Department of Curriculum Studies

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Browsing Department of Curriculum Studies by Author "Albertyn, Ruth M."

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    Architects of recovery from alcohol misuse : narrative exploration of coaching employed professionals
    (Oxford Brookes University, 2020-08) Solheim, Thobias; Albertyn, Ruth M.
    Recovery coaching is a lesser-recognised support service to individuals who pursue recovery from addiction. This narrative inquiry research explored the experiences of recovery coaches working with employed professionals in recovery from alcohol misuse. Findings indicate that recovery coaches work in the field of recovery, not addiction and that they were credentialed by their skills as a coach. Recovery coaching may be a useful service to professionals in recovery. Insight into perspectives of coaches regarding goals, processes, challenges and outcomes of recovery provides enhanced understanding of how coaching can facilitate employed professionals to become architects of their own recovery.
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    Bringing the community into higher education
    (AFRICAN SUN MeDIA, 2016) Albertyn, Ruth M.
    Introduction: The third core function of community interaction in higher education is often viewed as the peripheral activity in the triad of academic tasks. Community interaction is seen as an imperative which often results in reluctant compliance rather than enthusiastic engagement. Notional value of community initiatives has been well articulated both internationally and nationally and calls on the sense of social justice, making a meaningful contribution to society, mutual benefits and reciprocity (Boyer 1990; Kolawole 2005; Waghid 2009; Hall 2010; Lange 2012). Community initiatives can contribute to transformation that is so vital in the historical context of South African higher education (Albertyn and Daniels 2009; Bitzer and Albertyn 2012; Leibowitz 2012; Petersen and Osman 2013). Despite cognition of the well-documented benefits of engaged activity, it is widely felt that many academics pay lip-service to community interaction and try to get away with the bare minimum. Undoubtedly, the reason for this could be ascribed to the innate tensions currently faced by universities and academics. This situation may be due to on the one hand, the reality of the globalised economy with the competitive, individualised focus of knowledge economies (James, Guile and Unwin 2013), and on the other hand, the social agenda which encourages engaged citizenship.
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    Factors determining the vulnerability of woman to sexually transmitted HIV : a literature review
    (AOSIS OpenJournals, 2008) Macleod-Downes, Leslie; Albertyn, Ruth M.; Mayers, Pat
    ENGLISH ABSTRACT: Gender-related vulnerability is described as a crucial factor contributing to increased susceptibility of women to HIV, accounting for more women than men being infected. At the same time, empowerment interventions are being promoted as effective strategies for increasing the ability of women to adopt protective behaviours. The aim of the review was to identify, collate and categorise the factors determining the gender-related vulnerability of women to sexually transmitted HIV. A review of literature from theoretical and empirical studies using diverse methodologies was undertaken. Reports included those identified through electronic and manual searching. Twenty factors, forming five clusters, were identified as influencing the ability of women to adopt protective behaviours. Each factor was analysed to describe its component parts and the relationship between a factor, gender-related vulnerability, HIV risk level and empowerment status. Further analysis provided a description of markers named predictors and indicators. The literature portrays markers that can be identified and used to describe gender equality status, HIV risk level and related empowerment. This provides the potential to identify factors in gender equality status and HIV risk level to address in programmes designed to empower women in order to lower their risk to sexually transmitted HIV.
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    Siyazama entrepreneurial development project : challenges of a community-university partnership within a Faculty of Theology
    (Faculty of Theology, University of the Free State, 2012) Botha, Marietjie J.; Albertyn, Ruth M.
    Calls for global relevance and accountability are prevalent in private-public partnerships. Current community engagement projects in higher educational institutions reflect this focus. The academic partner can play a boundary spanning (bridge building) role in a community–university partnership. The university partner often enters the partnership without full realisation of the challenges of its role. The Siyazama Craft Project, an entrepreneurial development intervention for poverty alleviation in Stellenbosch is an example of the boundary spanning role of the academic partner in the Faculty of Theology. This intervention is in line with the community interaction policy of the faculty and the university. The Siyazama entrepreneurship project is described, and challenges experienced during the course of planning, implementation and evaluation are presented. Identification of challenges in projects of this nature could provide insight for university partners in development projects. Findings could be applied to the broader context of public-private partnerships, which form part of corporate social responsibility projects in response to needs for relevance, accountability and responsible sustainable development.