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Faculty of Management Sciences

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Author: search.filters.author.Maniram, RekhaHas files: Yes

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    Exploring the resilience and epistemic access of first-year female students in higher education
    (AOSIS, 2022-01-01) Maniram, Rekha
    The transition from secondary to tertiary education often presents many first-year female students with anxiety and emotional stress. Subsequently, poorly managing this shift may increase academic risk and compromise their academic success. While a plethora of studies contribute towards the phenomenon of resilience as a positive predictor of the learning experience of female students in higher education, other scholarly findings suggest the key role resilience plays in supporting students to overcome challenges, manage their wellbeing and ultimately acquire epistemic access. Moreover, there is a significantly burgeoning focus on the positive outcomes of the resilience of women in education, However, while many of the studies highlight gender as a noteworthy core construct, to date, little is known about the first-year learning experience (FYE) of female students and how they may negotiate epistemic access through academic resilience. Hence the main aim of this article is to explore what factors enable academic resilience and to what extent such factors influence epistemic access among first-year female students. An exploratory qualitative research approach was used to capture the learning experiences of 20 hospitality accounting first-year female students. Data were collected by conducting both focus group sessions and individual semi-structured interviews. The findings of the study identified four main themes. The findings of this article have implications for promoting gender equality and academic outcomes of first-year female students in understanding the risk factors, as well as encouraging the protective factors that enable their epistemic access. Contribution: The article sheds light on how an intangible construct such as resilience serves as a vehicle for epistemic access, more especially for first-year female students.
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    Enabling students critical thinking dispositions in hospitality financial management
    (Informa UK Limited, 2022-07-08) Maniram, Rekha
    Several studies suggest that graduates lack the critical thinking skills required for problem-solving and effective financial decision-making in the hospitality industry. Since higher education may not be able to meet all the demands and needs of the hospitality industry; such institutions struggle to provide students with the necessary critical thinking skills. Authentic assessment is one possible strategy, which is recognized, to develop critical thinking skills amongst hospitality graduates. Hence, the purpose of this research is to explore to what extent authentic assessment enables critical thinking skills amongst first-year students in hospitality financial management. This article employed a qualitative case study research design within an interpretative lens. Twenty-four, first-year, hospitality financial management students, were purposively engaged in online reflections and semi-structured interviews. The findings of the study presented three themes that resonate with the critical thinking frameworks.