bluuebunny/crossref_metadata_2025 huggingface dataset:
Can multiple choice questions be successfully used as an assessment format in undergraduate mathematics?
Authors: Huntley Belinda , Engelbrecht Johann , Harding Ansie
Published: August 2012

In this study we propose a taxonomy for assessment in mathematics, which we call the assessment component taxonomy, to identify those components of mathematics that can be successfully assessed using alternative assessment formats. Based on the literature on assessment models and taxonomies in mathematics, this taxonomy consists of seven mathematics assessment components, hierarchically ordered by cognitive level, as well as the nature of the mathematical tasks associated with each component. Using a model that we developed earlier for measuring the quality of mathematics test items, we investigate which of the assessment components can be successfully assessed in the provided response question (PRQ) format, in particular multiple choice questions (MCQs), and which can be better assessed in the constructed response question (CRQ) format. The results of this study show that MCQs can be constructed to evaluate higher order levels of thinking and learning. The conclusion is that MCQs can be successfully used as an assessment format in undergraduate mathematics, more so in some assessment components than in others. The inclusion of the PRQ assessment format in all seven assessment components can reduce the large marking loads, associated with continuous assessment practices in undergraduate mathematics, without compromising the validity of the assessment.
The use of real life contexts in the CTA: Some unintended consequences
Authors: Bansilal Sarah
Published: August 2012

The Common Tasks for Assessment (CTA) was a new assessment programme that was introduced in 2002 in South Africa for all Grade 9 learners. The purpose of this paper is to articulate some concerns around the use of contextualised assessment activities in the CTA. The study reported here was carried out in 2003. Data for the study was generated from lesson observations and interviews with the participant teachers and groups of learners. It is argued that although the intentions behind the design of the CTA are well meaning and noble, there are in fact some learners who may be unintentionally disadvantaged by the design of the CTA which uses an extended context as a source for all the assessment tasks. In this paper two unintended consequences of using ‘real life’ contexts are identified and the implications of these are discussed, by linking the observations to research carried out in the UK and the USA.
An analysis of the introduction of the equal sign in three Grade 1 textbooks
Authors: Essien Anthony A.
Published: August 2012

This paper attempts to analyse how the concept of the equal sign is introduced to learners in Grade 1 textbooks in use in South Africa. In doing this, three Grade 1 textbooks (learner’s book and their accompanying teacher’s guide) were analysed in terms of the first appearance of the equal sign. Analysis reveals that the equal sign is introduced operationally and its introduction is subsumed in the introduction of the addition and subtraction signs. The author argues for the equal sign to be accorded equal status and attention as the addition and subtraction symbols by both the curriculum and Grade 1 textbooks and also makes an argument for the introduction of the equal sign first (using appropriate pictorial representations and artefacts) before the introduction of the plus and minus signs.
The role of visualisation in data handling in Grade 9 within a problem-centred context
Authors: Makina Antonia , Wessels Dirk
Published: August 2012

In the recent past, data handling has been neglected at secondary school level, perhaps partially due to the strong emphasis on developing arithmetic, algebra and geometry. For the first time, the South African curriculum includes substantial amounts of data handling at all grade levels. The introduction of more data handling in the secondary school curriculum in South Africa and the prevalence of many problems in the teaching of probability and statistics argues for a serious reconsideration of the way it is taught to the pupils. Currently this concern has been the focus of a call for reform in mathematics education by a body like the National Council of Teachers of Mathematics (NCTM) at all levels of schooling (NCTM, 1989; 2000). The importance of visualisation in mathematics, at all levels of mathematical problem solving is well documented in the literature (Bishop, 1989; Maher & Alston, 1989; Moses, 1982; Wheatley, 1991) but almost nothing was done to appreciate visualisation in the learning of data handling. The paper therefore provides a qualitative examination from a Masters dissertation (Makina, 2005) of the role of visualisation in the learning of data handling. This is done through examining the thought processes involved by Grade 9 learners during visualisation while solving data handling tasks. Several roles of visualisation were identified and most were found to improve the critical and creative thinking of pupils during their learning of data handling. The results show that learners are likely to improve their performance in data handling if the awareness of the need to use visualisation creatively as a tool for understanding are highlighted.
From whole number to real number: Applying Rasch measurement to investigate threshold concepts
Authors: Long Caroline
Published: August 2012

The developments in mathematics that take place in Grades 7 to 9 constitute critical nodes in a learner’s scholing. One of the major transitions to be made is from whole numbers to real numbers, which involves theunderstanding of rational (and irrational) numbers, and concepts such as ratio, proportion and percent. I hypothesise that ratio is a threshold concept that provides the conceptual gateway to higher order concepts. The research problem is to describe the learning challenges and provide an array of insightsand strategies that will inform teaching. The theory of conceptual fields provides the framework for this research (Vergnaud, 1988). The Rasch measurement model (Rasch, 1960/1980) articulates the qualitative and quantitative aspects of the research. This paper provides an overview of the broader study and reports on an aspect of the data analysis.
Critiquing the mathematical literacy assessment taxonomy: Where is the reasoning and the problem solving?
Authors: Venkat Hamsa , Graven Mellony , Lampen Erna , Nalube Patricia
Published: August 2012

In this paper we consider the ways in which the Mathematical Literacy (ML) assessment taxonomy provides spaces for the problem solving and reasoning identified as critical to mathematical literacy competence. We do this through an analysis of the taxonomy structure within which Mathematical Literacy competences are assessed. We argue that shortcomings in this structure in relation to the support and development of reasoning and problem solving feed through into the kinds of questions that are asked within the assessment of Mathematical Literacy. Some of these shortcomings are exemplified through the questions that appeared in the 2008 Mathematical Literacy examinations. We conclude the paper with a brief discussion of the implications of this taxonomy structure the development of the reasoning and problem–solving competences that align with curricular aims. This paper refers to the assessment taxonomy in the Mathematical Literacy Curriculum Statement (Deparment of Education (DOE), 2007).
Metacognitive strategies in the teaching and learning of mathematics
Authors: Du Toit Stephan , Kotze Gary
Published: August 2012

The broad aim of this study was to investigate the use of metacognitive strategies by Grade 11 mathematics learners and their teachers. Two objectives were stated: To investigate which metacognitive strategies Grade 11 mathematics learners and mathematics teachers can employ to enhance metacognition among learners, and to investigate the extent to which Grade 11 mathematics learners and teachers use metacognitive strategies. Questionnaires were used to obtain quantitative data about the use of metacognitive strategies by learners and teachers. The findings indicate that planning strategy and evaluating the way of thinking and acting were used most by bothteachers and learners. Journal–keeping and thinking aloud were used least by teachers and learners.
Using an inductive approach for definition making: Monotonicity and boundedness of sequences
Authors: Brijlall Deonarain , Maharaj Aneshkumar
Published: August 2012

The study investigated fourth–year students’ construction of the definitions of monotonicity and boundedness of sequences, at the Edgewood Campus of the University of KwaZulu –Natal in South Africa. Structured worksheets based on a guided problem solving teaching model were used to help students to construct the twodefinitions. A group of twenty three undergraduateteacher trainees participated in the project. These students specialised in the teaching of mathematics in the Further Education and Training (FET) (Grades 10 to 12) school curriculum. This paper, specifically, reports on the investigation of students’ definition constructions based on a learnig theory within the context of advanced mathematical thinking and makes a contribution to an understanding of how these students constructed the two definitions. It was found that despite the intervention of a structured design, these definitions were partially or inadequately conceptualised by some students.
Equipartitioning and balancing points of polygons
Authors: Pillay Shunmugam , Pillay Poobhalan
Published: August 2012

The centre of mass G of a triangle has the property that the rays to the vertices from G sweep out triangles having equal areas. We show that such points, termed equipartitioning points in this paper, need not exist in other polygons. A necessary and sufficient condition for a quadrilateral to have an equipartitioning point is that one of its diagonals bisects the other. The general theorem, namely, necessary and sufficient conditions for equipartitioning points for arbitrary polygons to exist, is also stated and proved. When this happens, they are in general, distinct from the centre of mass. In parallelograms, and only in them, do the two points coincide.
Teaching mathematics in the context of curriculum change
Authors: Molefe Nico , Brodie Karin
Published: August 2012

This paper examines the practices of two Grade 10 mathematics teachers as they implemented the new FET curriculum. As we analysed their practices we found that current descriptions of reform and traditional practices were inadequate to describe the similarities and differences between them. We therefore developed a set of elaborated categories, which distinguish reform‐oriented from traditionally‐oriented practices. We use these categories to analyse the two teachers’ practices and we use the teachers’ practices to illuminate the categories. We show that although some of the teachers’ practices may seem similar on the surface, in fact one teacher employed these in a more strongly reform‐oriented way than the other.
An APOS Analysis of students’ understanding of the concept of a limit of a function
Authors: Maharaj Aneshkumar
Published: August 2012

This article reports on a study which used the APOS (Action‐Process‐Object‐Schema) theory framework to investigate university students’ understanding of limits of functions. The relevant limit concepts were taught to undergraduate science students at a university in Kwazulu‐Natal in South Africa. This paper reports on the analysis of students’ responses to four types of questions on limits of functions. The findings of this study confirmed that the limit concept is one that students find difficult to understand, and suggests that this is possibly the result of many students not having appropriate mental structures at the process, object and schema levels.
Beyond teaching language: Towards terminological primacy in learners’ geometric conceptualisation
Authors: Atebe Humphrey U. , Schäfer Marc
Published: August 2012

This paper reports on a specific aspect of a broader geometry conceptualisation study that sought to explore and explicate learners’ knowledge of basic geometric terminology in selected Nigerian and South African high schools. It is framed by the notion that students’ acquisition of the correct terminology in school geometry is important for their success in the subject. The original study further aimed to determine the relationship that might exist between a learner’s ability in verbal geometry terminology tasks and his/her ability in visual geometry terminology tasks. A total of 144 learners (72 each from South Africa and Nigeria) were selected for the study, using both the stratified and the fish‐bowl sampling techniques. A questionnaire consisting of a sixty‐item multiple‐choice objective test provided the data for the study. An overall percentage mean score of 44,17% obtained in the test indicated that learners in this study had only a limited knowledge of basic geometric terminology. The Nigerian subsample in the study had a weaker understanding of basic geometric terminology than their South African counterparts. Importantly, there were high positive correlations between participants’ ability in verbal geometry terminology tasks and their ability in visual geometry terminology tasks. These results are consistent with those of several earlier studies, and provide a reasonably firm basis for certain recommendations to be made.
Visual technology for the autonomous learning of mathematics
Authors: Linneweber‐Lammerskitten Helmut , Schäfer Marc , Samson Duncan
Published: August 2012

This paper describes a collaborative research and development project between the University of Applied Sciences Northwestern Switzerland and Rhodes University in South Africa. The project seeks to establish, disseminate and research the efficacy and use of short video clips designed specifically for the autonomous learning of mathematics. Specific to the South African context is our interest in capitalising on the ubiquity of cellphone technology and the autonomous affordances offered by mobile learning. This paper engages with a number of theoretical and pedagogical issues relating to the design, production and use of these video clips. Although the focus is specific to the contexts of South Africa and Switzerland, the discussion is of broad applicability.
Learning mathematics for personal understanding and productions: A viewpoint
Authors: Mtetwa David , Mudehwe Lazarus , Munyira Sheunesu
Published: August 2012

In this paper we reflect on what makes mathematics more meaningful and more easily understood and thus enabling the learner to apply it to everyday situations in his/her life world. We identify personal – in relation to ‘collective’ or ‘public’ – mathematising as one key component towards real understanding of mathematics. We observe that today’s mathematics learner is often typified by such orientations as approaching the subject with timidity and in a cookbook fashion, adopting a re‐productive rather than a productive mode, and showing lack of intrinsic interest in the subject. Debilitating effects of some of these characteristics in relation to learning mathematics for personal development, include learner’s failure to exploit the subject’s natural features for developing own mental orientations such as algorithmic, stochastic, reflective, and creative thinking so essential in coping with modern life environments. We propose that, for inspirational effects, learners should have closer contact with and appreciation for the activities and practices of the professional mathematician. The mathematics teacher could enhance the learner’s mathematical learning experience by orienting instructional designs in ways that make the learning processes and outcomes more personal to the learner.
Acknowledgment to reviewers
Authors: Office Editorial
Published: August 2012

No abstract available.
Editorial
Authors: Office Editorial
Published: August 2012

Welcome to the first issue of Reading and Writing: Journal of the Reading Association of South Africa. !is new journal aims to bring together research, field reports, discussion pieces and critical commentary that will contribute to our knowledge and understandings of reading and writing and that may help us to better grasp the complex, dynamic and changing nature of literacy practices in education and in contemporary social life.
African literacies: Which of them matter, and why?
Authors: Parry Kate
Published: August 2012

This paper draws on data collected at the Kitengesa Community Library in Masaka District of Uganda to discuss some of the different literacies that are important in African environments. First, the literacies associated with different languages are analysed, these being classified assupralanguages (English in Uganda), lingua francas (such as Kiswahili), and local languages (Luganda in Kitengesa). Literacies also vary with social context, and the paper considers the cases of school, family, peer group, and private literacies. Work at Kitengesa has shown that although literacy is generally thought of as part of school life, other literacies are developing in response to the opportunities provided by the library. Supralanguage and school literacies remain dominant, but it is argued that they will become much more productive if supported by other literacies and that it is a major function of a community library to help such other literacies to develop
The culture of the sharp pencil: Can a literacy intervention lever school change?
Authors: Currin Sally , Pretorius Elizabeth J.
Published: August 2012

This article reports on a reading intervention project undertaken in a high poverty primary school in Gauteng where reading levels in both the home language, Northern Sotho, and in English were very low. Some of the factors associated with school effectiveness (SE) are first examined and thereafter the nature of the reading intervention programme is described.The project outcomes are presented and discussed against established SE factors and the high poverty ecological system within which the school operates. Although some of these outcomes are presented quantitatively, the article also considers some of the qualitative aspects of the intervention and its outcomes. Despite obstacles which lessen impact, it is concluded that a reading intervention in high poverty schools can simultaneously improve learner performance and the functioning of an ineffective school, but that such an intervention needs to adopt a multi-level ecological approach.
South African teacher proles and emerging teacher factors: The picture painted by PIRLS 2006
Authors: Van Staden Surette , Howie Sarah
Published: August 2012

The Progress in International Reading Literacy Study (PIRLS) assessment is an international comparative study of reading skills of Grade Four learners. South Africa’s "rst participation in the study took place in the 2006 cycle (Mullis et al., 2007), with repeat participation planned to take place for PIRLS 2011. PIRLS 2006 results pointed to serious issues of under achievement among South African Grade Four learners, resulting in the adoption of the National Reading Strategy (Department of Education,2008) and the Foundations for Learning Campaign. While some time has passed since the release of the PIRLS 2006 results, participation in PIRLS 2011 would highlight trends and possible progress made since the PIRLS 2006 study. !is paper reports on the analysis of the Grade Four learner achievement in the PIRLS 2006 assessment into the teacher characteristics, use of resources and instructional practices and analyses of the PIRLS 2006 Teacher Questionnaire data. The main findings outlined by this paper reflects the need for teachers’ continued professional development at Intermediate Phase, the need to employ strategies to retain young teachers and the importance of making available good quality reading materials to schools.
Attitudes of second language students towards self-editing their own written texts
Authors: Kasule Daniel , Lunga Violet B.
Published: August 2012

Recognizing students’ deliberate e!orts to minimize errors in their written texts is valuable in seeing them as responsible active agents in text creation. This paper reports on a brief survey of the attitudes towards self-editing of seventy university students using a questionnaire and class discussion. The context of the study is characterized by its emphasis on evaluating the finished written product. Findings show that students appreciate the role of self-editing in minimizing errors in their texts and that it helps in eventually producing well-written texts. Conceptualizing writing as discourse and therefore as social practice leads to an understanding of writers as socially-situated actors; repositions the student writer as an active agent in text creation; and is central to student-centred pedagogy. We recommend the recognition of self-editing as a vital element in the writing process and that additional error detection mechanisms namely peers, the lecturer, and the computer, increase student autonomy.
The Family Literacy Project: Sharing the pleasure of early literacy
Authors: Desmond Snoeks
Published: August 2012

The Family Literacy Project works with women in rural Kwa-Zulu-Natal to help them improve their levels of literacy and provides encouragement as they support the literacy development of their children. These women have regularly visited neighbouring families to read to and play with children and discuss early childhood development and relevant health messages with adults. In addition community libraries and book boxes provide books for these under resourced areas. The findings of an independent evaluation are used to highlight aspects of the project.
An exploratory study of early letter-sound knowledge in a low socio-economic context in South Africa
Authors: O'Carroll Shelley
Published: August 2012

This paper explores one aspect of early literacy development in a low socio-economic context in South Africa. Assessments conducted with a sample of children from two disadvantaged communities in Cape Town indicated that in this context, almost half of the learners entering Grade One were unable to recognise any letters. A Grade R intervention conducted by volunteers showed that children from this context were able to learn letter-sounds in Grade R through a programme that focused on teaching letter-sounds in the context of building language skills, emergent writing and concepts about print. In order to strengthen the effectiveness of the intervention, the volunteer programme was supplemented by support for the Grade R teacher and teaching assistant. Follow-up assessments of one of the intervention groups at the end of Grade One revealed significant correlations between early Grade One letter knowledge and end of Grade One word reading and spelling skills. The findings of this exploratory study are in line with research that shows the importance of letter-sound knowledge in the earliest stages of learning to read. This raises concerns about the historical lack of emphasis in the Grade R curriculum on this aspect of early literacy development. Although the study has a narrow focus and conclusions cannot be drawn about other aspects of early literacy learning in this context, the results suggest an urgent need for quality Grade R teacher training programmes with a specific focus on emergent literacy.
Making sense of the PIRLS 2006 results for South Africa
Authors: Janks Hilary
Published: August 2012

Results on the PIRLS test in 2006 make it clear that South African educators need to examine the way in which they teach literacy in the Foundation phase. While the test gives a fair indication of what our children cannot do, it is less clear about what they can do. Mastery of decoding, for example, is assumed and children are tested on their ability to read lengthy texts and answer cognitively demanding questions. The test is therefore not a good indicator of whether learners can decode or not. By setting the kinds of skills demanded by PIRLS, against Freebody and Luke’s roles of the reader, this article suggests that the problem with literacy learning in our schools is that too often students do not get much beyond decoding and basic comprehension. !ey are not taught to be text ‘participants’,text ‘users’ or text ‘analysts’. Literacy interventions in schools need to prepare students to ask and answer middle and higher order questions on texts written in their home language if they are to move from learning to read to reading to learn.
Making space for expressive and creative writing in African primary Schools: a two-site action research study in Kenya and South Africa
Authors: Gains Paula , Graham Barbara
Published: August 2012

Similar concerns about the development of children’s creative writing abilities in Kenya and South Africa prompted two Mother Tongue (MT) education practitioners in Summer Institute of Linguistics (SIL) and Molteno Institute for Language and Literacy of Linguistics (MILL) to undertake parallel intervention studies to increase teachers’ competence in writing pedagogy and improve the quantity and quality of learners’writing. Most early literacy teachers have had no experience themselves of expressive writing, so it is not surprising that this activity rarely, if ever, features in public school early literacy classrooms. The hypothesis which formed the basis for this action research study was that educators, exposed to extensive and expressive writing themselves, will be more skilled in the generation of such activities with learners. This paper reports on the workshop processes in the two sites, identifying similarities and di"erences in the experience. Whilst the hypothesis, though tested, remains unproven,this paper presents findings that are of relevance to further study in the area of writing pedagogy research and also to teachers and teacher educators involved in writing in the primary school.
This is Literacy! Reading of photographs in research on San students’ literacy in a Remote Dweller School in Botswana
Authors: Ketsitlile Lone E.
Published: August 2012

I discuss here part of my larger study which investigated what San students and their non-San friends in a Remote Area Dweller (RAD) Junior Secondary School in Botswana understand as literacy in school and at home. A narrative case study approach was used to gain an in-depth understanding of what students’ value and understand by literacy. Findings across participants’ stories revealed that they saw literacy as those things that had value to them and these influenced how they read ‘the word’ and ‘the world’. Storytelling, games, singing, knowledge of different plants, basket weaving and sculpting were variously identified as literacy by the six San and Tswana participants.
Editorial
Authors: Office Editorial
Published: August 2012

Welcome to the first issue of the second volume of Reading and Writing: Journal of the Reading Association of South Africa. This journal aims to bring together research, field reports, discussion pieces and critical commentary that will contribute to our knowledge and understandings of reading and writing and that may help us to better grasp the complex, dynamic and changing nature of literacy practices in education and in contemporary social life.
The Discriminant Validity Of The Culture Assessment Instrument: A Comparison Of Company Cultures
Authors: Du Toit Willie , Roodt Gert
Published: August 2012

The aim of this study was to assess the discriminant validity of the Culture Assessment Instrument (CAI); that is to distinguish between mean culture scores of different companies. The convenience sample consisted of 4066 respondents from five different companies, originating from various industries. CAI scores of 56 items were factor analysed on two levels, followed by iterative item analyses. Significant differences between company mean scores were identified, but only a small portion of the variance in these scores could be ascribed to culture differences. Based on these findings, it was concluded that the CAI in its current form does not possess discriminant validity. It is recommended that items attuned to deeper levels of culture, based on Schein’s three-level typology, be added to the instrument.

OpsommingDie doel van die studie was om die diskriminante geldigheid van die ‘Culture Assessment Instrument’ (CAI) te beoordeel; dit is om tussen gemiddelde kultuurtellings van verskillende ondernemings te onderskei. Die geleentheidsteekproef het bestaan uit 4066 respondente uit vyf verskillende ondernemings afkomstig uit verskeie industrieë. CAI-tellings van 56 items is op twee vlakke gefaktoranaliseer, gevolg deur iteratiewe itemontledings. Beduidende verskille tussen ondernemings se gemiddelde kultuurtellings is gevind, maar slegs ’n klein proporsie van die variansie in die tellings kon aan kultuurverskille toegeskryf word. Gebaseer op hierdie bevindinge, is daar tot die slotsom gekom dat die CAI in sy huidige vorm nie oor diskriminante geldigheid beskik nie. Daar is aanbeveel dat items gerig op dieper kultuurvlakke, gebaseer op Schein se drievlaktipologie, tot die instrument gevoeg word.
The Evaluation Of An Insourced Employee Assistance Programme
Authors: Naicker Rajeshree , Fouché Christa
Published: August 2012

Employers worldwide are appreciating the increasing need for maximum employee productivity and effectiveness in a global economy. In countries with labour and/or skill shortages, the strategic value of worker recruitment and retention is vital. Employers are thus utilising workplace services, such as Employee Assistance Programmes (EAPs) and other related programmes to enhance their overall Human Resources systems. However, the mere introduction of an EAP is not in itself sufficient to achieve all of the above. EAPs if not properly implemented are seldom successful and must therefore be evaluated to demonstrate their effectiveness. Thus in order to achieve the above the present study was designed with the overall aim of evaluating an insourced employee assistance programme (EAP) over a one year period in terms of impact and efficiency evaluation. The methodology implemented and the results of the study are presented in this article.

OpsommingWerkgewers wêreldwyd toon waardering vir die toenemende behoefte aan maksimum werknemerproduktiwiteit en doeltreffendheid in ‘n globale ekonomie. In lande met arbeids- en vaardigheidstekorte, is die strategiese waarde van werknemerwerwing en -behoud krities. Werkgewers gebruik dus werkplekdienste, soos Werknemerbystandsprogramme (EAPs) en ander verwante programme, om die algehele menslikehulpbronstelsels te verbeter. Maar die blote ingebruikneming van ‘n EAP is opsigself nie genoegsaam om al die bogenoemde te bereik nie. EAPs is selde suksesvol, indien dit nie korrek geïmplementeer word nie en behoort om hierdie rede geëvalueer te word ten einde hulle doeltreffendheid te demonstreer. Ten einde die bogenoemde te bereik, is die teenswoordige studie ontwerp met die oorkoepelende oogmerk om die ingekontrakteerde werknemerbystandsprogram (EAP) oor ‘n periode van een jaar te evalueer in terme van impak- en effektiwiteitsbeoordeling. Die metodologie en die resultate van die studie word in die artikel aangebied.
Human Resource Management As A Profession In South Africa: Practitioners’ Perspectives
Authors: Van Der Westhuizen Chantel , Van Vuuren LJ , Visser Deléne
Published: August 2012

Many organisations are downsizing their Human Resource (HR) operations due to the perceived lack of credibility of the function as a whole. This study investigates possible reasons for this perceived lack of credibility, and suggests ways in which the Human Resource Management (HRM) function can overcome this challenge. One of these suggestions implies the need to advance the professional status of HRM. The current professional status of HRM, as perceived by South African HR practitioners (N = 398) was evaluated by means of the trait approach to assessing the professional status of an occupation. The results reveal that practitioners do consider HRM to be a profession. However, HRM is still very much in the early stages of achieving true professional status. Other findings and their implications are also discussed.

OpsommingDie Menslike hulpbronbestuursfunksie (MHB-funksie) word deur verskeie organisasies gerasionaliseer as gevolg van ’n oënskynlike gebrek aan geloofwaardigheid van die funksie as ’n geheel. In hierdie studie is moontlike redes vir die geloofwaardigheidsprobleem ondersoek en aanbevelings gemaak ten opsigte van wyses waarop die MHB-funksie hierdie uitdaging kan oorkom. Een voorstel impliseer die behoefte om die professionele status van die MHB-funksie te bevorder. Die huidige professionele status van MHB soos gesien vanuit die perspektief van Suid-Afrikaanse MHBpraktisyns (N = 398) is aan die hand van die eienskapgebaseerde metode om die professionele status van ’n beroep te bepaal, geëvalueer. Die bevindinge dui daarop dat ofskoon praktisyns MHB as ’n professie beskou, die MHBfunksie steeds in die vroeë fase van die strewe na ware professionele status is. Ander bevindinge en implikasies word ook bespreek.
Informal Labour Markets As A Solution For Unemployment In South Africa – A Case Study Of Car Guards In Bloemfontein
Authors: Blaauw P. F. , Bothma L. J.
Published: August 2012

The car guard industry in South Africa evolved out of the plight of the unemployed. Very little research has been done on the industry in South Africa. The first objective of this article is to address the lack of research and the second is to determine whether the car guard industry can provide a solution to the problem of unemployment. Car guards involved in this study were found to be generally low skilled, earning low income and working under harsh conditions for long hours. The majority of them held formal sector employment before becoming unemployed. Car guarding is not a solution to the plight of the unemployed. Training and skill development supplemented by accelerated economic growth are vital to bridge the gap between the formal and informal sectors. OpsommingDie motorwag-industrie in Suid Afrika het onstaan uit die lot van die massa werkloses in die land. Weinig navorsing is al oor die industrie gedoen. Die doelwit van die artikel is eerstens om die gebrek aan navorsing aan te vul en tweedens om te bepaal of die motorwagindustrie ’n oplossing vir die probleem van werkloosheid kan bied. Motorwagte in die studie is oor die algemeen laag geskoold, swak besoldig en werksaam vir lang ure onder moeilike omstandighede. Die meeste het ’n werk in die formele sektor van die ekonomie gehad voordat hulle werkloos geword het. Om ’n motorwag te wees kan nooit ’n oplossing vir werkloosheid wees nie. Opleiding en die ontwikkeling van noodsaaklike vaardighede teen ’n agtergrond van versnelde ekonomiese groei, is uiters noodsaaklik om die gaping tussen die informele en formele sektor te oorbrug.
The Influence Of Leadership Role Competencies On Organisation Change Outcome In The Manufacturing Industry In South Africa
Authors: Smit Herman , Carstens Louis
Published: August 2012

This article focuses on the influence leadership role congruence has on organisation change within three South African organisations in the manufacturing industry. The research was done in two phases. Phase I investigated the utilisation of leaders in specific leadership change roles. Four leadership change roles (Initiator, Shaper, Monitor, and Assessor) were identified, each for which a set of competencies (competence cluster) was developed. A questionnaire (Leadership Role Competence Questionnaire) measuring the perceived level of competence for each role was designed. Phase II investigated the influence of the congruence results on organisational change outcome. A questionnaire (Change Outcome Questionnaire) measuring the soft dimensions of organisation change was developed. All three respondent organisations’ leaders involved with their organisations’ change initiatives were selected for Phase I. A random sample of 120 employees per organisation was used for Phase II. The main findings were that congruence existed for two roles (Initiator and Assessor). In addition to this it was found that role congruence for the Initiator and Assessor roles influenced change outcome positively, and that a lack of congruence for the Shaper and Monitor roles had a negative influence on change outcome.

OpsommingHierdie artikel fokus op die invloed wat rolkongruensie het op organisasieverandering binne drie Suid Afrikaanse maatskappye in die vervaardigingsektor. Die navorsing is gedoen in twee fases. Fase I het die aanwending van leiers in spesifieke leierskapsveranderingsrolle ondersoek. Vier leierskapsveranderingsrolle (Inisieerder, Vormer, Moniteerder, en Assessor) was geïdentifiseer waarvoor vir elk ’n stel vaardighede (vaardigheidsbondel) ontwikkel is. ’n Vraelys (Leierskaps-Rol-Vaardigheid Vraelys) wat die waargenome vlak van vaardigheid in elke rol meet, is ontwikkel. Fase II het die invloed wat die kongruensieresultate op die organisasieveranderingsresultate gehad het, gemeet. ’n Vraelys (Veranderings-Resultate Vraelys) wat die interpersoonlike dimensies van organisasieverandering meet, is ontwikkel. Al die leiers van die respondent organisasies wat betrokke was met die veranderingsinisiatiewe is geselekteer vir Fase I. ’n Ewekansige steekproef van 120 werknemers per organisasie was gebruik vir Fase II. Die belangrikste bevindinge was dat kongruensie gevind is vir twee rolle (Inisieerder en Assessor). Aansluitend hierby is gevind dat rolkongruensie vir die Inisieerder en Assessor rolle die organisasieveranderingsresultate positief beïnvloed het terwyl ’n gebrek aan kongruensie vir die Vormer en Moniteerder rolle die organisasieveranderingsresultate negatief beïnvloed het.
A Study Of Barriers To Career Advancment For Professional Women In Investment Banking
Authors: Rowe Tracey , Crafford Anne
Published: August 2012

A qualitative study was conducted to explore the barriers to career advancement for professional women in the investment banking industry. Semi-structured interviews were conducted with male and female participants to explore their beliefs and perceptions of these barriers. The story of Cinderella is used as an interpretative framework in which the findings are discussed. The key themes that emerged were structure of society, embodiment, male domination, support structures and networking. An additional theme, entitled ‘If the shoe fits’ is the underlying thread that links the other key themes together and forms the conclusion of the study.

Opsomming’n Kwalitatiewe studie was onlangs uitgevoer met die oog op hindernisse vir professionele vroue in die beleggings bank-sektor. Semi-gestruktueerde onderhoude was uitgevoer met beide manlike en vroulike deelnemers ten einde die persepsies en oortuigings van hierdie hindernisse te ondersoek. Die verhaal van Aspoestertjie was gebruik as ’n raamwerk waarin die bevindings bespreek is. Die sleutel temas wat geidentifiseer was sluit in gemeenskapstruktuur, beliggaming, manlike-dominasie, ondersteuningsraamwerk en die bou van netwerke. ’n Addisionele tema, getitel ‘As die skoen pas’ is die onderliggende draad wat die ander temas saambind en die samevatting van die studie vorm.
A Gay Woman’s Experiences During Her Career In The Department Of Defence Part: 1 – Fleet Of Hope
Authors: Tlou Benedictor Leah , Schurink Willem
Published: August 2012

A opportunity presented itself to undertake an explorative qualitative study of the perceptions and experiences of an authentic lesbian who was for some time an employee of the South African Department of Defence (DOD). In order to capture, describe and reach an understanding of this woman’s experiences and worldviews, we employed a qualitative methodology, i.e. with her assistance an autobiographical sketch was constructed, and utilizing a variant of analytic induction (AI) and symbolic interactionism, we analysed and interpreted the material. According to qualitative requirements we provide in this article an account of the major steps taken during the execution of the case study. Following the Lowney-Winslows AI approach (1981), we are convinced that our study provided one real case, which enhanced our intuitive understanding of lesbians working in the South African Defence Force. It namely served as a starting point for further research that could carry our case study on to a more formal implementation of AI, and particularly the execution of steps five through to seven. We feel convinced that the study was ethically properly and scientifically correctly executed and that it enabled us to obtain valuable and rich information on lesbianism and the South African military. For the benefit of the reader we present Thando’s entire narrative.

Opsomming’n Unieke geleentheid het hom voorgedoen om ’n ekploratiewe kwalitatiewe studie van die persepsies en ervarings van ’n outentieke lesbiër wat vir ’n tyd lank werksaam was by die Suid-Afrikaanse Departement van Verdediging, te onderneem. Ten einde die vrou se ondervindings en wêreldbeskouings vas te vang, te beskryf en ’n begrip daarvan op te bou, het ons ’n kwalitatiewe methodology benut, dit is, met die samewerking van die vrou, is ’n outobiografiese skets gekonstruuer, en het ons ’n vorm van analitiese induksie en simboliese interaksionisme benut. Ooreenkomstig die vereistes vir kwalitatiewe navorsing verskaf ons in hierdie artikel ’n uiteensetting van die vernaamste stappe wat in die uitvoer van die studie geneem is. In navolging van die Lowney-Winslows AI benadering (1981), is ons daarvan oortuig dat die studie een ware geval daarstel wat ’n spontane begrip van lesbiërs in die Suid- Afrikaanse Weermag aanmoedig. Dit dien naamlik as ’n beginpunt vir verdere navorsing wat hierdie gevallestudie na ’n meer formele implementering van AI, en in die besonder, die uitvoering van stappe 5 tot 7 kan neem. Ons voel oortuig daarvan dat die studie eties behoorlik en wetenskaplik verantwoordelik van staple gestuur is en dat dit ons waardevolle en ryke inligting omtrend lesbinisme en die Suid-Afrikaanse weermag bied. Vir die gerief van die leser word Thando se volledige verhaal aangebied.
A Gay Woman's Experiences During Her Career In The Department Of Defence: Fleet Of Hope: A Social Science Commentary – Part 2
Authors: Tlou Benedictor Leah , Schurink Willem
Published: August 2012

This article is a follow-up on the autobiographical sketch, of a lesbian entitled: Fleet of Hope and offers social science comments on this “insider" account. After the South African Department of Defense’s Policy on the Prevention and Elimination of Unfair Discrimination on the Grounds of Sexual Orientation have been outlined, and key theoretical concepts and views of scholars have been described briefly, an attempt is made to illuminate the gay woman’s experiences including her former experiences of her career in the South African Department of Defense with the aid of these constructs. The article is concluded with some recommendations.
"From The Worst To The Best": An Exploratory Qualitative Study Of The Process Of Social Change At A South African Secondary School
Authors: Van Aswegen Berendien , Schurink Willem
Published: August 2012

The primary aim of the study is to describe an initiative to effect organisational change at a previously disadvantaged school in South Africa’s Gauteng Province. Qualitative methods were used to collect and analyse data on the social process of change in the school. Essays of role players in the change process on their experiences led to important insights. This exploratory study points to a process that was effective in bringing about change at a school and holds promise for constructing a theoretical model of how change could be effected in ineffective schools. OpsommingDie primêre doel van die studie is die beskrywing van ’n organisatoriese verandering by ’n voorheen benadeelde skool in Suid-Afrika se Gauteng Provinsie. Kwalitatiewe metodes is gebruik om data oor die sosiale proses te genereer en te analiseer. Opstelle van betrokkenes by die veranderingsproses oor hulle ervarings het tot belangrike insigte gelei. Hierdie verkennende studie dui op ’n proses wat suksesvol gewerk het om verandering te weeg te bring en hou belofte in vir die ontwikkeling van ’n teoretiese model van hoe verandering in oneffektiewe skole bewerkstellig kan word.
Personal Change As A Key Determinant Of The Outcomes Of Organisational Transformation Interventions
Authors: Chawane Thabile , Van Vuuren L. J. , Roodt G.
Published: August 2012

The purpose of this study was to investigate the critical role of personal change, and its inherent elements, in determining the outcomes of organisational transformation interventions. The purposeful sampling method was used to involve expert organisational transformation consultants as participants (N=10). A qualitative content analysis technique was applied to infer meaningful explanations to the research problem. It was found that although personal change formed an integral part of transformation interventions, it was not adequately explored and utilized as a crucial and consequential dimension in influencing the results of organisational transformation interventions. The implications of the findings are discussed.
Qualitative Research In Management And Organisational Studies With Reference To Recent South African Research
Authors: Schurink Willem J.
Published: August 2012

This introduction to this special edition of the Journal dealing with recent qualitative work undertaken by local industrial psychologists, sketch the nature of qualitative research globally, its position in South Africa, and finally, the status of such research as applied to the management/organisational field abroad as well as in South Africa. From this and the other articles it is clear that qualitative research is healthy in management related areas in South Africa, but that local scholars have work on their hands to train promising researchers in this research style in order to sustain it and developing it further.