n South African Journal of Higher Education - Intellectual wellness behaviour levels of managers at two South African higher education institutions
|Article Title||Intellectual wellness behaviour levels of managers at two South African higher education institutions|
|© Publisher:||Higher Education South Africa (HESA)|
|Journal||South African Journal of Higher Education|
|Affiliations||1 North West University|
|Publication Date||Jan 2013|
|Pages||24 - 41|
|Keyword(s)||Competencies, Development, Intellectual capital, Learning, Skills and Training|
The complex challenges occasioned by transformation and other changes in higher education in South Africa impose significant intellectual demands on managers. This article reports on the results of an investigation into the intellectual wellness levels of managers at two South African higher education institutions (HEIs). The purpose of the study was to determine whether managers at two HEIs in South Africa engage in activities and behaviour that stimulate intellectual development and growth. A survey was conducted among 324 managers at both universities by means of a questionnaire. The study was carried out within the qualitative paradigm, and descriptive and inferential statistical procedures were used to analyse the quantitative data. The Cronbach's alpha of 0.82 showed that the instrument used was reliable for measuring the intellectual wellness behaviour levels of managers. T-tests were conducted to compare the mean scores of four selected managerial groups while a one-way variance analysis (ANOVA) was used to compare the mean scores of three managerial age groups. The combined average score of 84.38 per cent suggested that the managers had high levels of intellectual wellness. A minority number of respondents obtained scores less than 60 per cent, which indicated the need for intellectual wellness development interventions. These managers should engage in specific activities to stimulate their intellectual development and growth, such as keeping themselves informed about social and political issues; learning about scientific discoveries; seeking opportunities to acquire new competencies and skills (e.g., written and verbal, and computer and interpersonal skills) and improving their academic qualifications.
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