Browsing by Subject "career development"

Now showing 1 - 3 of 3
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    Dikakapa everday heroes - African journeys to success
    (2013) Xulu, Khethelo; Kiravu, Agano; Nofemela, Andile; Ndlovu, Hlumani; Moholisa, Retsilisitsoe; Abera, Aron
    This book, Dikakapa Everyday Heroes: African journeys to success, is the proud initiative of a social intervention project called Dikakapa: Every-day Heroes. "Dikakapa Everyday Heroes: African journeys to success" is a collection of short personal stories by young Africans. In the book, the authors exercise self introspection and examination to reflect on how they navigated the formal education system (matric and/or tertiary level) to emerge as winners in their chosen career paths. It is a motivational tool for those aspiring to join tertiary institutions and is an invaluable resource for new university entrants who often struggle to balance their new found independence with the demands and discipline that varsity requires.
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    Exploring the role of family on the career development of Xhosa-speaking graduates
    (2021) Madyaka, Anela; Jaga, Ameeta
    This study explored the role of family on the career development of Xhosa-speaking graduates in South Africa. There are multiple environmental and individual influences on career development. However, this study focused specifically on family. The Xhosa culture, like other African cultures, endorses cultural values of deference and strong familial connections with extended family. Data from fourteen semi-structured in-depth interviews were analysed using thematic analysis. The key themes that emerged were (1) cultural beliefs, (2) social support and (3) the notion of black tax. The findings suggested that there is a strong relation between a family's cultural beliefs, family responsibilities and the perceived social support on graduate's career development. The understanding of ‘western' career aspirations with familial cultural expectations and support in forming a coherent self-concept could be considered a significant challenge in the career development of these Xhosa graduates. The findings supported the familial influences on graduates' career development and contributed new insights on how family influence is perceived and maintained from an intersectional perspective. The implications for career development in diverse contexts are offered.
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    Mentorship expectations differences across generations: A study of South African black women
    (2025) Kanyuchi, Amantle; Dharani, Babar
    This research investigates the differing mentorship expectations among African-Black women across three generational cohorts: the Struggle Generation (ages 42–61), the Transition Generation (ages 29–41), and the Born Free Generation (ages 22–28). Recognizing mentorship as a vital coping strategy in workplace environments, the study employs qualitative research to explore how factors like historical context, technology, and intersectionality shape these expectations. The study employs a qualitative methodology to explore mentorship relationship expectations among different generational cohorts of African black women in South Africa. Through in- depth interviews with participants from the Struggle, Transition, and Born Free Generations, the research uncovers nuanced experiences and expectations surrounding mentorship. A semi-structured format facilitated open dialogue, allowing participants to share their beliefs and motivations. Data collection adhered to ethical guidelines, ensuring confidentiality, while thematic and narrative analysis identified key patterns and themes. This approach captures diverse perspectives, contributing to a deeper understanding of mentorship dynamics within this demographic. Findings reveal that while the cohorts share a common understanding of mentorship, they differ in preferred formats, key factors for effective relationships, and desired qualities in mentors and mentees. The Struggle Generation balances professional and familial roles, the Born Free Generation seeks digital and informal avenues, and the Transition Generation emphasises proactive engagement. Ultimately, this dissertation highlights that for mentorship to deliver on its promise of fostering both professional growth and personal empowerment, it needs to be dynamic and evolve with the changing needs of generations. The insights underscore the need for tailored mentorship programs that address the diverse needs of African-Black women.