Proceedings of the 8th International Conference on Intellectual ...

Rajendra Chetty
and <strong>the</strong> ‘social rationality’ <strong>of</strong> those who have to live in and experience <strong>the</strong> social system design
(students, academics and management). All <strong>the</strong> questions in <strong>the</strong> interviews were open-ended to
provide an opportunity for probing where necessary.
The questions to <strong>the</strong> academics covered issues around management styles (What style <strong>of</strong>
management is used in <strong>the</strong> faculty?), attitudes (In what ways are <strong>the</strong> relationships with management
collegial?), support (What kind <strong>of</strong> support do you receive from management?), human resources (The
adequacy <strong>of</strong> <strong>the</strong> training and capacity development opportunities.), organizational structures (In what
ways are <strong>the</strong> organizational structures in <strong>the</strong> faculty appropriate?) and resources (In what ways are
<strong>the</strong> resources adequate for training?).
Questions to students covered issues around <strong>the</strong> teaching staff (In what ways are <strong>the</strong> teaching
staff appropriately skilled to train teachers?), programme organization (How is <strong>the</strong> teacher education
programme organised?), student welfare (Why is it appropriate and supportive?), management (How
would you describe your interaction with management? In what ways do management communicate
with you?) and administration (In what ways are <strong>the</strong> administration <strong>of</strong> <strong>the</strong> faculty efficient and
effective?).
Validity <strong>of</strong> <strong>the</strong> research findings was ensured through transparency and coherence in terms <strong>of</strong>
researcher engagement with <strong>the</strong> study, completeness <strong>of</strong> <strong>the</strong> data collection and analysis, careful
description <strong>of</strong> <strong>the</strong> research process and intellectual coherence <strong>of</strong> <strong>the</strong> arguments presented through
<strong>the</strong> analysis (Cassell & Symon 2005:5). The study was based on a small sample and it was tightly
controlled for dimensions relevant to <strong>the</strong> systems thinking model used. The value <strong>of</strong> this approach is
that it yielded rich insights into <strong>the</strong> process and deep understanding <strong>of</strong> <strong>the</strong> stakeholders’ viewpoints,
and as a coherent account, it has face validity.
5. Concept development
During data analysis, an overwhelming number <strong>of</strong> categories emerged that needed to be reduced in
number. The core variable for this study is <strong>the</strong> need for an appropriate normative management
approach.
The categories that emanated from <strong>the</strong> student interviews were:
Open and transparent dialogue with management
Students commented that <strong>the</strong>y did not know management and that it was through instructions and
an <strong>of</strong>ficial communication process that information was shared with <strong>the</strong>m.
Humane treatment from management and lecturers
Some lecturers have not evolved from <strong>the</strong> high school and College <strong>of</strong> Education ‘mentality’ in <strong>the</strong>ir
treatment <strong>of</strong> students.
Holistic approach to training
Subject disciplines worked in functional silos with little synergy and interaction between subjects
within a programme.
Efficiency <strong>of</strong> administration and management
Administration was seen to be generally nonchalant <strong>of</strong> student needs.
Competency <strong>of</strong> lecturers
A critical approach to training and a cognitive perspective to <strong>the</strong> lessons was lacking among some
lecturers.
Educational discourse, philosophy and pedagogy in <strong>the</strong> content
There was too much emphasis on subject matter content with limited pedagogical/philosophical
perspectives and contemporary educational discourses in <strong>the</strong> content.
Student wellness and welfare to be considered.
Student needs, welfare, issues around funding, recreation and social activities were generally
ignored.
Categorisation <strong>of</strong> <strong>the</strong> data collected from academics led to <strong>the</strong> following concepts:
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