An employee engagement framework for technical vocational education and training colleges in South Africa

Mmako, Mphoreng Magdeline; Schultz, Cecile

doi:10.20853/30-2-606

Cited by 17 publications

(12 citation statements)

References 30 publications

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“…However, with only about 10 000 academic staff, the current enrolments (660 000) mean a staff: student ratio that is antithetic to quality service (Mmako & Schultz, 2016). Furthermore, in 2009, the old NATED courses were reintroduced and TVETs now have to cope with both the old NATED and new NCv courses, which also throws into question their ability to cope with an increasingly complex situation (Mmako & Schultz, 2016). Unfortunately, very little research has been conducted into these issues and it thus appears as if little is being done to improve the situation at TVET colleges.…”

Section: Literature Reviewmentioning

confidence: 99%

Service Quality at Technical and Vocational Education and Training Colleges: Perception According to Demographic Factors

Mason

Mbambo

Pillay

2018

JTET

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TVET colleges are regarded as second-class educational institutions in South Africa. As a result, their enrolment targets are not being met, which is a problem for the development and growth of this educational sector. The objective of this paper is to identify whether students' satisfaction with the service quality provided by TVET colleges differ according to selected demographic factors, and thus help to understand specific reasons for not meeting their enrolment targets. A survey of 301 respondents from six colleges, using a SERVQUAL questionnaire, comprised the methodology. The results showed little difference in satisfaction with service quality according to the demographic factors tested-all respondents were more or less equally dissatisfied with the service quality of their TVET colleges. Therefore, looking for reasons for the poor enrolment levels amongst the different demographic characteristics of the students is pointless. The poor service quality perceived is probably due to inadequate systems, or inadequate management or staff training, rather than failure to meet specific needs of students from different demographic types. Recommendations are provided for overcoming the poor service, and for further research.

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Section: Literature Reviewmentioning

confidence: 99%

Service Quality at Technical and Vocational Education and Training Colleges: Perception According to Demographic Factors

Mason

Mbambo

Pillay

2018

JTET

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“…Almost all research on the academic research supervisors' role focuses on conscious behaviour from a behaviouristic, humanistic, social and positive psychology perspective and using quantitative research (Mmako and Schultz 2016). For example, Govender and Ramroop (2013) found that supervisors' perception of organisational climate influences their perception of the quality of the supervision.…”

Section: Academic Research Supervisionmentioning

confidence: 99%

The systems psychodynamic role identity of academic research

Cilliers

2017

SAJHE

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Research on the unconscious role behaviour of academic research supervisors is limited. The aim of this research was to study and describe the systems psychodynamic role identity of a group of academic research supervisors. A qualitative in-depth socio-analytic interview was used as the data-gathering instrument. A convenient and purposive sample was drawn consisting of 11 supervisors at a large South African university. Systems psychodynamic role analysis was used as the method of data analysis. The findings indicated an experienced difference between the normative, existential and phenomenal roles demonstrating high levels of anxiety amongst academic research supervisors, being introjected by them and projected onto them.Recommendations for the institution and further research were formulated.

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“…TVET is essential in relinquishing an intense qualification and will be able to fill jobs and prepare for this Industry 4.0 (Zulkifli et al, 2020) with students' technical and soft skills (Kayode, Noordin, & Wahid, 2020). However, TVET confronts main contests for recruiting and retaining talented lecturers in academic and teaching (Bălan, 2019;Clayton & Harris, 2019;Mmako & Schultz, 2016). Yet, lecturers now realized themselves facing escalating pressure to familiarise classroom instruction to adapt for contemporary and embryonic technologies (Waters & Hensley, 2020) and enhance graduate employability and teaching which included skills-oriented and vocational training (Macheridis, Paulsson, & Pihl, 2020) This is imputable to the high burden of work among lecturers at TVET colleges bringing numerous and heavy pressure (Pellerone, Rapisarda, Trischitta, Vitale & Ramaci, 2020) and low organizational commitment amongst lecturers (Shafiq & Akram Rana, 2016;Barkhuizen, Rothman & Van de Viljver, 2014).…”

Section: Introductionmentioning

confidence: 99%

Validating the Instruments Measuring Blue Ocean Leadership Construct Using Confirmatory Factor Analysis

Jian¹,

Yin²,

Awang³

2020

IJARBSS

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This study aims to validate the research instrument measuring blue ocean leadership. This study implemented a cross-sectional research design. Quantitative data was gathered from 401 lecturers as respondent which across the 22 vocational colleges in North Zone of Malaysia which is Penang, Kedah, Perlis, and Perak using the structured survey. The data were used to validate the instruments by using the Confirmatory Factor Analysis (CFA) procedure. The CFA procedure validates the instruments measuring Blue Ocean Leadership construct for uni-dimensionality, validity, and reliability. The finding indicated that the measurement model of the Blue Ocean Leadership construct achieved the requirement for construct validity and reliability and ought to be proficient to be applied by other researchers. Thus, this study validates instruments that can be used to access Blue Ocean Leadership among lecturers in vocational colleges in Malaysia. Further study should be conducted on the different zone of Malaysia as well as the private sector due to the aspect of demographic factors.

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An employee engagement framework for technical vocational education and training colleges in South Africa

Cited by 17 publications

References 30 publications

Service Quality at Technical and Vocational Education and Training Colleges: Perception According to Demographic Factors

Service Quality at Technical and Vocational Education and Training Colleges: Perception According to Demographic Factors

The systems psychodynamic role identity of academic research

Validating the Instruments Measuring Blue Ocean Leadership Construct Using Confirmatory Factor Analysis

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