A comparative study of women in management in higher education in South Africa and the United Kingdom

Despite a growing body of literature on women in leadership, few studies have empirically investigated the leadership and management experiences of female academic heads of department. It is against this background that this study investigated the experiences of these women in universities in South Africa and the United Kingdom. The position of women in higher education in these countries, together with the status of their representation in senior positions in the academe and obstacles to their advancement into such positions was reviewed. The study was carried out within the framework of a cross-sectional survey research design employing both quantitative (questionnaire) and qualitative (interview) data collection methods. The study consisted of thirty two female participants who were either currently or previously heads of academic departments in universities. For the interview a separate group of nine female academic heads of department, from the same universities as the participants in the survey, were selected. Purposeful sampling was used to select all the participants. A structured, pre-coded questionnaire was used to collect quantitative data from one group of twenty three female participants with a minimum of two years' experience in the position. A video conference focus group interview was used to obtain in-depth (qualitative) information on a number of selected issues. The quantitative data was analysed using a relevant statistical package. Key-findings from both survey and interviews were then co-ordinated. The major findings indicated that, apart from lack of mentorship and formal preparation for the position, the women did not experience any major obstacles prior to becoming head of department. The women were confident about several skills related to managing an academic department. They were not certain, however, about stress management, delegation and entrepreneurial skills. Leadership style tended toward 'interactive leadership' which is considered appropriate for today's leadership in organisations. The findings suggested that institutional and other barriers to women's advancement still exist, and that the challenges and demands women experience may be a source of stress and tension for them. Recommendations, using these findings, were made for aspiring women managers, for institutions, for policy makers and for future research.Educational StudiesD. Ed. (Education Management

Women as department chairs at universities in South Africa and Britain

The article reports on the findings of a qualitative inquiry into the lived experiences of a small sample of women chairs at universities in South Africa and Britain selected by purposeful sampling. Data were collected by means of video conference focus group interviews. Findings indicated that women department chairs require managerial competencies: rigorous scholarship as well as certain  structures and procedures are necessary for the smooth management of a department. They face broader contextual issues in higher education owing to change, and the dual role influences their career experiences

Women academics' research productivity at one university campus: an analysis of dominant discourses

Universities privilege research and publication for the career advancement and academic recognition of academics. Yet, women academics face obstacles which inhibit their research productivity. Some of these obstacles or discourses have become dominant in studies of women’s research productivity. They include the demands of acquiring the doctorate and the professorate, heavy teaching loads, lack of time, family responsibilities, area of specialization, and difficulty in entering supportive networks. A review of the literature, coupled with qualitative study of a purposefully selected sample of predominantly black early career women academics at one university campus in South Africa revealed the gendered nature of these discourses across cultures and across continents. Many of these discourses are beyond the control of women academics. Universities should therefore remove structural impediments to research productivity and develop programmes to target women academics for research growth and development at all levels of their careers. Keywords: women academics; research productivity; dominant discourse

Empowering first year (post-matric) students in basic research skills: a strategy for education for social justice

Post-matric students from under-resourced (historically disadvantaged) black high schools generally encounter difficulties in their academic work at university. The study reported here was intended to empower first year (post-matric) students from these schools with basic research skills in a bid to counteract the effects of their high school under-preparedness. The context of an English and Academic skills module was used to offer a hands-on collaborative research skills experience based on John Dewey's concept of "learning-by-doing". The students were an intact class of Human and Social Sciences first year students involved in a research endeavour based on student-generated topics. The research project was carried out in small groups during the second semester of the year. Qualitative data were collected by means of an open-ended questionnaire and a written report at the end of the year. Students reported that the collaborative research experience had a positive effect on their basic research, reading, writing, and critical thinking skills, and it empowered them to work in groups on a project. They had not been exposed to this experience at high school

Academic Reading ability of first-year students: what's high school performance or prior exposure to academic reading got to do with it?

This article investigates two areas: (1) whether high school performance (as measured by the matric final examination in English) or prior exposure to academic reading makes a difference in the performance of students in a test of academic reading ability and (2) what common reading difficulties are experienced by these students. The subjects were first-year Law students enrolled in an English and Academic Skills (EAS) course at the University of the North-West (now known as the North-WestUniversity). Two groups were used. Group A comprised first-time first-year entrants and Group B comprised repeat and re-entry students. Both groups were administered a pre-test and post-test of academic reading ability. The dependent variable was academic reading ability and the independent variables were matric grade and prior exposure. Two measures of reading ability were used, namely a reading comprehension and a cloze passage. An analysis of variance found no significant difference between the pre- and post-test means when prior exposure was examined. However, a significant difference was found between the pre- and post-test means when the matric grade was tested. The results seem to suggest that the matric grade rather than prior exposure accounts for a statistically-significant difference in the performance of the subjects in the academic reading ability test (F = 6.89, P &#60 0.002 and F = 4.96, P &#60 0.009) for the pre-test and post-test respectively, suggesting that students with upper grades (A, B or C) in matric English are more likely to have a better chance of succeeding in their academic reading course than students with middle or lower grades. A qualitative analysis revealed that critical reading was the most difficult skill for the students, implying that more emphasis should be placed on teaching this skill.Southern African Linguistics and Applied Language Studies 2005, 23(1): 111–12

Women as department chairs at universities in South Africa and Britain

The article reports on the findings of a qualitative inquiry into the lived experiences of a small sample of women chairs at universities in South Africa and Britain selected by purposeful sampling. Data were collected by means of video conference focus group interviews. Findings indicated that women department chairs require managerial competencies: rigorous scholarship as well as certain  structures and procedures are necessary for the smooth management of a department. They face broader contextual issues in higher education owing to change, and the dual role influences their career experiences

Exploring communication and implementation challenges of the HIV/AIDS policy change to test-and-treat-all in selected public health facilities in Lusaka District, Zambia

Background: The World Health Organization has promoted a shift towards the test-and-treat-all strategy to accelerate the elimination of HIV/AIDS. Zambia was one of the early African countries to adopt this strategy as the policy change was officially announced on national television by the republican president on 15th August 2017. This study explored the communication and implementation challenges of the HIV/AIDS policy change to test-and-treat-all in selected public health facilities in Lusaka District, Zambia. Methods: A qualitative case study design was employed with a purposeful sample of policy makers, international partners, National AIDS Council representatives, health facility managers, and frontline health providers in selected tertiary, secondary and primary health facilities in the Lusaka District, Zambia. Thematic data analysis was performed using NVivo 12 Pro software. Results: In total, 22 key informant interviews and 3 focus group discussions were conducted. The government relied on formal and informal channels to communicate the test-and-treat-all policy change to health providers. Whilst HIV policy changes were reflected in the National HIV/AIDS Strategic Framework, there was little awareness of this policy by the frontline providers. The use of informal communication channels such as verbal and text instructions affected health providers’ implementation of the test-and-treat-all. Electronic and print media were ineffective in communicating the test-and-treat-all policy change to some sections of the public. Top-down stakeholder engagement, limited health worker training, and poor financing negatively affected the implementation of the test-and-treat-all policy change. Acceptability of the test-and-treat-all policy change was shaped by positive provider perceptions of its benefits, limited sense of policy ownership, and resistance by the non-treatment-ready patients. Furthermore, unintended consequences of the test-and-treat-all policy change on human resources for health and facility infrastructure were reported. Conclusion: Effective test-and-treat-all policy change communication is vital for successful policy implementation as it enhances interpretation and adoption among health providers and patients. There is a need to enhance collaboration among policy makers, implementers and the public to develop and apply communication strategies that facilitate the adoption of the test-and-treat-all policy changes to sustain gains in the fight against HIV/AIDS

Microbial Translocation Does Not Drive Immune Activation in Ugandan Children Infected With HIV

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