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- Volume 26, Issue 1, 2012
South African Journal of Higher Education - Volume 26, Issue 1, 2012
Volumes & issues
Volume 26, Issue 1, 2012
Source: South African Journal of Higher Education 26, pp 784 –799 (2012)More Less
The present study explored participants' motives for studying psychology. A qualitative, exploratory, descriptive and contextual research design was used. The research method consisted of a brief survey. Four Black participants (male = 2; female = 2) for the study were purposefully selected from a Historically Black institution of higher learning in South Africa. The data collected through audio-taped individual, semi-structured interviews were analyzed by means of content analysis. The participants were asked to describe their motives for choosing psychology as a field of study. The results suggest that the participants chose psychology for various reasons. Minor gender differences were noted in the motives for the choice of psychology as a career. Further research on the topic is needed.
Imagining career resilience research and training from an indigenous knowledge production perspectiveAuthor L. EbersohnSource: South African Journal of Higher Education 26, pp 800 –812 (2012)More Less
More often than not, higher education curricula expound Western-oriented epistemologies of psychology. Trained psychologists may thus not be appropriately equipped to provide career counselling that is suitable to a resource-scarce environment, nor enriched with a heritage of knowledge related to customary career resilience practices. Rather than enabling clients, one could argue that existing career counselling training, and subsequent practice, may in fact hinder clients' ability to adapt and flourish in their (career-)lives. The thesis of this article is that an indigenous knowledge production imperative affords a way in which embedded values, practices, patterns and concepts synonymous with career resilience in South Africa can be documented systematically. Indigenous knowledge production urges researchers to appreciate what lies at the heart of everyday occurrences (such as career decision making), and be familiar with what is embedded in long-standing habits, rituals and patterns (related to, for example, career choice). In this regard I discuss both indigenisation and establishing an indigenous psychology as research schemas to develop ecologically-just curricula for higher education training. I explain the epistemological premises of indigenous knowledge production and present research strategies framed within indigenous knowledge production.
Subjective work experiences, career orientations, and psychological career resources of working adultsSource: South African Journal of Higher Education 26, pp 813 –828 (2012)More Less
The primary objective of the present study was to assess whether career orientations and psychological career resources relate to individuals' subjective work experiences.A quantitative survey was conducted on a random sample of 2 997 participants at predominantly managerial and supervisory level in the South African service industry.The measuring instruments consisted of a subjective work experiences scale, the Career Orientations Inventory and Psychological Career Resources Inventory. The results indicated career orientations and psychological career resources as significant predictors of the participants' subjective work experiences. The results make an important contribution to existing literature on career well-being and subjective career success.
The career meaning making of a single highschool learner living with a sibling with a learning disorder - a Systems Theory Framework for career developmentSource: South African Journal of Higher Education 26, pp 829 –842 (2012)More Less
This article explored the career meaning making of the participant and the perceived impact on his career trajectory caused by his living with a sibling with a learning disorder. The meaning making of this participant confirms previous research findings, namely that living with a sibling with a learning disorder propels the non-disabled sibling towards making certain holistic adjustments. In particular these adjustments have career-related implications as highlighted by the themes of responsibility towards the sibling, pressure to become independent and meaning making in a spiritual way. A qualitative, single case study approach was utilised. A postmodern approach towards career development within the framework of the Systems Theory was applied to explicate the career assessment and counselling of the participant living with a sibling with a learning disorder.
Source: South African Journal of Higher Education 26, pp 843 –860 (2012)More Less
This article presents a descriptive account of the national approach to career development that is being introduced in South Africa through the establishment of the National Qualifications Framework (NQF) and Career Advice Service by the South African Qualifications Authority (SAQA) and the Department of Higher Education and Training. The article attempts to reflect on the approach followed by arguing for the recognition of the underlying career development theory and also by inviting constructive engagement from both the South African and international career development community. By recognising the emerging (also referred to as qualitative) approach tocareer counselling that is gaining favour in the international context, the article explores the influences on this emerging South African career counselling model. In particular, consideration is given to the important influence on the model through learnings from a career counselling centre established in the 1970s during the apartheid era, similar developments in the United Kingdom and New Zealand, as well as the findings of a comprehensive review of the career counselling landscape commissioned by SAQA in 2009 (Flederman 2009). The unique association of the national approach to career counselling with the South African NQF is put forward as a distinguishing factor with significant potential that needs to be further exploited.