Browsing by Subject "self-determination"

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    Aural training at a selected tertiary institution in South Africa, 2015-2019: Student perspectives, motivation and problem-solving strategies
    (2020) van Zyl, Silvia; Herbst, Anna
    “Aural training” forms a vital component of conventional music education and practice and has done so for a considerable amount of time, yet it remains a difficult area with regards to student engagement in its practice and application both at school and university level. Apart from extensive scholarly debates on approaches to and methodology of aural education, a crucial issue in need of addressing deals with the student experience on a cultural, environmental and psychological plane. Despite a long-standing history of approaches, methods and concepts having been proffered in advancing aural education, their success rests on the student being reachable, engageable, willing, autonomously motivated and possessing an effective set of problem-solving strategies. This study investigated student perception, motivation and problem-solving strategies in the aural courses at the South African College of Music, University of Cape Town. A mixed methods approach was adopted including semistructured interviews, a questionnaire-based survey and a brief comparative statistical analysis of student aural and theory marks over a five-year period. The theoretical framework adopted for this study consist of merging Embodied Cognition Theory, Dynamic Systems Theory and Self-determination Theory. Participants included current students enrolled in the Aural Intro, Aural I and Aural II courses as well as current tutors, former tutors and other professionals in this field. Findings with possible relevance outside of this demarcated study range from the variance in music education background of incoming students to a lack of problem-solving strategies, exercising various degrees of influence over student perception and motivation and thus directly impacting the effectiveness of an aural education system.
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    How social ventures successfully mobilize resources
    (2025) Goetze, Lauren; Meyer, Camille; Zolfaghari, Badri
    Social ventures are a powerful force for socioeconomic development and self-determination around the world. However, resource scarcity places severe constraints on their impact. Existing literature has not yet adequately explored several key aspects of this phenomenon, leading to limited applicability and effectiveness of current theory. This research endeavors to answer the central question: How do social ventures leverage different resourcing strategies to overcome resource scarcity? Related lines of inquiry are included to answer the sub-questions: What are the implications of different resource mobilization strategies? What effect does context have on social ventures' resource mobilization strategies? By developing four organizational case studies across two countries that have successfully mobilized resources, this study builds understanding of what resource mobilization strategies are most effective. The analysis of the qualitative data followed the abductive approach and aligned with the constructivist paradigm. This method allowed for the centering of participants' perspectives, and exploration of the process of resource mobilization. The findings highlight social capital as the most impactful and widely applicable resource mobilization strategy. After applying the Social Cohesion Perspective to the data, it was evident that two divergent approaches to social capital are present among the cases, with one approach centering bonding and bridging social capital, and the other relying on linking social capital. While both approaches have distinct tradeoffs, linking social capital dependence is shown to fuel a chain reaction of mission drift and degradation of bonding and bridging social capital. Meanwhile, strong networks of bonding social capital, combined with bridging social capital, facilitate continued mission alignment and organizational adaptability. Additionally, this later strategy contributes to increased utilization of bricolage practices to mobilize resources. Finally, the complex effects context exerts on social capital are outlined, showing particularly strong impacts on bonding and linking social capital. This research contributes to theory by expanding the Social Cohesion Perspective, outlining key implications of different resource mobilization strategies which highlight the importance of diversified resource bases. The findings also show that dependence on linking social capital leads organizations towards a potentially hazardous sequence of events driven by mission drift. Further expansion on this theory includes the effects of context on various forms of social capital as well as the process of resource mobilization, and bricolage's ties to social capital.
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    TEDI 3 Week 2 - Career Education and Self-determination
    (2019-06-01) Botha, Michelle
    In this video, Michelle Botha discusses the relationship between work, independence and security for people with visual disabilities, who in South Africa experience unemployment levels of approximately 97%. She discusses the anxiety that surrounds the search for work for people with disabilities. She discusses the change in legislation that has opened up possibilities for employment and tertiary studies for people with visual impairment. She discusses the importance of early career guidance and development at school which can support learners in making informed subject and career choices, and how specialist organisations can support their self-development and provide useful guidance and support. She discusses the importance of assessing learner's self-determination, and how many job opportunities that were previously seen as inaccessible to people with visual disabilities can in fact be pursued successfully.
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    TEDI 4 Week 2 - Strategies to Facilitate Communication
    (2019-06-01) Moloto, Maurisa
    In this video, Maurisa Moloto focuses on some of the practical strategies that can be employed to improve communication for children with severe to profound intellectual disabilities. She discusses using different items and symbols to determine the communicative abilities of different children, and the use of simple questions to encourage communication. She discusses the importance of analysing non-verbal and non-speech communication such as reaching, head-tilting or reaching behaviour. She also discusses the importance of using different teaching tools and techniques for reaching each child in the best way to promote their learning, and the use of a 'communication book; that can be used by the child to communicate to friends and teachers as well as to assist the educators and caregivers in documenting how each child responds to different communication techniques. She also stresses the importance of developing 'vocabulary' (which can include non-verbal symbols and actions) that can assist the child in other spaces, such as in public or at home. Lastly, she stresses the importance of giving children choice to promote their own agency, whether this is in the form of choosing clothing colours or how they want to eat or bathe.
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    TEDI 4 Week 4 - Voice of inclusion
    (2019-06-01) Henkeman, Thandi
    In this video, Thandi Henkeman rounds up the discussion on disability inclusion in the TEDI-4 MOOC. Thandi summarises the findings of the World Health Organisation's findings on disability and the ways in which disability impairs people from enjoying full human rights in current society. She outlines the main goals and principles of the Convention for the Rights of People with Disabilities (CRPD) and discusses them with specific relation to individuals with severe to profound intellectual disability. She summarises the social and medical models of disability, and the importance of a rights-based approach to disability that attempts to maximise the inclusion of individuals with disabilities in society. She concludes with explaining how individuals can contribute to disability inclusion, starting with extensive dialogue, followed by widespread educational opportunities, followed by supporting and education families, then the importance of supporting self-determination, and finally the importance of disability advocacy.