Student expectations of future life roles

 

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dc.contributor.advisor Bagraim, Jeffrey en_ZA
dc.contributor.author Mgweba, Sikho en_ZA
dc.date.accessioned 2014-09-02T09:56:01Z
dc.date.available 2014-09-02T09:56:01Z
dc.date.issued 2013 en_ZA
dc.identifier.citation Mgweba, S. 2013. Student expectations of future life roles. University of Cape Town. en_ZA
dc.identifier.uri http://hdl.handle.net/11427/6840
dc.description.abstract Work and family are the two most significant life domains for most individuals (Greenhaus, Collins & Shaw, 2003). Compositional and structural changes in the work and family domains over the past few decades such as: dual-earner couples and single working parents, the decline of traditional gender roles and a movement toward egalitarian family structures have rendered increased understanding and reconciliation of family and working life (Steil, 2007). Such work- family considerations, however, are not only important for adults within the workforce, but also for young adults who are in the process of making future family and career decisions, and are about to enter the workforce (Westring & Ryan, 2011). The purpose of this study was to explore how students understand and distinguish between different life roles, and therefore gain insight into the expectations they have of their future life roles. Using Kelly's Repertory Grids Technique, qualitative data was obtained through fifteen interviews with postgraduate students from the University of Cape Town. The data was analysed using a combination of thematic analysis and frequency counts. The reliability of the results was ensured by conducting two sets of reliability checks. Following thematic analysis, eight dyadic themes emerged: self-interest- selflessness, demanding- relaxing, collaborationindependence, freedom-restriction, affective- unaffective, boring- enjoyment, structuredflexible, and personal satisfaction- obligation. These themes revealed values and attributes students perceive as significant in the construal of their future life roles. The results were interpreted and discussed in light of existing research and literature in the field. en_ZA
dc.language.iso eng en_ZA
dc.title Student expectations of future life roles en_ZA
dc.type Master Thesis
uct.type.publication Research en_ZA
uct.type.resource Thesis en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Faculty of Commerce en_ZA
dc.publisher.department School of Management Studies en_ZA
dc.type.qualificationlevel Masters
dc.type.qualificationname Master of Humanities en_ZA
uct.type.filetype Text
dc.identifier.apacitation Mgweba, S. (2013). <i>Student expectations of future life roles</i>. (Thesis). University of Cape Town ,Faculty of Commerce ,School of Management Studies. Retrieved from http://hdl.handle.net/11427/6840 en_ZA
dc.identifier.chicagocitation Mgweba, Sikho. <i>"Student expectations of future life roles."</i> Thesis., University of Cape Town ,Faculty of Commerce ,School of Management Studies, 2013. http://hdl.handle.net/11427/6840 en_ZA
dc.identifier.vancouvercitation Mgweba S. Student expectations of future life roles. [Thesis]. University of Cape Town ,Faculty of Commerce ,School of Management Studies, 2013 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/6840 en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Mgweba, Sikho AB - Work and family are the two most significant life domains for most individuals (Greenhaus, Collins & Shaw, 2003). Compositional and structural changes in the work and family domains over the past few decades such as: dual-earner couples and single working parents, the decline of traditional gender roles and a movement toward egalitarian family structures have rendered increased understanding and reconciliation of family and working life (Steil, 2007). Such work- family considerations, however, are not only important for adults within the workforce, but also for young adults who are in the process of making future family and career decisions, and are about to enter the workforce (Westring & Ryan, 2011). The purpose of this study was to explore how students understand and distinguish between different life roles, and therefore gain insight into the expectations they have of their future life roles. Using Kelly's Repertory Grids Technique, qualitative data was obtained through fifteen interviews with postgraduate students from the University of Cape Town. The data was analysed using a combination of thematic analysis and frequency counts. The reliability of the results was ensured by conducting two sets of reliability checks. Following thematic analysis, eight dyadic themes emerged: self-interest- selflessness, demanding- relaxing, collaborationindependence, freedom-restriction, affective- unaffective, boring- enjoyment, structuredflexible, and personal satisfaction- obligation. These themes revealed values and attributes students perceive as significant in the construal of their future life roles. The results were interpreted and discussed in light of existing research and literature in the field. DA - 2013 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2013 T1 - Student expectations of future life roles TI - Student expectations of future life roles UR - http://hdl.handle.net/11427/6840 ER - en_ZA


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