Browsing by Author "Hoffman, Jeffrey C."

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    The academic transitional experiences of masters’ students at the University of the Western Cape
    (AOSIS OpenJournals, 2012) Hoffman, Jeffrey C.; Julie, Hester
    Transition has been a major focus of educational institutions. However, most of the research into student transition focuses on the challenges related the transition from high school to university. Not much emphasis has been placed on the transition from undergraduate to postgraduate studies, despite the steadily increasing postgraduate enrollment rates in higher education institutions. The discrepancy between the enrollment and completion rates is an indication that postgraduate students are facing transitional challenges when engaging with postgraduate studies. The aim of this research study was to describe the academic transitional experiences of masters’ students in the Faculty of Community Health Sciences at the University of the Western Cape. The objectives were to determine the academic preparedness of postgraduate students, to explore their primary motivations for pursuing postgraduate studies, and to assess their utilisation of the available support services at UWC. A quantitative, exploratory, descriptive research design was employed. A cross-sectional survey was conducted with masters’ students during 2009, using convenience sampling. Data was statistically analysed using the SPSS to provide descriptive statistics. The majority of the sample indicated a lack of academic preparedness, even though most of them had a bachelor’s degree. The primary reasons listed as motivation for master’s study were to improve knowledge and reaching self-actualisation. The majority is still eager to complete their studies. Most support systems were utilised and students rated these services as a positive experience that facilitates smooth academic transition. However, concerns are that not many students utilised the academic writing centre and those who did, rated the overall service as average. One of the main recommendations was that a research culture needs to be established at undergraduate level, as this would give students greater exposure to research activities.
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    Exploring development of leadership capacities in undergraduate nursing students through transformative learning: a narrative review
    (AFAHPER-SD, 2014) Essa, Ilhaam; Hoffman, Jeffrey C.
    Transformative learning (TL) is seen as an instructional reform in health professions education to develop leadership capacities and eventually produce change agents. This article explores the development of leadership capacities of nurse practitioners at an undergraduate level through TL practices. This exploration is based on an exploratory narrative review of literature on TL and leadership capacities. The potential contribution of this exploration of literature can be to raise consciousness among nursing academics about TL with the aim of engendering leadership capacities in their students. This article therefore poses the following question: What is TL and how can it be utilised in the development of leadership capacities in undergraduate nursing students? TL is an adult learning theory that involves an ongoing dialogical process towards self-actualisation and social empowerment of others. It proposes that human beings should expand their consciousness through critical reflection and discourse and, more importantly, act on the new assumptions and perspectives they attain. The preliminary review suggests that TL practices can be used to cultivate leadership capacities in undergraduate nursing students. It is proposed that application of the principles of TL theory be translated into an empirical study to provide evidence-based guidelines on developing leadership capacities in undergraduate nursing students.
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    The meaning of self-leadership for nursing academics in the context of a leadership programme at a higher education institution in South Africa
    (Unisa Press, 2015) Jooste, Karien; Arunachallam, Sathasivan; Julie, Hester; Essa, Ilhaam; Willemse, Juliana; Rashe, Hazel Vuyiswa; Ahanonu, Ezihe L.; Bimray, Portia B.; Hoffman, Jeffrey C.
    A self-leadership development programme was created in 2012 for ten nursing academics with the aim of empowering them to embark upon research projects, write for subject matter publications, and develop as leaders at a school of nursing in the Western Cape. This study aimed at exploring and describing the experiences of nurse leaders with regard to the meaning of self-leadership during a leadership development programme offered by a lead researcher at a school of nursing. A qualitative, exploratory, narrative, and contextual study was conducted with a sample of eight participants who were lecturers in an undergraduate nursing programme. The researcher collected the data by means of individual narratives. An open coding method of data analysis was followed to transpose collected data into meaningful data. The participants were between the ages of 28 and 57 years. Two main themes emerged from the data analysis, namely leadership attributes and responsibilities towards the group. Nursing academics were motivated to use their self-influence to direct themselves to achieve optimum performance in the programme. Broadly speaking, the meaning attached to self-leadership was closely linked to concepts of shared leadership, reflective leadership, and collaborative leadership that were concepts leading to group leadership according to the leadership framework of Jooste (2011). Self-leadership is regarded as an essential component of leadership and an integral aspect of the nursing academic’s role.