Postgraduate Diploma Research Articles

Occupational decision motives of potential TVET teachers: New standards of pre-service TVET teachers’ recruitment and career development

This study investigated the underlying factors that influences pre-service Nigerian (technical vocational education and training, TVET) teachers’ decision to pursue a teaching career which aids in recruiting more teachers. Preservice TVET teachers are the teachers who are being prepared to teach in a vocation requiring technical skills. The motivation of these pre-service TVET teachers obtaining a postgraduate diploma in technical education was investigated using the quantitative research design approach to collect data via a researcher-created, self-administered questionnaire. Participants were selected from two cohorts (N = 78) of students enrolled in the various departments for the Postgraduate Diploma in Technical Education (PGDTE) program of the University of Nigeria. According to the quantitative analysis, excellent role models from previous teachers, the demanding nature of the job role, a willingness to impart relevant knowledge and skills, a willingness to assist financially disadvantaged students in gaining marketable job skills, and the country’s presumed demand for TVET teachers were the primary motivators for pre-service teachers. However, the gender aspect revealed that male and female pre-service TVET teachers showed significant differences in their altruistic and intrinsic impulses when the non-parametric Mann-Whitney U tests were utilized to analyze extracted data on gender. The ramifications of the findings were then examined, as well as their significance in enhancing hiring measures through setting of standards for technical and vocational education programs in the universities to improve on the status of pre-service TVET teachers to attract quality graduates of technical education programs who can teach as TVET teachers before and after completing their programs.

Nonkululeko Gobodo: a challenger challenged

Learning outcomes This case study aims to ensure that, students should be able to recognise the behaviours that influence the in-member out-member categorisation that transpires in the workplace, both from the leader’s perspective and that of the followers; determine and understand the relevance of forming interpersonal relationships in the workplace and that interpersonal relationships create fundamentally positive or negative work experiences and impact on career opportunities in the workplace; gain an understanding of the internal bias and subjective comfort that leaders must actively overcome to establish an environment in which the entire team becomes in-group members; and be able to assess the contextual variables that contribute to the negative or positive aggravation of the leader–member exchange. Case overview/synopsis It was 16 October 2014, and Nonkululeko Gobodo, Executive Chair of accounting firm SizweNtsalubaGobodo, was looking to her younger sister, Notemba Dlova, for emotional support, as she sought to address an important issue that was on the agenda of the firm’s board of directors’ meeting the following day. Tensions between her and Victor Sekese, Chief Executive Officer of the firm, were mounting, and a number of the directors were unhappy with the status quo. “How do you think I should address the issue?” she asked Dlova. Both sisters knew that at stake was Gobodo’s future at the firm she had battled so hard to build up in the face of racial and gender stereotypes. Complexity academic level The case study is appropriate for use in a range of postgraduate courses aimed at Master’s in Management and Master of Business Administration (MBA)-level students. It is also suitable for use in postgraduate diplomas in business and executive education short courses. Supplementary materials Teaching notes are available for educators only. Subject code CSS 6: Human Resource Management.

Professionalization of Educational Leadership for the Members of the Association of African Universities

This study sets out to theorize and conceptualize internal stakeholders’ provision of Educational Leadership for the Members of the Association of African Universities (AAU). It reviews research materials, policies and modalities in developing educational leadership, African Philosophies of Education (APE) and interviews of university academic staff and students in measuring the success of professionalization of educational leadership. The purposive sampling technique of data collection is used to ensure representativeness and qualitative methodology, including the use of document-based content analysis in order to generate valid, reliable and rich data based on interviews with academic staff, administrators and students. The findings of this study will contribute to the deeper understanding of internal stakeholders’ provision of a decolonized Educational Leadership Curriculum (DELC) objective at Postgraduate Diploma, Master’s and Doctorate programmes in Educational Leadership is therefore proposed for African universities. This will enable education leader, schools and School system leaders to play a critical role in having a clear vision, the ability to communicate the vision to team members, the ability to organize in an effective and efficient manner, inspiring subordinates towards the fulfillment of the organization’s goals, and balancing the conflict of interest of all subordinates and stakeholders. The proposed leadership learning programs focus on the actual improvement of schools and the educational systems to achieve equity, diversity, social inclusion, peace, economic growth and prosperity. These leadership programmes will address the challenges of developing human capital and well-being, promoting employment and economic integration, governance, strategic management and democracy in the different African union countries.

Fostering Sustainable Biomedical Research Training in Mozambique: A Spin-Off of the Medical Education Partnership Initiative.

Background:The further development of research capacity in low- and middle-income countries is critical to the delivery of evidence-based healthcare, the design of sound health policy and effective resource allocation. Research capacity is also critical for the retention of highly skilled faculty and staff and for institutional internationalization.Objectives:We summarize the accomplishments, challenges and legacy of a five-year program to train biomedical researchers entitled “Enhanced Advanced Biomedical Research Training for Mozambique (EABRTM)”.Methods:A program conducted from 2015–2021 built upon the Medical Education Partnership Initiative to develop research capacity at Eduardo Mondlane University (UEM) and allied institutions. The project included design and implementation of postgraduate training programs and bolstered physical and human research infrastructure.Findings:The program supported development and implementation of UEM’s first doctoral (Bioscience and Public Health) and master (Biosciences) programs with 31 and 23 students enrolled to date, respectively. Three master programs were established at Lúrio University from which 176/202 (87.1%) and 107/202 (53.0%) students obtained a Postgraduate Diploma or master’s degree, respectively. Scholarships were awarded to 39 biomedical researchers; 13 completed master degrees, one completed a PhD and five remain in doctoral studies. Thirteen administrative staff and four biomedical researchers were trained in research administration and in biostatistics, respectively. A total of 119 courses and seminars benefited 2,142 participants. Thirty-five manuscripts have been published to date in peer-reviewed international journals of which 77% are first-authored by Mozambicans and 44% last-authored by Africans. Sustainability was achieved through 59 research projects awarded by international agencies, totaling $16,363,656.42 and funds ($ 7,319,366.11) secured through 2025.Conclusions:The EABRTM program substantially increased research and mentorship capacity and trained a new generation of biostatisticians and research administrators. These programmatic outcomes significantly increased the confidence of early stage Mozambican researchers in their ability to successfully pursue their career goals.

Teaching Effectiveness of Postgraduate Diploma in Teaching and Integrated Curriculum Graduate Teachers: Investigating Students’ and Teachers’ Perceptions

A new teacher education package has been introduced in Ethiopia by the Ministry of Education, which is called the Postgraduate Diploma in Teaching (PGDT), for secondary schools since 2011, replacing the integrated curriculum teacher education program with the purpose of equipping trainees with the knowledge and skills needed. However, little research has been carried out on the effectiveness of the PGDT in relation to the previous (integrated curriculum) programme in the actual practices in secondary schools yet. This study, therefore, aims to assess the students’ and teachers’ perceptions of the teaching effectiveness of the PGDT and integrated curriculum graduate teachers in secondary schools in North Wollo Zone, Ethiopia. Data were gathered from participant students (n = 214) and teachers (n = 16) using purposive sampling. To gather data, questionnaires were employed. The data were analyzed quantitatively using mean, standard deviations, and one-sample t-test. The findings of the study revealed that students and teachers show slightly more positive perceptions of the effectiveness of PGDT, especially in subject matter knowledge; the scores are also significant. However, the results indicated that both the PGDT and integrated curriculum graduate teachers use the lecture method of teaching. Recommendations were forwarded for teacher development, instruction, and research on PGDT. Limitations and future directions of the study are also summarized and discussed.

Identifying Improvements in Teaching and Learning via Supervision Support: A Pragmatic Perspective

This article scrutinizes the professional support provided to teachers by supervisors to improve the teaching-learning process within the dimensions of learning behaviours and learning assessment in Ethiopian primary schools. The study employs a mixed-methods research design. The questionnaires were responded to by 382 in-service postgraduate diploma primary school principals and supervisors in the Educational Leadership and Management Department at Hawassa University. A semi-structured interview was conducted with 12 senior principals and supervisors. The results illustrate critical gaps in the supervision support to teachers for the improvement of learning behaviours and learning assessment. The study suggests that support-oriented supervision could play a significant role in assisting and improving the teaching and learning process. Hence, regional and federal governments should work together with development partners to enhance the competency of supervisory staff to provide enabling support to teachers and thus improve the quality of the teaching and learning processes in Ethiopian schools.

CHAPTER 4: Culture Trumps Structure in the Competitive Struggle Between Teaching and Research

In response to global and national research-informed calls for the professionalisation of teaching to support student success, the South African Higher Education sector has put in place structures aimed at promoting teaching and research as equals. Despite this occurring at national and institution levels, many South African institutions are still struggling to achieve this balance with research retaining dominance in recognition of academic contribution. Using a phenomenographic research design and employing the notion of structure, culture and agency to conduct a thematic analysis of qualitative data, this study examines the success of a potentially enabling structure (i.e., a Postgraduate Diploma in Education (Higher Education)) designed to professionalise teaching in support of student success. The findings suggest that despite strong indications of valuing and capacitating good teaching at individual levels, the dominant culture of research within the authors’ Institution has neutralised the attempts of such structures to place research and teaching on an equal footing. Institutional level structures remain segmented and divided in relation to research and teaching. Student success is not only dependent on receiving research-informed disciplinary knowledge but also on how an institution promotes and facilitates well-informed and scholarly teaching practices. The authors conclude by recommending: i) the recognition of postgraduate diplomas as an indicator of learning and teaching expertise by staffing and promotions committees; ii) the utilisation of agents who have self-selected into professionally developing their teaching to be part of a coherent system that supports and steers cultural change within academia; and iii) the recognition of research in learning and teaching as equal to discipline-specific research.

Exploring the availability of specialist health workforce education in East and Southern Africa: a document analysis

BackgroundSpecialist health professionals improve health outcomes. Most low-income and middle-income countries do not have the capacity to educate and retain all types of specialists across various health professions. This study...

An exploratory investigation of the perspectives of educated parents on the gender roles and stereotypes in child and adolescent sexuality

The exploratory research presented in this article investigated the perspectives on the gender roles and stereotypes in the care of children and their sexual education of a small group of educated parents, using a patriarchal model. The sample consisted of 30 parents of which 20 participated in in-depth interviews, and 10 in two focus groups, 5 in each group. All 23 women and 7 men possessed a third-level degree, and some held a postgraduate diploma. It was found that even educated parents reproduce patterns they learned within the traditional family. A man decides and enjoys free and dominant sexuality, while a woman is required to have a beautiful body and be a wife who submits sexually to her husband. The study concludes that the caring role of women, the subalternity and maternalism-marianism of female identity, and the care of the body and the norms of beauty are the female characteristics that still dominate social thinking. However, due to the increasing participation of women in the labor market, women are becoming gradually more autonomous.

Challenges of Writing Theses and Dissertations in an EFL Context: Genre and Move Analysis of Abstracts Written by Turkish M.A. and Ph.D. Students.

Writing a thesis or dissertation is a challenging procedure as it is one of the requirements of getting a graduate and postgraduate diploma. Writing an abstract like other parts of a thesis or dissertation has its criterion. For this reason, due to globalism, those abstracts written by non-native English speakers may lack some of the features of the abstract genre and move that must be included. This study examines the moves of M.A. and Ph.D. abstracts written by Turkish students between the 2009 and 2019 academic years on foreign language education at Cyprus International University. The data consisted of 50 abstracts chosen randomly from the ELT department. For the analysis, Hyland’s five-move model has been used. The study results reveal that 40 abstracts did not follow the five moves that Hyland has put forward. Moreover, it can be stated that the absence of some moves in the abstracts may cause restraint for readers to comprehend these studies in terms of communicative purposes.

What Explains Caste-based Wage Inequalities and Earning Gaps in the Indian Labour Market? Theil and Oaxaca Decomposition Analysis

Caste-based wage discrimination can counteract the development process. This article uses two distinct estimation methods to examine earning gaps between forward castes also referred to as ‘general category’ workers and traditionally disadvantaged or ‘backward caste’ workers in the Indian labour market. First, we interpret the inequality indicator of the Theil index and decompose Theil to show within and between-group inequalities. Second, a Threefold Oaxaca Decomposition is employed to break earnings differentials into components of endowment, coefficient and interaction. Earning gaps are examined separately in urban and rural divisions. Within-group inequalities are found larger than between groups across variables, with a higher overall inequality for forward castes. Wage differentials are substantially greater for urban areas and favour FC. A high endowment implies pre-market discrimination in human capital investments such as nutrition and education. Policymakers should first invest in basic quality education and simultaneously expand postgraduate diploma opportunities, subsequently increasing participation in the labour force for traditionally disadvantaged in disciplines and occupations where forward castes have long dominated. JEL Codes: J01, J08, J15, J30, J31, J71

From Career Choice to Career Change: Experiences of PGDE Students in Tanzania

This article presents findings from a qualitative inquiry that explored the underlying motives of career change among Postgraduate Diploma in Education (PGDE) students in Tanzania. Focused group discussions (FGDs) were used to collect data to address two study objectives: first, explore the reasons why PGDE students tend to change their career; and second, determine PGDE students’ intentions to join and stay in the new career. The findings indicate that career change is motived by both intrinsic and extrinsic factors. Specifically, career change motives are due to job dissatisfaction, employment opportunities, wrong first career choice, and the desire for career growth. This article provides relevant information on career change influencers and intentions of PGDE students to join and stay in their new careers. A teacher who has moved from one career paths to another needs professional support to cope with various professional challenges. This would not only bridge the gap between becoming and being a teacher, but also make easy for them to grow professionally. Based on the findings, the article concludes that different motives for career change imply that quality teacher training, and recruitment and retention strategies in the teaching profession are worth re-thinking. The findings are discussed in the context of teacher attraction and retention in Tanzania.

Students’ acceptance of WhatsApp as teaching and learning tool in distance higher education in sub-Saharan Africa

Many educators are concerned about students’ use of WhatsApp for learning purposes, especially in emergency remote teaching during the COVID-19 pandemic. This study applied the unified theory of acceptance and use of technology (UTAUT) model to examine factors that predict distance students’ acceptance of WhatsApp for learning. Correlational design was employed. Questionnaires were used to collect data from 273 undergraduate and post-graduate diploma distance students in Ghana. Data were analyzed using partial least squares-structural equation modeling (PLS-SEM). The results showed that performance expectancy, effort expectancy, social influence, and facilitating conditions are significant predictors of distance students’ intentions to use WhatsApp to support learning. However, mobile phone self-efficacy without mediation was not a significant predictor of behavioral intention. Finally, use behavior was significantly predicted by behavioral intention but not facilitating conditions. It was recommended, among other things, that before adopting WhatsApp for instructional activities, management and faculties of educational institutions should ensure the availability of suitable conditions such as WhatsApp-supported mobile devices for students’ use.

Investigation into The Uses and Practices of Continuous Assessment Among Secondary School Teachers in Biu Educational Zone of Borno State

This research assess uses and practice of continuous assessment among senior secondary school teachers in Biu Educational Zone of Borno State, Nigeria. Descriptive survey design was employed, all the one hundred and ninety-two (192) teachers in the zone constitute the population and sample of the study. Three objective, one hypotheses were formulated to guide the study, questionnaire was used. Frequency and percentage were used to answer the research questions. While one-way analysis of variance (ANOVA) were used to answer the hypotheses at 0.05 level of significance data collected was statistically analyzed using statically package of social science (SPSS) at 0.05 level of significance. The major findings of the study revealed that: teachers do not make used of continuous assessment in decision making, there is no significant in the practice of continuous assessment among less qualified, qualified and unqualified teachers. The researchers recommended that: the state government as well as stake holders in Biu Educational Zone of Borno state should only recruit teachers with educational background, those that are still in the system should encouraged to have post graduate diploma in education. Administrator and stakeholders should from time to time organize in house workshop or seminars for teachers in order to acquire real knowledge of C.A. Government should also provide appropriate continuous assessment guideline to help teachers on how to conduct and use continuous assessment, also regular supervision should be done to ensure the effective and efficient use of continuous assessment.

Les centres de référence des infections ostéoarticulaires (CRIOAC) en France

Bone and joint infections (BJI) are rare but have a high morbidity and economic burden. The complexity of these infections is the consequence of their heterogeneous clinical presentation and is responsible for significant heterogeneity in their management. Risk factors for failure were identified based on the analysis of pre-existing registries and led to the emergence of a new definition : Complex-BJI. This definition has allowed a better categorization of these infections and the targeting of those with a more serious vital and functional prognosis and a high economic impact. In order to offer a homogeneous and optimal management of these infections, the need for a multidisciplinary expertise became apparent and the Ministry of Health, supported by the healthcare societies, set up a national network of referral centers for complex bone and joint infections in 2008. These centers have been implemented sequentially throughout the French territory and, currently, 9 reference centers and 21 associate centers were certified. Their role are: 1) to provide advice on the management of BJI at a local and regional level and especially for Complex-BJI through periodic multidisciplinary meetings involving at least an infectious diseases specialist, an orthopedic surgeon and a microbiologist; 2) to organize learning sessions for BJI management with the creation of a postgraduate diploma and the organization of a national scientific meetings focused on these infections; 3) to promote clinical research and technological development by conducting national-wide clinical trials and epidemiological analysis based on the data from multidisciplinary meetings recorded in a national registry.

Vladimir Bolshinsky, MD, MBBS, FRACS.

Dr. Vladimir Bolshinsky is a Consultant Colon and Rectal Surgeon for the Department of Surgery at Peninsula Health and Austin Health in Victoria, Australia. Additionally, he is the Co-Director of Surgical Health Specialist in Victoria. Vladimir was born in Donetsk, Ukraine and emigrated to Australia at the age of 9 years with his parents. He graduated from Monash University (Australia) with a Bachelor of Medicine and Surgery in 2006 and subsequently a postgraduate diploma in Surgical Anatomy from the University of Melbourne in 2009. Vladimir became a fellow of the Royal Australasian College of Surgeons in 2015. He has completed extensive postfellowship training in colorectal surgery, including 2 years at the Cleveland Clinic as a fellow and clinical associate, where he focused on complex and reoperative pelvic surgery.

The Spinach King’s social enterprise scaling strategy during and post Covid-19 pandemic

Learning outcomes Analyse a social business model; explain the scaling motives in a social enterprise; identify and defend scaling strategies in a social enterprise; and use the social enterprise scaling barrier model to evaluate factors that contribute to scaling failure and suggest ways to address the identified barriers. Case overview/synopsis Lufefe Nomjana, a Cape Town-based social entrepreneur, decided in 2011 to launch a social enterprise that promotes an affordable but healthy lifestyle by baking and selling spinach bread at a low cost. Nomjana combined a for-profit business venture with the social aspect of providing healthy products at a cost people can afford. When the lockdown was implemented in South Africa in March 2020, he still grew his business despite the strict restrictions. Inspired by the growth of the enterprise, in August 2020, and at the height of the national lockdown necessitated by the Covid-19 pandemic, Nomjana decided to open a company-owned outlet in Johannesburg miles away from the Cape. However, the launch of this company-owned outlet was not successful. The failure of the Johannesburg outlet left him with a dilemma, as he had planned to scale up his enterprise into other cities in South Africa. Launching his business in Cape Town had not been a challenge, but he struggled to launch outlets of his social enterprise outside of the Western Cape Province. Complexity academic level Social Entrepreneurship, Commercial Entrepreneurship and Business Management at the Postgraduate Diploma and Masters level. Supplementary materials Teaching notes are available for educators only. Subject code CCS 3: Entrepreneurship.

Bhutanese science teachers\u2019 perceptions of the nature of science: a cross-sectional study

This study investigated Bhutanese science teachers’ conceptions of the nature of science (NOS). The study recruited 225 Bhutanese science teachers based on convenient and snowball sampling techniques. The data was collected using the Myths of Science Questionnaire (MOSQ). The MOSQ was designed on Google Forms and administered through the online survey mode. The data was analysed using descriptive statistics in terms of the measure of frequency supported by science teachers’ open-ended written responses, Independent Sample t-test, and One-way Analysis of Variance (ANOVA). Findings from descriptive statistics showed that Bhutanese science teachers considerably lacked clear understanding of the NOS in terms of scientific knowledge, scientific method, scientists’ work, and scientific enterprise. The Independent Sample t-test showed that there was no statistically significant difference between Bhutanese male and female science teachers’ perceptions of the NOS with p > .05. The One-way ANOVA test revealed statistically significant differences amongst Bhutanese science teachers’ perceptions of the NOS based on their academic qualifications with p < .05. The Tukey Post-hoc test, however, revealed that Bhutanese science teachers’ perceptions of the NOS based on academic qualifications was significant only between teachers with postgraduate diploma and doctor of philosophy.

How does postgraduate diploma in Family Medicine impact on primary care doctors?

BackgroundOver the last decade, the emphasis on improving the education and training of family physicians has increased. World Health Organization has also emphasized the importance of a trained primary care workforce. In 2017, Khyber Medical University (KMU) Peshawar initiated a one-year Postgraduate Diploma in Family Medicine for doctors working in primary care, to upgrade their skills and knowledge as Family Physicians. To justify the allocation of resources, there is a need for research on the impact of such programs. This study explores the impact of Diploma in Family Medicine (DFM) on primary care doctors in Khyber Pakhtunkhwa. It also identifies the barriers associated with learning and its translation to practice.MethodsA mixed-method explanatory study was conducted from February 2019-2020. Forty-five graduates from the DFM program at KMU were invited to participate in this study. The quantitative data was collected through questionnaires (n=30) and the results were then explained further through qualitative focus group interviews (n=24). Descriptive statistics were calculated for the quantitative data and thematic analysis was performed for the qualitative data.ResultsThe respondents (n=30/45) were satisfied from the course content and delivery. They agreed that the course is useful (93.3%), relevant to their learning needs (86.7%) and they were able apply it to their clinical practice (100%). The qualitative findings also corroborated that the course improved both the clinical and consultation skills of the participants. The learning environment encouraged them to identify their learning needs and attain new competencies. They reported being more patient-centered and evidence-based, which increased patients’ satisfaction. The program also resulted in increased career opportunities and other monetary benefits. Despite the blended nature of the program, the participants found it challenging to balance training with the provision of services.ConclusionOne-year Postgraduate Diploma in Family Medicine is focused, practical and relevant to the learning needs of primary healthcare physicians. The policymakers should consider provision of such training opportunities in both public and private-sector. Future research should explore the long-term impact of such programs on healthcare outcomes.

Editorial introductions.

Editorial introductions.