the descriptive research design and a qualitative methodology. Purposive sampling technique was used to select the thirteen participants. Data were obtained through the semi-structured interview schedule. The ages of the participants ranged between 19-31 years. The study concluded that the Choice on Termination of Pregnancy Act, No 92 of 1996 was necessary but that inadequate resources hampered provision of holistic services. In addition the Choice on Termination of Pregnancy Act, No 92 of 1996 does not stipulate that pre and post abortion counselling should be a pre-requisite to access abortion services. This lack of counselling resulted in participants reliance on the medical professionals choice of abortion technique which in most cases was not what participants preferred. This research therefore, advocates the need for medical professionals to provide adequate information to as well as attending to the psycho-social implications for women who request to terminate their pregnancy.Item Linking learning, teaching and assessment styles for anatomy students at a South African University of Technology.(2010) Ally, Fazila.; O'Brien, Frances Yvonne.South African higher education institutions are being increasingly plagued by high attrition rates (especially in first year) and low graduation rates. The students entering the higher education institutions have diversified considerably in terms of race, level of maturity and level of preparedness for the higher education system. This change in student characteristics has led higher education institutions to urgently investigate strategies to enhance the teaching and learning environment, so that these students can be empowered to transcend their backgrounds and achieve their potential. One such strategy identified by the Council of Higher Education is the matching of teaching styles to students' learning styles to improve the performance of the students and ultimately the retention rates of the institution.This study aimed to explore the learning styles of the first year anatomy students at a South African University of Technology, to ascertain any association between gender and these learning styles and to investigate the impact of matching teaching and assessment styles to student learning styles. The VARK learning style questionnaire was used to determine the students? learning styles. The VARK learning styles are based on four sensory modalities that a student may use to receive, process and transmit information. Sixty seven students completed the VARK questionnaire, the majority of whom favoured a combination of learning styles. The most commonly exhibited unimodal (single) learning style was the kinaesthetic mode, while both genders recorded a multimodal learning preference. No significant relationship was found between the performance of students whose learning styles were matched to the teaching and assessment styles and those where the learning styles were mismatched with the teaching and learning styles.This study served to highlight the diversity (in terms of learning styles) present among the first year anatomy students. The study advocates a teaching and assessment strategy that is balanced and is considerate of multiple learning styles rather than attempting to match the teaching and assessment strategy to the learning styles of the students.Item Quality practices in teaching by academics in higher education.(2018) Dongwe, Cynthia Khethiwe.; O'Brien, Frances Yvonne.; Vithal, Renuka.The study focuses on quality in teaching in higher education institutions (HEIs) seeking to understand academics’ quality practices in teaching, the influences on those practices and academics’ conceptualisations of quality. Selected national and institutional policies concentrating on quality in teaching are presented to unpack the policy environment in which academics function. From the literature and the policy documents, Categories of Quality Practices in Teaching are established to assist in data analysis. A qualitative case study methodology within an interpretive paradigm is adopted. Data are generated through interviews with nine academics and documents provided by those academics. The practices are categorised and then compared with institutional policy. The academics’ conceptions of quality are analysed using five conceptions of quality identified in the literature. Further thematic analysis is performed to analyse the views of academics regarding the practices. Findings reveal that academics prioritise those practices closest to them which relate to the classroom and to students followed by practices which relate to the institution and to peers. The reported practices are mainly in accordance with institutional policy with a few variations. Academics conceptualise quality as transformation, exceptional, value for money and as fitness for purpose. According to them, transformation means changing and impacting the student through teaching. The study suggests that there could be emerging conceptions of quality as both self-efficacy and self-identity. The study also establishes that academics construe various factors as having the potential to enhance or impede quality in teaching. Lastly, results indicate that many academics are driven by a desire to comply, rather than iii being self-driven. Using neo-institutional theory concepts, the study concludes that quality practices in teaching are mainly due to multi-level isomorphic pressures, resulting in minimal improvements in the quality of teaching. The study advances a Quality Practices in Teaching Model, for better understanding of academics’ quality practices in teaching undergraduate students. It is recommended that quality practices in teaching should result mainly from intrinsic motivation of academics and be based on willingness to improve quality in teaching. There should be ways of dealing with de-coupling between academics and the institutional structures driving the quality initiatives.Item Role-players' perceptions regarding moral values in the curricula of the Durban Institute of Technology.(2010) Naidoo, Tigambery.; O'Brien, Frances Yvonne.This study focuses on moral values in education, in particular, their inclusion as part of the academic curricula of Durban University of Technology (DUT), Faculty of Management Sciences. The literature lends much support for moral values as being important for students and Higher Education as a whole but there is still very little focus provided with regards to having them incorporated as part of a module in the programmes of Higher Education. This study is based on the researcher’s view that the teaching of moral values should be intrinsically linked to academic programmes to produce well groomed graduates who would become morally responsible and add value to a democratic society and in particular the world of work. The research study seeks to ascertain the opinions of the students and staff of DUT concerning: - the integration of the study of moral values in academic programmes at the DUT? and - the roles staff and students could play in reinforcing the importance of moral values? This research falls within an interpretivist paradigm and takes a qualitative approach as it examines views, perceptions and feelings of the relevant role players of the Durban University of Technology. The Faculty of Management Sciences is chosen for this research study. Students from the cohorts of 1st, 2nd and 3rd year levels of the four selected departments are chosen as part of the research sample. The sample also includes three academic staff from the four selected departments as well as all Heads of Departments from the Faculty. Semi-structured interviews are conducted with management members chosen by the researcher. Arising from the findings of the study, staff and students are of the view that if moral values are absent in students they will display a negative behaviour which has an adverse impact on their working career. Many students are of the view that including moral values in the curricula of Higher Education will build students’ characters and morally equip and develop them into responsible citizens. Arising from the strong support of the various stakeholders, it is recommended that the teaching of moral values should be integrated in the curricula of Higher Education. It is also recommended that educators and management lead by example and be role models to their students. Debates, case studies and community-based learning in relation to ethical issues are some of the more popular teaching methods that are recommended. It can be concluded that there is support from various authors and major role players for the integration of moral values in the curricula of Higher Education.Item Service-learning in interior design academic programmes : student experiences and perceptions.(2007) Du Toit, Carolanda.; O'Brien, Frances Yvonne.This study explored the participants‟ perceptions of their service-learning experiences in the Department of Interior Design at the Durban University of Technology (DUT), KwaZulu-Natal, South Africa. The point of departure of the study was a Community Higher Education Service Partnerships (CHESP) Pilot Project initiated by JET Education Services (JET). The study is placed in the context of Higher Education transformation, where "community engagement" is a national imperative. In higher education such engagement includes service-learning. The key focus of the study was on how the participants perceived their experiences in terms of their academic learning, personal growth and social responsibilities. Of interest, too, were the participants' ideas of how service-learning could be improved, if indeed retained, in the interior design programme. Data comprised of reflective reports which were completed by the participants shortly after the service experience and from semi-structured interviews conducted one year later. The qualitative research design involved my immersion in the setting, the collection and categorization of the data and a review of the findings in relation to the current literature. This research highlights the social purpose of Higher Education and the opportunity service-learning presents to nurture the three domains of learning, namely academic, personal and social. Recommendations for future service-learning within the programme are made.Item Students' learning experiences in second year augmented economics.(2013) Zikhali, Jabulani Bhekokwakhe Stanley.; O'Brien, Frances Yvonne.; Singaram, Veena S.This study is undertaken to investigate the students’ learning experiences in second year Augmented Economics tutorials. Augmented Economics tutorials is a second year academic development (AD) programme for students in the extended Bachelor of Commerce degree. The investigation into the students’ learning experiences is done by interrogating the causal relationship between the learning environment at a higher education institution on the one hand and the student learning approaches and the students’ performance outcomes on the other. The study focuses on the students in the AD programme who are enrolled in the extended Bachelor of Commerce degree. The rationale for the study stems from the non-existence of research data on the effectiveness or lack thereof in the extended Bachelor of Commerce since the programme started in 2004. The study is intended to identify possible areas of strength and weaknesses in all the Augmented Economics modules. The study uses Biggs’ 3P theory of students’ approaches to learning to explain the interrelationship between the presage, process and product vriables. The Course Experience Questionnaire is used as an instrument with which to gather data from the second year Augmented Economics students. A questionnaire with 29 items was used, of which data from 26 of these items was used. The study found strong positive linear correlations between the institutional factors but very weak positive and negative correlations between grade 12 and institutional factors. Significant gender difference in the deep learning approach but no gender difference in the surface learning approach was found. This study found that the second year Augmented Modules are perceived by the students as positively empowering them with generic skills. The study recommends a relook at the curriculum structure and the workload as well as the assessment models being used in second year Augmented Economics. Further research is also recommended over a longer period and a bigger sample to establish the generalizability of this study’s findings.