UWCScholar

This repository serves as a digital archive for the preservation of research outputs from the University of the Western Cape

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The relationship between emotional intelligence and self-efficacy amongst teachers in the Western Cape
(University of the Western Cape, 2012) Matthews, Shameema
This study focused on the relationship between emotional intelligence (EI) and self-efficacy amongst teachers in the Western Cape. Teachers are often emotionally overwhelmed by having to meet the demands and expectations set by the education system, parents, colleagues and learners (Coetzee & Jansen, 2007). The South African educational system is in a transitional stage. The lack of discipline in schools, the abolishment of corporal punishment, unmotivated learners, redeployment, retrenchments and retirement packages for teachers, large pupil-teacher ratios and a new curriculum approach all contribute to raising the stress levels of teachers (Ngidi & Sibaya, 2002). Teachers also experience intense, emotion-laden interactions on a daily basis and experience a great number of emotional demands compared to other professionals (Burke & Greenglass, 1995). In particular, primary school teachers in socially deprived areas at times are considered to be more a child-welfare assistant than a conventional school teacher (Eacute & Esteve, 2000). Salovey and Mayer (1990) define EI as the ability of people to deal with their emotions. The definition goes further to suggest that EI is the subset of social intelligence that involves the ability to monitor one's own and others' feelings and emotions, to discriminate among them and to use this information to guide one's thinking and action (Salovey & Mayer, 1990, as cited in Ream, 2010). Developing an individual's self-efficacy creates a regulation of self- awareness, which is essential in developing emotions. According to Bandura (1997), self- awareness creates a strong connection to self-efficacy, as self-efficacy emphasises self- awareness and self-regulation as factors influencing the development of self-efficacy beliefs.
Information behaviour of Generation Y students at the University of the Western Cape, Cape Town
(University of the Western Cape, 2014) Dlamini, Sanele S'lungile
The project examined the information seeking behaviour of Generation Y students at the University of the Western Cape (UWC). The Internet has evidently become an integral part of this generation'S everyday life. The contributing factor to this is that Generation Y has been brought up in a high technology society. The Internet in conjunction with information and communication technology tools is used by Generation Y for different purposes during information seeking. Internet can be used for communication, acquiring information sources or as channels for disseminating information. Therefore, looked at was the role and impact of the Internet and information technology on Generation Y's information behaviour; if there was a positive or negative effect on them. Literature has indicated that Generation Y is constantly connected to the Internet, great user of social media and relies on the web for their information needs. This study employed Savolainen's Everyday Life Information Seeking model (ELlS) and Pettigrew's Information Grounds theory as theoretical frameworks. The models involve unsystematic ways of acquiring information for daily activities that can be work or non-work related. The study was based on academic and non-academic information needs of Generation Y in order to establish a holistic understanding of their everyday information needs and seeking. The study was carried out at the UWC campus. Also reflected was how the university has adapted in the provision of services that meet the Generation Y student's information needs. The research was based on mixed method approach, thus combing qualitative and quantitative methods. Findings of the study revealed that Generation Y students at UWC have been exposed to the use of technology at a later stage yet, they revealed similar characteristics as mentioned by different authors from the other parts of the world. The students relied on ICTs and the Internet for all their information behaviour.
SPEAK Magazine: the gender dimensions and impacts of the work of the South African Committee for Higher Education (SACHED), 1982-1994.
(Univesity of the Western Cape, 2024) Lakay, Tammy-Lee; Benson, Koni
The South African Committee for Higher Education (SACHED) was established in response to the Extension of the University Education Act of 1959, which barred black students from entering universities under apartheid South Africa. As the largest anti-apartheid education organisation with over three hundred projects spanning the entire country for over five decades, SACHED is considered a national treasure and home to key figures in the struggle for democratic education under apartheid. However, for the most part, it has largely been excluded from grand narratives of the South African liberation struggle. This thesis studies new archival materials which document the development of SACHED from a focus on tertiary in the 1960s to its move into formal and informal secondary education and civic political education in the 1970s. SACHED’s shift to secondary education significantly altered the organisation’s aims in the 1970s. The 1980s saw a fundamental transformation to radical methodologies and a radicalised approach to capitalism and gender. The 1990s signaled the beginning of our democracy and the demobilisation of radical pedagogies, which influenced the organisation and its projects. After exploring these shifts in the context of SACHED’s work and focus over time, the mini-thesis then turns to studying the organisation’s approaches to gender dynamics through an examination of SPEAK Magazine, a feminist periodical published and produced by the Speak Collective. This research project sits at the intersection of three core interests: archival research of lesser-known movements and projects, the importance of periodicals and feminist zines in contemporary research and women’s histories. This research drew on extensive archival research of the SACHED Collection, including documents, periodicals, publications, and audio-visual material and combined the archives with oral history interviews with former SPEAK and SACHED employees. The mini-thesis synthesises gendered materials and debates found in the newly indexed Mayibuye archival collection of SACHED to explore SACHED’s approaches to gender and understand how these dynamics played out in the organisation and its projects. This research draws together themes of gender, activist archives, collaboration, and memory in an attempt to synthesise debates on gender and education. This thesis argues that SACHED’s core values of non-sectarianism, and anti-racism, and their dedication to democratic education influenced their approach to gender seen in their work and projects in the 1980s and 1990s where there was an acknowledgement of the need for women-focused material and research, space made for women’s initiatives.
Exploring the embedding of UWC graduate attributes in BSc programmes: a case study in the Faculty of Natural Sciences.
(Univesity of the Western Cape, 2025) Parker, Khadija; Marshall, Delia
The Faculty of Natural Sciences at the University of Western Cape (UWC) currently only offers named degree programmes, where most of the electives are offered at first year level. The Faculty has embarked on a project to integrate the Physical Sciences stream of degrees (Chemical Sciences, Physical Science, Mathematics & Statistical Sciences, Computer Science) into one general Bachelor of Science (BSc) degree with majors in the various areas of study. The new degree must be compliant with DHET standards, and must align with the Graduate Attribute (GA) Charter of the University thus fitting into the Institutional Operating Plan (IOP) of the University. The purpose of this study is to examine the extent to which the modules in these programmes ascribe to the UWC Graduate Attributes Charter. The study is framed using Bigg’s concept of constructive alignment as a conceptual framework (Biggs, 1999; Biggs, 2003), as well as Barrie’s framework of perceptions of graduate attribute development (Barrie, 2004; 2007). The study explores the perceived relevance of graduate attributes, and how graduate attributes are developed in modules, through alignment with teaching and learning activities and assessment. This study employs a mixed methods design, incorporating both qualitative and quantitative data. Firstly, module descriptors in the yearbook were scrutinised to check whether the modules do indeed fulfil what the UWC Graduate Attribute Charter espouses to do.
An exploration of social media as a support tool in facilitating adult learning
(Univesity of the Western Cape, 2025) Damons, Marianna; Hendricks, Natheem
Social media has become a global phenomenon as a result of technological advancements and has provided opportunities for educational institutions to consider the introduction of digital platforms to facilitate online learning. Adult learners are gradually adapting to social media; hence, the use of social media has increased. The aim of this study was to investigate and gain insights into adult learners’ perceptions and experiences using social media as a learning support tool. Using a qualitative case study, twelve (12) participants, both males and females between 20-55 years of age, were purposively selected as the informants in this investigation. This research study adopted a case study design, using qualitative methods. Semi-structured interviews, between 30-45 minutes in duration, were used to gather the data related to understanding how adult learners may use social media as a learning support tool. Social constructivism was used as the theoretical framework for this study. By investigating adult learners’ perceptions and experiences using social media platforms such as, Facebook and WhatsApp, the investigation was able to comprehend the function of social media as a learning support tool.