Browsing by Author "Frick, Beatrice Liezel"

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    Gender transformation experiences among women leaders in the Western Cape TVET Sector : a narrative response
    (University of South Africa Press, 2019) Bonzet, Rene; Frick, Beatrice Liezel
    Leadership structures in Technical and Vocational Education and Training (TVET) colleges in South Africa face stark gender inequalities. Narratives of women currently in TVET leadership positions in the Western Cape province of South Africa might shed light on gender transformation in this sector. This article provides an insider perspective on 10 purposively selected respondents' shared experiences during their careers as women leaders through a narrative methodology. The data produced themes like family roles and a professional career balance, stages in becoming a leader, gender-related notions, leadership contexts, and strategies to manage gendered experiences. The analytical framework developed illustrates how these themes were reconciled with a structured method of narrative analysis, described as a problem-solution approach, analysing raw data for five elements of plot structure, namely characters, setting, problem, actions, and resolutions. Aligning the conceptual and analytical frameworks facilitated re-storying inside a plot-structured narrative. The results reported gender transformation progress regarding the career progression of women leaders. Conversely, progress concerning gender stereotyping and men-to-women and women-to-women discrimination was unsatisfactory, causing some respondents to abandon leadership ambitions. Although the small sample size precludes any claim to generalisability, the reported narratives serve as a guideline in addressing all-inclusive gender transformation in TVET college leadership.
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    Integrating scholarship and continuing professional development (CPD) in the natural sciences at a South African university
    (Stellenbosch : University of Stellenbosch, 2007-12) Frick, Beatrice Liezel; Bitzer, E. M.; Kapp, C. A.; University of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies.
    The worldwide emphasis on lifelong learning, the continuous and fast pace of change and the competitive nature of practice forces professionals in all sectors to remain abreast of the latest knowledge, skills and/or innovations. This has contributed to the evolution of the term continuing professional development (CPD). The university lecturer in the natural sciences functions within a unique area of professional practice, as the practice requires scholarship – which contains elements of both subject-specific and educational expertise. It remains unclear how CPD within this professional arena is defined in terms of need, purpose and provision. The current quality of learning and evaluation of learning also warrants investigation. This study aimed to investigate how CPD could play a role in scholarly development from the perspective of lecturers in the Faculty of Science at Stellenbosch University (South Africa). A qualitative approach was followed. Semi-structured interviews with a purposive sample, followed by an open-ended questionnaire with a stratified random sample, were used. The results are reported in seven chapters, of which the first provides an orientation to the conducted study. The second chapter focuses on placing CPD in the context of scholarly practice in the natural sciences at Stellenbosch University. The third chapter investigates the provision of CPD in the natural sciences that could enhance integrated scholarship. The fourth chapter investigates the quality of learning within CPD as a measure of scholarly development. The fifth chapter reports on the evaluation of scholars’ learning in CPD in the natural sciences at Stellenbosch University, while the sixth chapter focuses on current issues and future trends in CPD for natural science lecturers at Stellenbosch University that will motivate an integrated and holistic approach to scholarly development – based on their own insights into their professional practice. The final chapter concludes the study with recommendations for the future practice of CPD within this sphere. The main findings indicate a difficulty in defining CPD, as these lecturers see themselves as a diverse group not easily confined to the traditional boundaries of a professional sphere. This difficulty in defining CPD has a direct influence on the lecturers’ need for CPD and the purpose of CPD within this sector of higher education. The provision of CPD for lecturers in the natural sciences does not conform to an integrated and coherent system of provision between the different stakeholders. Many initiatives are informal and are initiated according to individual needs. There is evidence of collaborative efforts within the different disciplines, although they are limited in terms of transdisciplinarity and true integration of scholarly roles. As a result of the complexities of academic practice, the quality of learning within the existing CPD initiatives is not easily determined. The progression from novice to expert is a continuous process, which is mostly self-directed and reflective in nature. Formalised government interventions, Total Quality Management systems, leadership development, mentorship and situated learning are presented as possible means of enhancing the quality of learning in CPD. The present study indicates the lack of appropriate evaluation of learning in CPD as the main shortcoming in the total process of CPD conceptualisation, provision, quality assurance and evaluation within the study population. Accountability for the monetary investment and energy spent on any CPD initiative is therefore limited. Portfolios, peer review, open-ended problems and simulations, auditing and observation of practice are presented as viable options for effective evaluation of learning in CPD that could enhance integrated scholarship. The future trends in CPD are discussed in terms of the future context of practice; the role of and need for experts; how experts will be educated and how they will maintain their competence. This provides a holistic view of scholarly development through CPD within the context of lecturers in the natural sciences in the Stellenbosch University.
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    Verkennende studie van die menings van vroulike werknemers, van geselekteerde Suid-Afrikaanse maatskappye, jeens korporatiewe drag
    (Stellenbosch : Stellenbosch University, 2000-03) Frick, Beatrice Liezel; Van der Merwe, M. E.; Viljoen, L.; Stellenbosch University. Faculty of Science.
    ENGLISH ABSTRACT: Clothing is an important phenomenon within corporate and organisational culture and forms an integral part of the total corporate identity. It fulfills a symbolic purpose and serves as a reference. It is a way in which companies can change or modernise their image as it is conveyed to clients. Little research has been done on uniform types of clothing, even though it has been an important phenomenon in the subject area of Clothing for ages. South African companies offers unique opportunities for research within a multi-cultural environment and Consumer Science's distinctive multi-disciplinary approach makes it an ideal starting point for this type of study. Three environments are concerned with the phenomenon of corporate clothing, namely the employers and employees of organisations or companies, academia of educational establishments and the manufacturers of corporate clothing. The study concerned tried to investigate the phenomenon of corporate clothing within the South African corporate environment. This was firstly done by studying the available clothing literature and describing aspects which have direct or indirect relations to corporate clothing. Information and advice was obtained from experts to gain insight into the South African circumstances with relation to corporate clothing. Secondly, employees who wear corporate clothing were questioned as to their opinions on specific aspects with regards to corporate clothing. This was done by means of a questionnaire which was developed to determine if employees of selected South African companies see corporate clothing as representative of company image, culture and policy. The extent to which extent employees are involved in decision-making processes with regards to corporate clothing was also determined. Employees' opinions with regards to consumer requirements and the extent of satisfaction with corporate clothing was determined. The extent to which age and position within the company playa role in employees' opinions of corporate clothing were investigated according to the information obtained through the questionnaire. The above mentioned information was structured to give possible guidelines to companies with in the implimentation and development of corporate clothing within the existing organisational culture. This study did not focus on manufacturers of corporate clothing, but it is assumed that they can benefit from the findings of the study. The study will contribute to the building of theory in the subject area of Clothing and consequently also contribute to the academical field.