Browsing by Author "Adams, Samantha"

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    Exploring the vocational training strategies for enhancing the transitioning of persons with intellectual disability into supported employment : a case study of Mitchell’s Plain/Klipfontein sub-structure
    (Stellenbosch : Stellenbosch University, 2021-12) Adams, Samantha; Ned, Lieketseng; Kahonde, Callista K.; Stellenbosch University. Faculty of Medicine and Health Sciences. Centre for Rehabilitation Studies.
    ENGLISH SUMMARY : Introduction: The issue of unemployment as a national priority and strategy for poverty reduction has been at the forefront of the socio-political agenda in South Africa for many decades. Persons with Intellectual Disability (PWID) are particularly marginalised from decent employment opportunities due to low levels of education and skills training. The aim of this study was to explore the vocational training strategies used by service providers for enhancing the transitioning of PWID into supported employment (SE) by answering the question, What are the vocational training strategies used by service providers to enhance the transition of persons with intellectual disability into supported employment within the Mitchell’s Plain/Klipfontein sub-structure? Methodology: This study used a single instrumental case study design. A purposive sample of 12 participants was recruited as volunteer participants and selected according to specific inclusion criteria; four PWID, four carers and four service providers. Using qualitative data collection methods, semi-structured interviews were conducted with all participants. All interviews were transcribed and translated into English verbatim and thematically analysed. Document analysis was also used as supplementary data to provide context. Findings: PWID have very few options to engage in vocational training platforms that translate into SE. Carers value the vocational training received at various protective workshops but their unmet expectations for PWID to enter the employment sector is a concern. Communities are under-resourced; therefore, protective workshops are the primary vocational training opportunity for PWID. Protective workshops use learnerships as a transition method with job coaches, functional capacity evaluations and job shadowing as strategies to measure job readiness. Unfortunately, these strategies do not translate into SE nor do they guarantee any type of entry into other competitive employment opportunities. This is because the current protective workshop model has not fully integrated an inclusive community-based approach into their best practice model despite the emphasis of CBR as the recommended approach within the revised policy framework. Additionally, the policy guidelines as mandated by the Department of Social Development are not clearly defined and respective service providers develop best practice models at their discretion in partial fulfilment of their service delivery mandate. Conclusion: Protective workshops can be a key facilitator for transforming the way in which PWID are introduced to the labour market and their success in future employment opportunities. As the primary vocational training platform for PWID, protective workshops are well established within their network of service providers, funders and the community. Despite efforts to transform the protective workshop strategy through the inclusion of SE as a step towards employment, the outcomes of transitioning still remain very low. There are gaps in the sustainability of vocational training strategies due to the partial fulfilment of policy implementation and the successful integration of SE as the preferred model within the sub-structure. There is a need to strengthen the existing intersectoral collaboration to reduce fragmentation of services and clearly define roles and responsibilities of service providers. Person-centred transition planning should extend beyond individual rehabilitation and provide holistic support that positions PWID inclusively within their community and family. Strategic community networking may allow for opportunities to access services and information to PWID, service providers and also potential employers. Protective workshops as an effective strategy for transition can only be fully effective once the above factors are addressed and strategically aligned with deliberate focus on inclusive policy development and implementation.
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    Integrating tuberculosis/HIV treatment : an evaluation of tuberculosis outcomes of patients co-infected with tuberculosis and HIV in the Breede Valley subdistrict
    (Medpharm Publications, 2013) Conradie, Hoffie; Khati, Portia; Pharoah, Hamilton; Adams, Samantha
    Background: The Infectious Disease Clinic of Worcester Hospital introduced an integrated tuberculosis/human immunodeficiency virus (HIV) service in July 2009 to provide comprehensive management to patients who were co-infected with tuberculosis and HIV. Method: In a retrospective cohort study that was carried out from 1 July 2009 to 31 March 2010, the tuberculosis outcomes of co-infected patients attending the Infectious Disease Clinic for antiretroviral (ARV) treatment and receiving their tuberculosis medication at the Infectious Disease Clinic, were compared with those of patients receiving ARV treatment at the Infectious Disease Clinic and tuberculosis treatment at their local clinic. Results: Seventy-four per cent of patients completed their treatment and 26% were cured, with no defaults or deaths, in the tuberculosis/HIV integrated cohort. Thirty-eight per cent completed their treatment, 45% were cured, 9% died and another 9% defaulted in the cohort receiving their tuberculosis treatment at a local clinic. This indicates that there was a significantly better tuberculosis outcome in the tuberculosis/HIV cohort (p-value < 0.05). Conclusion: The significantly better tuberculosis outcome that resulted when tuberculosis and HIV services were integrated led to services being integrated in the Breede Valley subdistrict.
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    The role of gamification in the facilitation of student engagement : an exploratory industrial psychology application
    (Stellenbosch : Stellenbosch University, 2019-04) Adams, Samantha; Du Preez, Ronel; Stellenbosch University. Faculty of Economic and Management Sciences. Dept. of Industrial Psychology.
    ENGLISH SUMMARY : Student engagement has been identified as a significant predictor of student success. With the current drive to improve student success and graduation rates in South African higher education institutions, the potential that enhanced student engagement and learning experiences hold for increasing student success provides a strong rationale for research in this area. One potential avenue for enhancing student engagement is gamification. The popularity of gamification as a learning tool to foster engagement has grown exponentially over the past decade. Gamification is understood as the application of game thinking and game design to non-game environments, products and services, e.g. education. The goal of gamification is to promote motivation and engagement, as well as provide an engaging experience in numerous contexts. Educational gamification holds much potential for supporting and enhancing authentic learning experiences. Despite the initial positive wave of research, more recent studies are reporting inconclusive or mixed results of the efficacy of gamification use in education. This emphasises the need for theoretical and rigorous empirical investigations of gamified interventions in education. In addition, the application of educational gamification to the development of student engagement and student success has received limited attention in the South African context. This study sought to propose a framework of educational gamification design principles for the facilitation of student engagement. The investigation was guided by the principles of the Design Based Research (DBR) approach. DBR is characterised by iterative cycles of analyses, design, evaluation and revision activities that serve to develop and improve teaching and learning technologies. Through this approach a gamified online learning environment was created, evaluated and revised, within two Industrial psychology modules, over three iterative cycles. The pragmatic paradigm supported the used of mixed methods in the examination of the influence that gamification had on student engagement. Qualitative focus group interviews were employed to elicit participant perspectives and experiences. Student engagement was also evaluated quantitatively through a questionnaire compiled to measure the dimensions of the construct (i.e. behavioural, emotional and cognitive engagement) and was used in a within-subjects experimental design. Supporting data was also collected through documentation, activity logs and website analytics. The findings supported the development of a framework of design principles and design guidelines derived from the design and evaluation process to develop the interventions. These principles and guidelines present key features and insights required for gamifying learning environments that facilitate student engagement. The findings also emphasised the dynamic interplay between the dimensions of student engagement as well as how they are influenced by game elements. Cross case comparisons highlighted the influence that factors such as enjoyment, context and group characteristics have on the perceived success and effective use of educational gamification. Even though limited support was found to corroborate clear casual effects of the gamified intervention on student engagement, the study demonstrated that educational gamification principles can facilitate student engagement - but must be carefully tailored, and seamlessly integrated with the learning environment. Most importantly, educational gamification can support and enhance behaviours that are conducive to learning, but require relevant and meaningful learning activities in combination with carefully considered reward and feedback mechanisms. The study provides practical and theoretical insights that are transferrable from the context in which it was conducted. This research also highlighted challenges and limitations associated with educational gamification usage and student engagement research and thus offered suggestions for avenues for further investigation.
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    The role of salient beliefs in graduates’ intention to apply
    (AOSIS Publishing, 2015-07) Adams, Samantha; De Kock, Francois
    ENGLISH SUMMARY : Orientation: Organisations compete fiercely to recruit the best graduates, because they consider them a rich source of future talent. In the recruitment literature, it has become increasingly important to understand the factors that influence graduate applicant intentions. Research purpose: Drawing on the theory of planned behaviour (TPB), we tested a model proposing that applicant intention is a function of their attitude towards applying, beliefs about referent other’s expectations (subjective norms) and perceived behavioural control with respect to this behaviour. Motivation for the study: The study was motivated by the need to shed light on graduate applicants’ decisions to apply to an organisation of their choice. Research approach, design and method: The study used a quantitative design to test hypotheses that attitudes towards behaviour, norms and control beliefs would influence intention to apply. We surveyed prospective job seekers (N = 854) studying at a South African university about their beliefs regarding the job application process. Main findings: Structural equation modelling showed reasonable fit of the proposed model to the survey data. Latent variable analysis demonstrated that perceived behavioural control and subjective norm explained intention to apply. With the combination of all three variables, only attitude towards applying did not play a significant role in the prediction of intention to apply, which is contrary to previous research. Practical/managerial implications: The findings highlight the role of salient control beliefs in the application process. Efforts by universities and organisations to affect intentions to apply may potentially benefit from focusing on support services that could enhance feelings of control and minimise perceived obstacles. Recruiters could focus on control to increase potential recruitment pools. Contribution/value-add: The study contributes to the recruitment literature in three ways. Firstly, TPB is shown to be a useful framework to explain graduate applicants’ intention to apply, as this theoretical model found empirical support. In doing so, the present study advances our understanding of how graduates’ intentions to apply are formed. Secondly, the results showed that applicants’ control and normative beliefs dominate when considering applying. Lastly, the study results open up interesting avenues for future research on applicant intentions.