The selection of students into professional training programmes in psychology has implica tions not only for the qua ¡ity of psychological services provided, but also for the psychological wellbeing of the South African population as a whole. This is reflective of broader social challenges related to questions of equity, redress and social justice. This article provides a critical evaluation of the extent to which institutions of higher learning in South Africa have, over the past 10 years, developed processes and adopted structures in order to align their selection criteria and procedures with developments taking place in the broader South African context. In order to contextualise this discussion against a background of selection trends over the past decade, a small survey of selection practices and intake figures in eight clinical training programmes was conducted. Quantitative data, in the form of intake figures broken down into 'race' and gender categories, were analysed for trends, and a thematic content analysis was conducted on a set of qualitative questions. The results indicated certain important trends and practices with regard to selection into clinical train ing programmes.
Traditional leadership approaches have tended to examine leadership solely from the leaders' perspective. Past research has also assumed the existence of a ‘general leadership style’, which a leader displays toward all subordinates. However, there are more modern, alternative approaches to leadership that emphasise the importance of the exchanges between leader and follower. One conceptualisation central to the understanding of leadership practices is the leader–member exchange model. This model was adopted in the present study as a theoretical framework from which to start developing an understanding of gender and leadership within a South African context. Leader–member exchange focuses on the individual dyadic relationship between supervisors or managers and each of their subordinates, and emphasises the differences in the manner in which a supervisor behaves toward different subordinates. The purpose of this study was to examine the impact of gender on the quality of leader–member exchange relationships. The research was conducted on a sample of 29 individuals comprising two mixed gender groups, each supervised by a different supervisor (a male-supervised group and a female-supervised group). The findings revealed that males experienced a more positive leader–member exchange relationship under male supervision and females experienced a more positive leader–member exchange relationship under female supervision. Also, a significant interaction was found between gender of supervisor and gender of subordinate, thus emphasising different patterns of exchange between the two groups.
Teaching technical subjects in developing countries has proven to be a challenge. This is due to deficiencies in technology and knowledge resources, such as a lack of expertise in a field and a lack of up to date literature. These deficiencies have a major impact on the teaching of subjects such as HCI and CSCW, and have caused universities in developing countries to expand the scope of their teaching resources to form collaborations with other universities through distance leaning technology. This report will focus on experiences of a collaborative project between the University of the Witswatersrand (Wits) in South Africa and Staffordshire University (Staffs) in the UK. The aim of the project was to provide experiential knowledge of CSCW issues through establishing communication channels between the UK and South Africa.
Employers' Guide to the Employment Equity Act is aimed, according to the author, at assisting those in the labour arena (employers, managers, labour relations practitioners, union officials, and students) to develop a practical understanding of the Employment Equity Act (hereafter, the Act)
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.