 Subjects -> SCIENCES: COMPREHENSIVE WORKS (Total: 374 journals)
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- Historical inquiry: Overcoming interdisciplinary methodological challenges
in health sciences
Authors: Gisela H. van Rensburg, Johanna M. Esterhuizen
First page: 8
Abstract: Historical inquiry is seldom used in South African nursing research and South African historians seldom conduct research into the historical contributions nurses made in South African healthcare, specifically the nursing discipline. In this article, the authors discuss the challenges of conducting historical inquiry within a South African nursing (health sciences) context and from nurses’ perspectives. Several challenges relating to the compilation of the research report were identified, as the traditional nursing research format differs from the typical historical inquiry format. The authors explain how critical realism philosophy influenced the research objectives and deepened their understanding of historical inquiry as a research methodology and thus assisting them in gaining new insight into historical events in South African nursing and guiding the writing of the historical narrative. The authors concluded that an interdisciplinary approach to research that allows for flexibility in report writing is recommended to contribute to the historical inquiry of discipline-specific histories. Such flexibility encourages fresh viewpoints and insights into historical inquiry as a research method.Transdisciplinary contribution: This article illustrates how historical inquiry as a methodology, informed by critical realism philosophy, was applied in the health sciences field of research.
PubDate: 2023-08-24
DOI: 10.4102/td.v19i1.1325
Issue No: Vol. 19, No. 1 (2023)
- Parent perceptions: How disparate early childhood care and education
centres in South Africa foster belongingness and well-being in children
Authors: Aletta J. Van As, Lorayne Excell, Naseema Shaik
First page: 8
Abstract: This article explores parents’ perceptions of their children’s belongingness in early childhood care and education (ECCE) centres. It stems from the unexpected findings of a transformative ECCE pedagogy research project, which was characterised by multicultural, multiracial and varied economic conditions. As such, the authors expected controversial parental perceptions of the quality of the care and education their children experienced in these centres. However, this was not the case. Drawing on the theory of salutogenesis and its key concept, namely a sense of coherence, parents’ responses about their children’s early learning and well-being across diverse ECCE contexts were overwhelmingly positive. This prompted the question: what was it in these centres that allowed parents to experience a strong sense of belonging and such positive sentiments concerning their children’s sense of well-being' This phenomenological study was informed by the narratives of 19 parents, collected through the transformative pedagogy project, set in rural and urban situations, and at well-resourced and under-resourced centres. Findings reflected four identifiable themes. Firstly, parents favoured the diversity of influences at the centres, viewing these as rich opportunities for their children’s development and learning. Secondly, parents felt a strong conviction that the ECCE teachers were genuinely concerned about and sensitive towards their children. Thirdly, parents believed that their children were learning playfully in safe, loving spaces, and fourthly, parents were confident that their children were happy in the centres. These findings are particularly welcomed in the ECCE space, which is often demoralised and marginalised within the broader schooling system.Transdisciplinarity Contribution: The article shows that quality early childhood learning and teaching can take place across disparate contexts, be they urban or rural, well-resourced or under-resourced. This study identified factors that led to parents perceiving that their children experienced happiness and a sense of belonging in different centres.
PubDate: 2023-05-17
DOI: 10.4102/td.v19i1.1225
Issue No: Vol. 19, No. 1 (2023)
- Predictors of female caregivers’ burden: An estimated conceptual
model in low income settings
Authors: Yakubu A. Yakubu, De Wet Schutte
First page: 8
Abstract: Globally, there has been increasing interest in the study of caregiving. Female caregiver predictors or mediators and a multidimensional female caregiver burden (FCG burden) model that incorporates environmental hygiene factors such as toilet hygiene and kitchen are lacking, particularly in low- and middle-income countries. This study evaluates caregiver burden predictors and provides a multidimensional model of unremunerated care burden for family practice and policy in two different population group communities in Cape Town, South Africa. A systematic random sampling (SRS) procedure was employed, and 100 black or African and 100 mixed race female caregivers in two different cultural communities were selected for a reliable cross-section. A questionnaire was used to solicit caregiver burden information. The average age of the female caregivers was 47.9 years (standard deviation [SD] = 11.7 years). About 49.0% of the selected participants were older than 50 years. There was a significant relationship between environmental health (kitchen hygiene and toilet hygiene). Social grant receipt and physical health status of care recipients were predictors of caregiver burden. The overall model explained the largest variation (43.4%) in caregiver burden. This study recommends an increase in the social grants given to caregivers. National health policies should reflect female caregivers’ circumstances.Transdisciplinarity Contribution: This article contributes to the improvement in community health.
PubDate: 2023-01-26
DOI: 10.4102/td.v19i1.1159
Issue No: Vol. 19, No. 1 (2023)
- Technology and collaboration as strategic drivers shaping higher education
Authors: Dirk Rossouw, Geoffrey A. Goldman
First page: 10
Abstract: Strategic drivers are the most powerful agents of change not only altering industries, but also the strategic landscape of South African Higher Education Institutions (HEIs). Within this volatile, uncertain, complex and ambiguous (VUCA) world, technology and collaboration and its interrelatedness seems most profound for HEIs. Therefore, exploring the impact of technology and collaboration as strategic drivers would allow South African HEIs to serve its socio-economic purpose more effectively. In support of this aim, an interpretive paradigm, employing qualitative methods, was pursued. A qualitative survey design was utilised whereby semi-structured interviews were conducted with 17 research participants occupying senior management positions at seven public and one private South African HEI. Data were analysed in applying conventional content analysis with the assistance of Atlas ti. The results confirmed technology and collaboration as strategic drivers and to be critical for South African HEIs. Especially the importance technology was emphasised by the coronavirus disease 2019 (COVID-19) pandemic, while technology also render collaboration more accessible for HEIs. To this end, South African HEIs have to rethink strategy post COVID-19 in using technology to enhance technology integrated teaching and learning practices within the realm of the fourth industrial revolution (4IR). Furthermore, to also collaborate nationally and internationally to ultimately develop the higher education sector.
PubDate: 2023-06-23
DOI: 10.4102/td.v19i1.1307
Issue No: Vol. 19, No. 1 (2023)
- (Non)fungibility of socio-cultural capital for rural-based students in
South African universities
Authors: Nonhlanhla P. Khumalo, Nyamadzawo Sibanda
First page: 11
Abstract: The number of university students coming from rural areas has significantly increased in South Africa in the last two decades. While this is a positive sign of inclusive social growth and development, the fact that 70% of South African universities are still located in urban areas creates challenges for a number of these students. This is also compounded by the fact that most rural schools in South Africa offer sub-optimal preparation for post-school activities. As such, the first barrier for most of these students is negotiating various levels of access to higher education (HE), using forms of social and cultural capital that may be incommensurate with urban-based HE institutions. Using an in-depth review of literature on the subject of rural education, transition to higher education, student success and reflections on the professional experience of the authors in student support services in higher education. This study argues that since most South African universities are “urban enclaves”, students from rural areas take time to adapt and accumulate relevant socio-cultural capital to enable them to thrive and succeed. The transition of students from rural schools to urban-based universities is a socio-cultural as much as it is an epistemological mobility. As such, this “troubled transition” of rural students can be ameliorated through a trans-sectoral or transdisciplinary transitional intervention to simultaneously enable epistemological access and create commensurate socio-cultural capital. However, previous interventions on student transition have been generic and lacked the nuanced intersectional analysis of rurality on student access and success.Transdisciplinary contribution: The study proposes a trans-sectoral or transdisciplinary transitional space in which education institutions (basic and HE) collaborate with government and non-state partners to ensure sufficient and effective transition, especially for rural school learners.
PubDate: 2023-08-31
DOI: 10.4102/td.v19i1.1321
Issue No: Vol. 19, No. 1 (2023)
- Moral theory, agrarianism and sustainable free market economics in the
work of Adam Smith
Authors: Mark Rathbone
First page: 11
Abstract: The purpose of this article is to argue that Adam Smith’s assessment of agrarian economics is based on the transdisciplinary engagement between moral theory and economics in An inquiry into nature and causes of the wealth of nations (first published in 1776). This assessment draws on recent scholarship that underscores that Smith’s earlier work The Theory of Moral Sentiments (first published in 1759) is not in conflict with Smith’s economic theory; it rather presents the moral point of departure of his economics. This transdisciplinary interaction derails the divergent perspectives of contemporary scholars that either view Smith as an agrarian economist or an antagonist of industrialisation. The reason for this view of Smith’s economics is due to the failure to emphasise the engagement between agrarian economic and Smith’s moral theory that championed liberty. Secondarily, this engagement between economics and moral theory highlights Smith’s contribution to sustainable economics that can play an influential role in contemporary society.Transdisciplinarity Contribution: The article highlights the transdisciplinary interaction between Adam Smith’s free market economic theory and his moral theory as a function of liberty with special reference to agrarianism.
PubDate: 2023-05-03
DOI: 10.4102/td.v19i1.1317
Issue No: Vol. 19, No. 1 (2023)
- Students’ perceptions of the influence of media on perpetuating
xenophobia in South African universities
Authors: Quatro Mgogo, Oluyinka Osunkunle
First page: 11
Abstract: Immigration and emigration are inevitable however, some South Africans have shown a strong dislike of those coming from other countries, in the form of xenophobia. Several studies have attributed the prevalence of xenophobia in South African communities to socio-economic, sociopolitical and scapegoating issues, with some researchers highlighting the role of the media in perpetuating xenophobia-related violence. On the other hand, xenophobia in institutions of higher learning in South Africa, which are a microcosm of society, has been under-prioritised in exploring the prevalence of xenophobia. This article aims to explore students’ perceptions on the influence of media stereotypes of foreign nationals on xenophobia-related behaviours in selected higher education institutions. In part, it aims to explore students’ perceptions on the influence of media-perpetuated stereotypes that may be attributed to possible symbolic xenophobia among university students. Therefore, this article looked at three South African universities, namely the University of Fort Hare, Alice Campus in the Eastern Cape province; the University of KwaZulu-Natal, Howard Campus in KwaZulu-Natal province; and the University of Johannesburg, Soweto Campus in Gauteng province. To achieve the aims of this study, a qualitative case study approach, based on the interpretivist design, was adopted. A nonprobability sampling method, based on purposive sampling and the snowball sampling technique, was used to select participants in this study. Data were generated through focus group discussions and analysed through thematic analysis. The findings of this article revealed that xenophobic attitudes, behaviour and perceptions were prevalent among university students. The South African print media’s perpetuated negative stereotypes and its adoption of derogatory names – amakwerekwere, amagrigamba, aliens, illegal immigrants, ‘my friend’ – to represent immigrants (especially from other African countries) were highlighted as some of the contributing factors toward ongoing xenophobic violence. As part of the recommendations of this study, the Student Representative Council (SRC) and other student communities, together with students in general, have a role to play in promoting xenophobia-free university campuses through antixenophobia campaigns.Transdisciplinarity Contribution: Most xenophobic-related studies show that media reportage has an influence on xenophobic violence in South Africa. This study therefore shifts its focus toward South African universities to investigate the prevalence of xenophobia among students and explores students’ perceptions of the influence of media in perpetuating xenophobic-related violence
PubDate: 2023-02-22
DOI: 10.4102/td.v19i1.1218
Issue No: Vol. 19, No. 1 (2023)
- Research collaboration in asymmetric power relations: A study of
postgraduate students’ views
Authors: Judy van Biljon, Samwel Mwapwele
First page: 12
Abstract: Collaboration among researchers and across disciplinary, organisational and cultural boundaries is essential for addressing the increasingly complex challenges and opportunities facing international development. Despite the known advantages and various incentives, research collaboration within Africa (specifically within South Africa) is lacking. To better understand the reasons for this lack of research collaboration, this study explored collaboration between students and supervisors in an information and communication technology for development (ICT4D) postgraduate student project in South Africa. South Africa, a country with major social inequalities and asymmetric power relations, provides an appropriate context. The students’ perspectives provided a space for investigating the collaboration factors by unpacking the capability inputs according to Robeyns’ representation of personal capabilities. Data were captured from a survey and focus groups (FG) with students and supervisors in ICT4D from different universities in South Africa. Thematic analysis was used to identify and link the participants’ expectations of research collaboration with their perceptions of the challenges of such collaborations. The contribution is a conceptualisation of the main components representing research collaboration viewed in terms of personal capabilities, including the factors that influence collaboration.Transdisciplinarity contribution: Research collaboration is fundamental to promoting multi-, inter- and transdisciplinary research. The novelty of this study lies in applying a theoretical lens from the field of human development to explore research collaboration in the transdisciplinary field of ICT4D. Given the research application context and the theoretical lens applied, the findings have implications for initiatives and policies on funding transdisciplinary research collaboration.
PubDate: 2023-02-16
DOI: 10.4102/td.v19i1.1288
Issue No: Vol. 19, No. 1 (2023)
- Co-designing a framework for a persuasive educational technology tool for
motivating female students for enrolment into Science, Technology,
Engineering and Mathematics disciplines
Authors: Aisha M. Abdullahi, Bester Chimbo
First page: 14
Abstract: Goal five of the United Nations Sustainable Development Goals calls for increased female participation in socioeconomic growth and development. Achieving this goal requires promoting females’ participation in fields such as science, technology, engineering and mathematics (STEM) which facing a dire shortage of personnel. However, existing efforts to increase female participation in STEM professions in Nigeria are limited in two ways: firstly, they are not focused on young females between the ages of 11 and 18. Secondly, most existing studies are not focused on the affective aspect of learning. Given the claims in existing literature that females’ disinterest in STEM professions is affective rather than cognitive, this article employs the attitude-change approach, also known as the persuasion approach, to motivate females to pursue STEM pathways. We conducted an empirical study among young female students, STEM teachers and STEM professionals from Nigeria. Based on the empirical study, a framework indicating the key components that educational technology designers should consider when developing technologies to motivate young females in Nigeria to pursue STEM professions is presented.Transdisciplinary contribution: This study is unique in that it combines strategies from various fields. The framework’s persuasive strategies are drawn from the field of psychology, the innovative pedagogies are drawn from the field of education and the design science research approach is drawn from the field of information systems. This implies that increasing female participation in socioeconomic growth requires transdisciplinary research. This also has implications for how other United Nations Sustainable Development Goals can be met through transdisciplinary research.
PubDate: 2023-07-11
DOI: 10.4102/td.v19i1.1349
Issue No: Vol. 19, No. 1 (2023)
- Table of Contents Vol 18, No 1 (2022)
Authors: Editorial Office
First page: 2
Abstract: No abstract available.
PubDate: 2022-12-31
DOI: 10.4102/td.v18i1.1324
Issue No: Vol. 19, No. 1 (2022)
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