Towards academic staff development in the faculty of arts at the University of Durban-Westville

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dc.contributor.advisorKapp, C. A.
dc.contributor.advisorThorold, A.
dc.contributor.authorEssack, Shaheeda
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Education Policy Studies.en_ZA
dc.date.accessioned2012-08-27T11:34:49Z
dc.date.available2012-08-27T11:34:49Z
dc.date.issued2000-12
dc.descriptionThesis (MPhil)--University of Stellenbosch, 2000.en_ZA
dc.description.abstractENGLISH ABSTRACT: The aim of this study was to investigate .the need for a staff development programme for academics in the Faculty of Arts at the University of Durban-Westville. This thesis has five chapters. Chapter One is the introductory chapter and examines the nature of the study in relation to the aims of the study, sub-problems, various definitions of staff development and formulates a hypothesis. The hypothesis states that: "There is a definite need for an academic staff development programme in the Faculty of Arts at the University of Durban-Westville." This hypothesis is then followed by a motivation and rationale of the study followed by a discussion of background studies on staff development. The limitations, strengths and scope of the study are presented followed by some preliminary considerations. Chapter Two provides an in-depth examination of staff development. It begins with a critical discussion of the various philosophies that underpin staff development practices. These philosophies include positivism, hermeneutics and the political nature of staff development. This is followed by a discussion on the goals of higher education and its link to staff development. Special reference is made to the South African context, quality assurance in South African universities and staff development programmes at the Historically Black Universities. Thereafter, an in-depth discussion of the link between teaching and learning is presented. This is accomplished by referring to theories of teaching and learning in higher education. Once this is completed, the entire spectrum of staff development activities is presented. This discussion begins with a description of the various competencies of the lecturer followed by a presentation of two models on staff development. The following staff development practices are then discussed in detail: induction programmes, seminars and workshops, reflective teaching and self-directed practice, mentoring, consultation, personal growth contracts, the cascades method and micro-teaching. This discussion is consolidated by presenting the case of the University of Durban- Westvi11e and motivating for the need for academic staff development in the Faculty of Arts. Chapter Three presents the research design and methodology - it outlines the steps undertaken in the current study. Both qualitative and quantitative methods of research were utilized. The primary means of collecting data was the survey which included the dissemination of questionnaires to both third year students and lecturers in the Faculty of Arts. Students were selected from the population of third year students in the Faculty of Arts. A proportional stratified randomized sampling procedure was applied to both the population of staff and students. Chapter Four presents the analysis of the data in a systematic way. The student questionnaire is analyzed followed by an analysis of the staff questionnaire. These results are presented in table form, followed by a discussion. There are 38 tables in this chapter. Chapter Five is the final chapter that presents the conclusions drawn from the study and provides recommendations for the establishment of a staff development programme.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Die doel van hierdie navorsing was om die behoefte te bepaal vir 'n personeelontwikkelingsprogram vir akademici in die Fakulteit Geesteswetenskappe aan die Universiteit van Durban-Westville. Hoofstuk Een is die inleidende hoofstuk en ondersoek die aard van die navorsing in verhouding tot die doelwitte daarvan, subprobleme, verskeie definisies van personeelontwikkeling, en formuleer 'n hipotese. Die hipotese stel dit so: ''Daar is 'n besliste behoefte aan 'n personeelontwikke1ingsprogram in die Fakulteit Geesteswetenskappe aan die Universiteit van Durban-Westville." Hierdie hipotese word dan gevolg deur 'n motivering en 'n grondrede vir die navorsing. 'n Bespreking van die agtergrondstudies oor personeelontwikkeling volg daarop. Die beperkinge, sterk punte en omvang van die navorsing word dan voorge1e. Daarna volg 'n paar inleidende beskouinge. Hoofstuk twee bied 'n diepgaande ondersoek na personeelontwikkeling. Dit begin met 'n kritiese bespreking van die verskillende filosofiee wat onderliggende is aan personeelontwikkelingspraktyke. Hierdie filosofieë sluit positivisme, hermeneutiek en die politieke aard van personeelontwikkeling in. Dit word gevolg deur 'n bespreking van die doelwitte van hoër onderwys en die verband wat dit met personeelontwikkeling het. Daar word in die besonder verwys na die Suid-Afrikaanse konteks, gehalteversekering in Suid-Afrikaanse unversiteite en personeelontwikkelingsprogramme by Histories Swart Universiteite. Daarna volg 'n diepgaande bespreking van die verband tussen onderrig en leer, waartydens daar na onderrig en leer-teorieë in die hoër onderwys verwys word. Vervolgens word die totale spektrum van personeelontwikkelingsaktiwiteite ondersoek. Hierdie bespreking begin met 'n beskrywing van die verskillende bevoegdhede waaraan dosente moet voldoen, en word gevolg deur 'n voorlegging van twee personeelontwikkelingsmodelle. Die volgende personeelontwikkelingspraktyke word dan in besonderhede bespreek: orientingsprogramme, seminare en werkswinkels, reflektiewe onderwys en selfgerigte praktyk, mentorskap, konsultasie, persoonlike ontwikkelingskontrakte, die "cascades method" en mikro-onderrig. Hierdie bespreking word dan saamgevat deur die saak van die Universiteit van Durban-Westville te stel. Die behoefte aan personeelontwikkeling vir akademici in die Fakulteit Geesteswetenskappe, word gemotiveer. In Hoofstuk drie word die navorsingsontwerp en -metodologie uiteengesit. Dit verduidelik die prosedure wat gevolg is in die navorsing. Beide kwalitatiewe en kwantitatiewe ondersoekmetodes is gebruik. Die primere metode om data in te samel, was die meningsopname wat die uitstuur van vraelyste vir beide derdejaarstudente en dosente in die Fakulteit Geesteswetenskappe ingesluit het. Studente is gekies uit die derdejaarstudente in die Fakultiet Geesteswetenskappe. 'n Proporsioneel gestratifiseerde ewekansige monsternemingsprosedure is toegepas op beide die personeel en die studente. Hoofstuk Vier bied 'n sistematiese ontleding van die response op die vraelyste. Die studente se response op die vraelyste is ontleed en daarna is 'n ontleding van die personeel se vraelyste gedoen. Die uitslae hiervan word in tabelvorm voorgelê en word daarna bespreek.af_ZA
dc.format.extent243 p.
dc.identifier.urihttp://hdl.handle.net/10019.1/52036
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subjectPersonnel management -- South Africaen_ZA
dc.subjectCollege teachers -- Training of -- South Africaen_ZA
dc.subjectDissertations -- Educationen_ZA
dc.titleTowards academic staff development in the faculty of arts at the University of Durban-Westvilleen_ZA
dc.typeThesisen_ZA
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