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Faculty of Management Sciences

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Subject: search.filters.subject.Supervision

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Now showing 1 - 4 of 4
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    Job satisfaction amongst employees in the Department of Education in eThekwini region, South Africa
    (2024-03) Ndaleni-Sibiya, Lindiwe Memory; Fagbadebo, Omololu Michael; Mbandlwa, Zamokuhle
    The case study was conducted in the Department of Education, Umlazi and Pinetown district in the eThekwini region. The study was confined to managers of Umlazi and Pinetown employees, out-of-service employees and office-based employees and explores how job satisfaction influences employee turnover in the department. The researcher examines how the working environment of the Department’s districts influences job satisfaction. The study further examines the correlation between job satisfaction and employee turnover at the Department of Education, as well as how intrinsic and extrinsic motivational factors influence job satisfaction. A mixed methods approach employed both qualitative and quantitative data collection and analysis. For qualitative data, seven managers and four out-of-service employees were interviewed for in-depth understanding of the challenges affecting job satisfaction. Quantitative data were collected from 238 employees on their feelings and perceptions regarding job satisfaction. The quantitative data were analysed through SPSS 28.0, while thematic analysis was utilised for qualitative data. Recommendations are provided in the final chapter on how to improve and enhance employee loyalty and the level of job satisfaction. The recommendations seek to assist the Department of Education in eThekwini region to improve employee job satisfaction, job performance and employee loyalty with the aim of attracting and retaining high-quality skilled employees.
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    Recentering postgraduate supervision as a knowledge co-sharing pursuit in the 21st century
    (2022-07-30) Oparinde, Kunle Musbaudeen
    While it is generally accepted that postgraduate supervision is fundamental to the production of new knowledge, numerous aspects of postgraduate supervision have remained understudied and under-theorised. This lack of theory has presented postgraduate supervisors with limited understanding of the model(s) of supervision they should adopt. In light of this, postgraduate supervisors tend to adopt the ‘learning-by-doing’ approach. Thus, while postgraduate supervision is key to knowledge co-creation, knowledge production, and knowledge sharing, there are limited theoretical frameworks that address the nuances of postgraduate supervision at different levels. Recognising this paucity of theoretical approaches on postgraduate supervision, this paper explores ways in which postgraduate supervisors can address postgraduate supervision. This paper examines how postgraduate supervision can be re-imagined as a knowledge sharing activity rather than an academic attempt to guide a student to a postgraduate degree completion.
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    The impact of poor supervision on postgraduate students
    (Web of Science, 2015-11) Ngcwane, C.N.
    In recent years transformation has encouraged an increase in the number of postgraduate students. There is a growing concern worldwide and in South Africa about the quality of postgraduate supervision in higher education institutions and the length of time it takes postgraduate students to complete their studies. The purpose of this paper is to investigate the impact if poor supervision on postgraduate students in order to recommend necessary interventions and encourage quality supervision which benefit all stakeholders. The paper will answer the following question: What are causes and effects of poor supervision on postgraduate students in universities? Students experience different difficulties when they do their postgraduate studies. They experience traditional model of a single supervisor supervising a full-blown thesis. Some supervisors are inexperienced and others lack research method and technical skills. Students suffer silently as they fear victimisation from their so-called supervisor. Some supervisors only care about research outputs. They don’t supervise but demand that students should write articles and publish them. That benefits a supervisor than a student. All students want is to get a degree. These experiences cripple the progress of students and demotivate them. Hence, while there has been a growth in student numbers enrolling for postgraduate studies and research programmes but there has not been a substantial increase in the output of successful postgraduate students. In order to collect the required data for the study, the survey will be used. It is hoped that the data collected will enable the researcher to address the question raised. In this study, the relevant theory will be used to explain the phenomenon.
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    Tourism graduate employability : stakeholder perceptions of workplace learning for graduate employment
    (2017) Naicker, Daphanie; Naidoo, Krishna Murthi
    With the accelerating growth in the tourism industry and its anchorage in the service-industry, the utilisation of people is a valuable resource for a tourism organisation. There are increased pressures on educational institutions from the government and the tourism industry to produce employable graduates. Thus, it remains imperative that tourism organisations have access to a pool of human resources that possess the required knowledge, skills and attitudes. As a result, educational institutions build workplace learning (WPL) into tourism curricula to ensure the transferability of skills and a smoother transition for all stakeholders into the tourism industry. This study set out to determine the impact WPL has on a tourism student’s employability in the tourism industry. The literature highlights a number of key issues hindering the success of WPL for tourism graduate employability. These include, a lack of alignment of curriculum, supervision challenges and partnerships with the tourism industry. Using a mixed methodological approach comprising both quantitative and qualitative methodologies, comparisons among stakeholders’ perceptions and attitudes were conducted. The stakeholders are: tourism graduates from 2011-2014, academic supervisors and workplace supervisors in the tourism industry. Stakeholders’ perceptions of WPL structured the depth and sharpened understanding of the success as well as issues hindering the successful implementation of WPL and consequent unemployment. Among the main challenges were the placement of students and the inadequate feedback between stakeholders. The empirical findings underpinned effective communication as imperative in developing and maintaining quality partnerships for WPL. Among the many knock on benefits is the successful transfer of skills to tourism students. It is hoped that this research will contribute to the dearth of literature on tourism WPL and tackle salient gaps in tourism employability.