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Journal articles on the topic 'Mentoring in Science – South Africa'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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1

MacDonald, Mandi, Andrew Dellis, Shanaaz Mathews, and Jenna-Lee Marco. "Implementing E-mentoring with care-experienced youth under “lock-down” – a South African experience." Journal of Children's Services 15, no. 4 (September 28, 2020): 253–58. http://dx.doi.org/10.1108/jcs-07-2020-0032.

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Purpose This paper aims to describe the challenges and potential benefits of moving a mentoring programme for young people in care and care leavers to an online mode of delivery in response to the South African Government’s efforts to curb the spread of the novel coronavirus disease COVID-19. Design/methodology/approach A descriptive account incorporating reflections from staff responsible for the move to e-mentoring and from South African and UK researchers undertaking an exploratory study of mentoring vulnerable youth at the time when COVID-19 restrictions were imposed. Findings E-mentoring can provide an effective means to maintaining the essential elements of a well-established mentoring programme for young people in care and care leavers under government enforced “lock-down”. E-mentoring presents particular challenges and benefits in the South African context. Youth in care and care leavers have unequal access to a digital infrastructure, but this can be overcome by investment in resourcing, equipping and training carers, mentors and mentees. The geographical reach offered by online platforms gives young people access to a more diverse pool of mentors. Originality/value Both care leaving services and the use of e-mentoring to meet the needs of vulnerable young people are emerging areas of practice and research interest. This paper brings the two areas together in the context of South Africa under COVID-19 “lock-down” through describing the response of one mentoring programme and highlighting the benefits and challenges.

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Taylor, Lisa, M. Craig Edwards, Marshall Baker, Craig Watters, and James Rutledge. "African Entrepreneurs’ Perceptions on the Mentoring Provided by a Cross-cultural Professional Development Experience: Implications for Future Programs." Journal of International Agricultural and Extension Education 27, no. 3 (August 19, 2020): 7–17. http://dx.doi.org/10.5191//jiaee.2020.27307.

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We conducted a multicase investigation to assess the impacts of a cross-cultural exchange program on Entrepreneur Fellows from Kenya, South Africa, and Uganda (8 women; 14 men) after they had returned home from the United States. Our assessment included the mentoring aspect of the program. Six questions and related probes guided semi-structured interviews with the 22 Fellows, the study’s quintain. The lead researcher transcribed the study’s interviews and verified accuracy and trustworthiness by sending her transcriptions to the Fellows for verification. Findings derived from the interviews or cases crystallized as themes representative of the quintain. The emergent themes, which included mentoring, inspired two theoretical lenses to guide our interpretation of the Fellows’ experiences: human capital theory and theory of planned behavior. Recommendations for practice include additional training of entrepreneur mentors and suggestions to facilitate high-quality field experiences. Additional research examining participants’ views about mentoring – protégés and their mentors – as an integral component of entrepreneurial training in cross-cultural settings, and how that can be improved, would likely enhance the learning outcomes of similar programs. Keywords: entrepreneurship; international exchanges; mentoring; professional development

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Taylor, Lisa, M. Craig Edwards, Marshall Baker, Craig Watters, and James Rutledge. "African Entrepreneurs’ Perceptions on the Mentoring Provided by a Cross-cultural Professional Development Experience: Implications for Future Programs." Journal of International Agricultural and Extension Education 27, no. 3 (August 19, 2020): 7–17. http://dx.doi.org/10.5191/iaee.2020.27307.

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We conducted a multicase investigation to assess the impacts of a cross-cultural exchange program on Entrepreneur Fellows from Kenya, South Africa, and Uganda (8 women; 14 men) after they had returned home from the United States. Our assessment included the mentoring aspect of the program. Six questions and related probes guided semi-structured interviews with the 22 Fellows, the study’s quintain. The lead researcher transcribed the study’s interviews and verified accuracy and trustworthiness by sending her transcriptions to the Fellows for verification. Findings derived from the interviews or cases crystallized as themes representative of the quintain. The emergent themes, which included mentoring, inspired two theoretical lenses to guide our interpretation of the Fellows’ experiences: human capital theory and theory of planned behavior. Recommendations for practice include additional training of entrepreneur mentors and suggestions to facilitate high-quality field experiences. Additional research examining participants’ views about mentoring – protégés and their mentors – as an integral component of entrepreneurial training in cross-cultural settings, and how that can be improved, would likely enhance the learning outcomes of similar programs. Keywords: entrepreneurship; international exchanges; mentoring; professional development

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Taylor, Lisa, Craig Edwards, Marshall Baker, Craig Watters, and James Rutledge. "African Entrepreneurs’ Perceptions on the Mentoring Provided by a Cross-cultural Professional Development Experience: Implications for Future Programs." Journal of International Agricultural and Extension Education 27, no. 3 (August 15, 2020): 7–17. http://dx.doi.org/10.5191/jiaee.2020.27307.

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We conducted a multicase investigation to assess the impacts of a cross-cultural exchange program on Entrepreneur Fellows from Kenya, South Africa, and Uganda (8 women; 14 men) after they had returned home from the United States. Our assessment included the mentoring aspect of the program. Six questions and related probes guided semi-structured interviews with the 22 Fellows, the study’s quintain. The lead researcher transcribed the study’s interviews and verified accuracy and trustworthiness by sending her transcriptions to the Fellows for verification. Findings derived from the interviews or cases crystallized as themes representative of the quintain. The emergent themes, which included mentoring, inspired two theoretical lenses to guide our interpretation of the Fellows’ experiences: human capital theory and theory of planned behavior. Recommendations for practice include additional training of entrepreneur mentors and suggestions to facilitate high-quality field experiences. Additional research examining participants’ views about mentoring – protégés and their mentors – as an integral component of entrepreneurial training in cross-cultural settings, and how that can be improved, would likely enhance the learning outcomes of similar programs. Keywords: entrepreneurship; international exchanges; mentoring; professional development

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5

Taylor, Lisa, M. Craig Edwards, Marshall Baker, Craig Watters, and James Rutledge. "African Entrepreneurs’ Perceptions on the Mentoring Provided by a Cross-cultural Professional Development Experience: Implications for Future Programs." Journal of International Agricultural and Extension Education 27, no. 3 (August 8, 2020): 7–17. http://dx.doi.org/10.5191/jiaee.2020.2737.

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We conducted a multicase investigation to assess the impacts of a cross-cultural exchange program on Entrepreneur Fellows from Kenya, South Africa, and Uganda (8 women; 14 men) after they had returned home from the United States. Our assessment included the mentoring aspect of the program. Six questions and related probes guided semi-structured interviews with the 22 Fellows, the study’s quintain. The lead researcher transcribed the study’s interviews and verified accuracy and trustworthiness by sending her transcriptions to the Fellows for verification. Findings derived from the interviews or cases crystallized as themes representative of the quintain. The emergent themes, which included mentoring, inspired two theoretical lenses to guide our interpretation of the Fellows’ experiences: human capital theory and theory of planned behavior. Recommendations for practice include additional training of entrepreneur mentors and suggestions to facilitate high-quality field experiences. Additional research examining participants’ views about mentoring – protégés and their mentors – as an integral component of entrepreneurial training in cross-cultural settings, and how that can be improved, would likely enhance the learning outcomes of similar programs. Keywords: entrepreneurship; international exchanges; mentoring; professional development

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6

Ncube, B., K. J. Mammen, and J. M. Molepo. "Mismatch between Policy Implementation and Ground Realities: The Case of Science Educator Mentoring in South African Schools." Anthropologist 14, no. 6 (November 2012): 607–16. http://dx.doi.org/10.1080/09720073.2012.11891286.

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7

Mangi, Nozuko Glenrose, Daniel Ter Goon, and Elizabeth Matsidiso Yako. "Self-efficacy and Clinical Performance of Nurses Initiated and Management of Antiretroviral Therapy: Narrative Review." Open Public Health Journal 12, no. 1 (March 19, 2019): 86–93. http://dx.doi.org/10.2174/1874944501912010086.

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Introduction: Self-efficacy plays a major role in the behaviour of a human being by how he/she approaches a goal, task or a challenge so that a desired level of performance is produced. The objective of this paper is to review and analyse literature on self-efficacy and clinical performance among professional nurses regarding quality of care in implementation of NIMART programme. Methodology: A literature review was conducted using online resources. Search engines included EBSCO, Google Scholar, Medline, PubMed, Psych info and BIOMED Central articles and journals published between 2007 and 2017. Relevant papers on self-efficacy and clinical performance regarding the implementation of NIMART programme in South Africa were analysed. Results: 278 papers were identified and 22 eligible papers were selected for analysis. Reviewed literature exhibited that self-efficacy is very crucial in the clinical performance of nurses in the implementation of NIMART. Self-efficacy helps to predict motivation and performance of individuals. Lack of mentoring, support and exposure to clinical practice had negative effect on nurse’s self-efficacy. Conclusion: Given the paucity of information on self-efficacy and clinical performance of NIMART in the South African context, future studies are warranted to gain more understanding of self-efficacy in the clinical performance of professional nurses.

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Bansilal, Sarah, and Angela James. "PHYSICAL SCIENCE TEACHERS’ PERCEPTIONS OF AN ADVANCED CERTIFICATE IN EDUCATION." Problems of Education in the 21st Century 70, no. 1 (April 25, 2016): 21–33. http://dx.doi.org/10.33225/pec/16.70.21.

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Advanced Certificate in Education programmes was offered by many South African universities to provide opportunities for teachers to upgrade their positions. The purpose of the study was to explore Physical Science teachers’ perceptions of their professional development. In this study we considered three domains of professional development which are content knowledge, pedagogic content knowledge and teacher beliefs and attitudes. This study used a mixed method approach using the form of an embedded design. The study was conducted with 156 students enrolled in an ACE Physical Science programme. The teachers stated that their content knowledge and pedagogic content knowledge had not only improved, but also their engagement with actual laboratories, and conducting experiments contributed to their teaching experiences. Hence, their self-confidence of physical science teaching evolved. The authors recommend that the ACE programme should also include a mentoring system with teaching practicum via school leadership and subject advisers. Key words: content knowledge, professional development, physical science teachers, pedagogic content knowledge, teacher beliefs, teacher confidence.

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Iwu, Charmaine Helena. "Newly Qualified Female Teachers’ Perception of Teaching Practicum as a Component of Initial Teacher Education in South Africa." African Journal of Teacher Education 10, no. 1 (April 11, 2021): 38–69. http://dx.doi.org/10.21083/ajote.v10i1.6389.

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This study was undertaken with the aim of understanding how newly qualified female teachers perceive teaching practicum in the South African context. Teaching Practicum is a vital component of the initial teacher education (ITE) programme because it enriches future teachers’ knowledge, skills and abilities towards a lifelong career in the teaching profession. Teachers make valuable contributions to the growth of any nation as they help produce future leaders. It is therefore necessary to have a competent teaching workforce to improve pass rates as well as reduce dropout rates among learners. The study took the qualitative deductive premise making use of semi-structured interviews to collect data from more than 30 novice teachers. Key words, which helped in the identification of themes, were distilled from the responses. A core overall finding of the study point to a mix of experiences - benefits and shortcomings - which not only affect the development of prospective teachers but also have profound implications for both policy enhancement and implementation. Regarding policy enhancement and implementation, it is suggested that universities and schools where novice teachers are posted for teaching practice should have good relations for support advancements. In this case, it is advised that the novice teachers should be exposed to critical mentoring opportunities to allow for clearer understanding of the real classroom scope. This study believes that for this to be fruitful, schools should among others be well-equipped. Suggestions for further research are also flagged. .

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Gureje, O., S. Seedat, L. Kola, J. Appiah-Poku, C. Othieno, B. Harris, V. Makanjuola, L. N. Price, O. O. Ayinde, and O. Esan. "Partnership for mental health development in Sub-Saharan Africa (PaM-D): a collaborative initiative for research and capacity building." Epidemiology and Psychiatric Sciences 28, no. 04 (November 27, 2018): 389–96. http://dx.doi.org/10.1017/s2045796018000707.

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AbstractAimsIn low- and middle-income countries (LMIC) in general and sub-Sahara African (SSA) countries in particular, there is both a large treatment gap for mental disorders and a relative paucity of empirical evidence about how to fill this gap. This is more so for severe mental disorders, such as psychosis, which impose an additional vulnerability for human rights abuse on its sufferers. A major factor for the lack of evidence is the few numbers of active mental health (MH) researchers on the continent and the distance between the little evidence generated and the policy-making process.MethodsThe Partnership for Mental Health Development in Africa (PaM-D) aimed to bring together diverse MH stakeholders in SSA, working collaboratively with colleagues from the global north, to create an infrastructure to develop MH research capacity in SSA, advance global MH science by conducting innovative public health-relevant MH research in the region and work to link research to policy development. Participating SSA countries were Ghana, Kenya, Liberia, Nigeria and South Africa. The research component of PaM-D focused on the development and assessment of a collaborative shared care (CSC) program between traditional and faith healers (T&FHs) and biomedical providers for the treatment of psychotic disorders, as a way of improving the outcome of persons suffering from these conditions. The capacity building component aimed to develop research capacity and appreciation of the value of research in a broad range of stakeholders through bespoke workshops and fellowships targeting specific skill-sets as well as mentoring for early career researchers.ResultsIn the research component of PaM-D, a series of formative studies were implemented to inform the development of an intervention package consisting of the essential features of a CSC for psychosis implemented by primary care providers and T&FHs. A cluster randomised controlled trial was next designed to test the effectiveness of this package on the outcome of psychosis. In the capacity-building component, 35 early and mid-career researchers participated in the training workshops and several established mentor-mentee relationships with senior PaM-D members. At the end of the funding period, 60 papers have been published and 21 successful grant applications made.ConclusionThe success of PaM-D in energising young researchers and implementing a cutting-edge research program attests to the importance of partnership among researchers in the global south working with those from the north in developing MH research and service in LMIC.

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Ngcamu, Bethuel Sibongiseni. "Succession Planning and Leadership Development in a Faculty of Health Sciences." Global Journal of Health Science 11, no. 11 (September 16, 2019): 101. http://dx.doi.org/10.5539/gjhs.v11n11p101.

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BACKGROUND: The challenges in the Faculty of Health Sciences in universities are unique and complex. These dynamic faculties require decisive and strong leadership, smooth systems and business processes, succession plans and development opportunities. These challenges in these faculties are exacerbated by the fact that the roles and responsibilities of the Heads of Departments are multifaceted. Those who are heading them are not acclimatising to the responsibilities because of the lack of support to develop and succeed in their positions. This study therefor seeks to determine challenges faced by the HoDs in the Faculty of Health Sciences, and the succession plans, competences and development programmes that are in place to develop future leadership talent in a university in South Africa. METHODS: A single case study approach was employed whereby qualitative in-depth interviews were conducted with nine HoDs and a faculty dean as well as the observation and document analysis. The grounded theory as an inductive process was used to categorise and code data where themes and trends emerged from the data. RESULTS: Four major themes emerged from the data: The university, faculty and departments within the faculty did not have succession plans while the strategic positions were occupied by post-retirees. The Faculty did not have competent employees who could ascend to academic leadership positions in the faculty. There was limited growth in the Faculty due to the absence of the developmental programmes. There was a plethora of challenges including the shortage of office equipment, absence of the mentoring programmes, structural fragmentation and inefficiencies in the Human Resource Department (HRD). CONCLUSIONS: A pervasive crisis was observed in this particular Faculty of Health Sciences during the turbulent times in universities. It is crucial for the HoDs to receive quality support from the administrative departments such as HRD in order for them to achieve the departmental objectives. The HoDs’ leadership capabilities and effectiveness can be enhanced by mainstreaming the human resources business systems, development, mentoring and coaching, as well as the implementation of well-coordinated succession plans.

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12

Du Preez, Ronel, Leon P. Steenkamp, and Roelof S. Baard. "An Investigation Into A Peer Module Mentoring Programme In Economic And Management Sciences." International Business & Economics Research Journal (IBER) 12, no. 10 (September 30, 2013): 1225. http://dx.doi.org/10.19030/iber.v12i10.8133.

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All South African universities face the challenges of student success and retention - a challenge compounded by under-prepared students from diverse backgrounds. This article explores peer module mentoring as a possible approach to facilitate student success in Economic and Management Sciences. An ex post facto quantitative research methodology, with a web-based questionnaire, was implemented. Perspectives of both mentors and mentees who participated in the faculty module mentoring programme during 2012 were investigated regarding their motivation for participation and evaluation of the programme. The module mentoring programme was experienced as being beneficial by both the mentors and mentees. Altruistic, cognitive, social, personal growth and financial benefits were derived from the programme. The findings provide a strong argument in favour of the expanding and continuation of module mentoring programmes in the Faculty of Economic and Management Sciences. The findings are not generalisable beyond the scope of the particular faculty and institution, but provide input and guidance for decision-making related to student support initiatives. The continuance of the module mentoring programme entails investments in terms of both money and time. This article considers the benefits derived from these investments in a faculty-wide module mentoring programme at a South African university.

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Msila, Vuyisile. "Mentoring and School Leadership: Experiences from South Africa." Journal of Social Sciences 32, no. 1 (July 2012): 47–57. http://dx.doi.org/10.1080/09718923.2012.11893051.

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Jones, Deborah, and Zanele Ndaba. "Mentoring indigenous women: strategies from South Africa and New Zealand." Academy of Management Proceedings 1, no. 1 (April 16, 2013): aomafr.2012.018. http://dx.doi.org/10.5465/aomafr.2012.0184.

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15

Ganesh, Aaron, Alec Bozas, Mogie Subban, and Elias Munapo. "The benefits of mentoring and coaching in the public sector." Journal of Governance and Regulation 4, no. 3 (2015): 16–29. http://dx.doi.org/10.22495/jgr_v4_i3_p2.

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A project at the Frontier Hospital in Queenstown (South Africa) commenced in January 2009, and extended over a period of four months. Two mentoring and coaching workshops were held to create a broad awareness and a common understanding about mentoring and coaching as tools for learning and growth. A study was carried out to determine the effects of mentoring and coaching on managers following attendance of the workshops. The study results revealed that the race and gender of the respondents did not significantly affect mentoring and coaching. The respondents were in unanimous agreement that the programme was beneficial and the functional specialisation of the respondents did not affect their assessment of the mentoring and coaching programme. The study also revealed that mentoring and coaching did improve work performance and that it had far reaching positive effects in improving work-place performance at Frontier Hospital, in South Africa.

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Mans-Kemp, Nadia, and Suzette Viviers. "Investigating board diversity in South Africa." Journal of Economic and Financial Sciences 8, no. 2 (July 30, 2015): 392–414. http://dx.doi.org/10.4102/jef.v8i2.100.

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The issue of board diversity has been widely debated. Given the lack of conclusive empirical evidence, this study investigated the relationship between gender and race board diversity and the financial performance of South African companies. The sample covered 1 542 annual observations over the period 2002 to 2012. The percentage of female and black directors of companies listed on the Johannesburg Stock Exchange increased significantly over the research period. Board diversity differed considerably across industries. A statistically significant positive relationship existed between the percentage of both female and black directors and earnings per share. In contrast, a statistically significant negative relationship was found between the percentage of both female and black directors and total shareholder return. Given the lack of a clear business case, the question arises as to how board diversity on the JSE can be encouraged. The researchers recommend that more attention should be given to the development and mentoring of diverse board candidates.

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Moorosi, Pontso. "Mentoring for school leadership in South Africa: diversity, dissimilarity and disadvantage." Professional Development in Education 38, no. 3 (July 2012): 487–503. http://dx.doi.org/10.1080/19415257.2011.637430.

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18

Amosun, Seyi Ladele, Greta AVM Geerts, and Reneda Basson. "Perceptions of academic staff about mentoring in a Faculty of Dentistry in a public university in South Africa." South African Dental Journal 76, no. 06 (July 31, 2021): 309–14. http://dx.doi.org/10.17159/2519-0105/2021/v76no6a1.

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Mentoring programs contribute to the development and retention of academics in dental education. To describe the perceptions of academic staff of the Faculty of Dentistry, University of the Western Cape, South Africa, about a funded pilot mentoring process. Cross-sectional, purposive sampling qualitative design. Twenty mentees who had engaged in the funded mentoring process were targeted for semi-structured interviews, to describe their perceptions about the ongoing mentorship process, experiences in other mentoring processes, and expectations about future formal mentoring in the faculty. Quantitative data was analysed descriptively, while content analysis of the qualitative data was performed to identify themes. Perceptions of eight mentees, aged 37 to 59 years and spent between 3 and over 20 years in the faculty, were categorized into two themes - ‘A welcome initiative’ and ‘Mentorship seen as a holistic experience’. The program provided the much-needed space where mentees felt they could seek guidance for their development. Expectations from a future formal program included assistance in meeting institutional and personal demands. Participants’ expectations were broader than what the pilot program offered, though

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19

Elliott, Timothy Lynn, and Julie Johnson. "Essay: Principles in Practice and the ‘Footprint’ of the US Student Abroad." Frontiers: The Interdisciplinary Journal of Study Abroad 14, no. 1 (December 15, 2007): 48–50. http://dx.doi.org/10.36366/frontiers.v14i1.201.

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20

Saunders, Chris. "South Africa and Africa." ANNALS of the American Academy of Political and Social Science 652, no. 1 (January 30, 2014): 222–37. http://dx.doi.org/10.1177/0002716213512986.

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This article examines aspects of the complex relationship between South Africa and the rest of Africa from the presidency of Nelson Mandela through those of Thabo Mbeki and Jacob Zuma, showing how the relationship changed over time and exploring the influences that shaped South Africa’s policy on and toward the continent—a policy that has largely been determined by the presidency rather than the Department of Foreign Affairs/International Relations and Co-operation. To understand the changing relationship between South Africa and the rest of the continent, it is necessary to consider, first, the history before 1994, then the dramatically altered situation that the transfer of power in South Africa brought about, Thabo Mbeki’s interventionist approach to Africa in general, and Jacob Zuma’s ambiguous involvement in continental affairs. The article concludes with some speculative thoughts on the role that South Africa may play on the continent in the future.

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Hughes, Tim. "South Africa." South African Journal of International Affairs 12, no. 1 (June 2005): 147–65. http://dx.doi.org/10.1080/10220460509556754.

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Seekoe, Eunice. "MENTORING NEEDS OF NEWLY APPOINTED NURSE EDUCATORS IN NURSING EDUCATION INSTITUTIONS IN SOUTH AFRICA." Africa Journal of Nursing and Midwifery 17, no. 3 (November 1, 2015): 56–70. http://dx.doi.org/10.25159/2520-5293/218.

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23

Jordaan, Sunet, Ruth Stewart, Yvonne Erasmus, Louis Maluwa, Janine Mitchell, Laurenz Langer, Russell Wildeman, Natalie Tannous, and Josee Koch. "Reflections on mentoring experiences for evidence-informed decision-making in South Africa and Malawi." Development in Practice 28, no. 4 (April 23, 2018): 456–67. http://dx.doi.org/10.1080/09614524.2018.1444733.

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COERTZEN, P. "South Africa." European Journal for Church and State Research - Revue européenne des relations Églises-État 8 (January 1, 2001): 347–65. http://dx.doi.org/10.2143/ejcs.8.0.505033.

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Plasket, Clive. "South Africa." ANNALS of the American Academy of Political and Social Science 622, no. 1 (March 2009): 256–68. http://dx.doi.org/10.1177/0002716208328477.

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Whitaker, Jennifer Seymour, Edmond J. Keller, and Louis A. Picard. "South Africa in Southern Africa." Foreign Affairs 68, no. 5 (1989): 225. http://dx.doi.org/10.2307/20044277.

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Powell, Colin. "US, South Africa and Africa." South African Journal of International Affairs 8, no. 2 (December 2001): 1–11. http://dx.doi.org/10.1080/10220460109545354.

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Buhlungu, Sakhela. "South Africa." Work and Occupations 36, no. 2 (March 12, 2009): 145–61. http://dx.doi.org/10.1177/0730888409333753.

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This article explores the ways in which a form of intellectual engagement has gone beyond merely studying society and sought to influence processes of change by engaging with actors outside disciplinary scholarship and the academy. In South Africa, the broad subdiscipline of labor studies provides probably the best illustration of this engagement, which Burawoy has termed public sociology. The article traces the emergence and growth of public sociology, initially from the position of relative privilege in the ivory tower and later to more direct forms of engagement with the new publics that emerged in the antiapartheid struggle. The discussion explains why the labor movement became the focal point of public sociology in South Africa. Finally, the article argues that the advent of democracy led to a growing assertiveness among the antiapartheid movements, including labor. Not only did this alter the terms on which public sociology was undertaken, it also resulted in a decline of public sociology inherited from the antiapartheid struggle.

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James Williams, John. "South Africa." Cities 17, no. 3 (June 2000): 167–83. http://dx.doi.org/10.1016/s0264-2751(00)00012-3.

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Witbooi, Emma. "South Africa." International Journal of Marine and Coastal Law 17, no. 3 (2002): 431–40. http://dx.doi.org/10.1163/157180802x00143.

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Bouwhuis, Stephen. "South Africa." International Journal of Marine and Coastal Law 29, no. 2 (June 9, 2014): 363–72. http://dx.doi.org/10.1163/15718085-12341316.

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Devine, D. J. "South Africa." International Journal of Marine and Coastal Law 10, no. 4 (1995): 556–69. http://dx.doi.org/10.1163/157180895x00295.

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Prescott, Victor. "South Africa." International Journal of Marine and Coastal Law 14, no. 4 (1999): 557–65. http://dx.doi.org/10.1163/157180899x00327.

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Mills, Greg. "South Korea and South Africa." South African Journal of International Affairs 6, no. 2 (December 1999): 127–32. http://dx.doi.org/10.1080/10220469909545264.

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Kagee, Ashraf, Tony Naidoo, and Nazeem Mahatey. "Theoretical underpinnings of a Student Mentoring Programme at an historically Black university in South Africa." International Journal for the Advancement of Counselling 19, no. 3 (1997): 249–58. http://dx.doi.org/10.1007/bf00115680.

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Barber, James. "South Africa 1984." International Affairs 62, no. 1 (1985): 95. http://dx.doi.org/10.2307/2618070.

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Butler, Anthony. "Restructuring South Africa." International Affairs 70, no. 4 (October 1994): 828. http://dx.doi.org/10.2307/2624646.

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Mufson, Steven. "South Africa 1990." Foreign Affairs 70, no. 1 (1990): 120. http://dx.doi.org/10.2307/20044698.

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Jorre, John de St. "South Africa Embattled." Foreign Affairs 65, no. 3 (1986): 538. http://dx.doi.org/10.2307/20043080.

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40

Hannibal, K. "Report on South Africa." Science 248, no. 4951 (April 6, 1990): 86. http://dx.doi.org/10.1126/science.248.4951.86.

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41

Lyon, David. "Contemporary South Africa." International Sociology 22, no. 2 (March 2007): 189–90. http://dx.doi.org/10.1177/026858090702200214.

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Desmond Tutu, Archbishop. "South Africa, Africa and the World." Conflict, Security & Development 4, no. 2 (August 2004): 199–205. http://dx.doi.org/10.1080/1467880042000259112.

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Byrne, Deirdre C. "Science Fiction in South Africa." PMLA/Publications of the Modern Language Association of America 119, no. 3 (May 2004): 522–25. http://dx.doi.org/10.1632/003081204x20596.

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As has been said many times before, South Africa is a land of contrasts: Between races, landscapes, economic strata, political viewpoints, and lifestyles. A complex contrast, but one that is relevant to science fiction, is the disparity between levels of technological literacy. Some of the country's population have access to advanced technology, such as Internet connections and cell phones, but most citizens have a monthly income well below the comfort level. Illiteracy is extremely high, despite the efforts of a large number of educational organizations. The HIV/AIDS pandemic has reached crisis proportions; by 2010, approximately sixty-five percent of the country's adult population will have died of the disease if the current rate of infection continues unchecked. In this context, one cannot expect an advanced awareness of technological or scientific developments; neither can one assume even a basic acquaintance with published literature.

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van Huyssteen, C. W. "Soil Science in South Africa." Soil Horizons 54, no. 1 (2013): 1. http://dx.doi.org/10.2136/sh2013-54-1-gc.

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Smuts, Melanie. "South Africa: A Science Lesson." World Policy Journal 31, no. 1 (2014): 70–80. http://dx.doi.org/10.1177/0740277514529719.

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Hulbert, J. M., and F. Roets. "Science engagement in South Africa." Science 361, no. 6406 (September 6, 2018): 985. http://dx.doi.org/10.1126/science.aav1499.

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Kent, Athol, and Trevor Gibbs. "Health Science in South Africa." Medical Education 38, no. 2 (February 2004): 121–22. http://dx.doi.org/10.1111/j.1365-2923.2004.01748.x.

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Ndebele, Clever. "Gender and School Leadership: Breaking the Glass Ceiling in South Africa." Multidisciplinary Journal of Gender Studies 7, no. 2 (June 25, 2018): 1582. http://dx.doi.org/10.17583/generos.2018.2438.

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This study looked at leadership from a gender perspective in a rural context in South Africa. The study investigated the challenges faced by female school principals because of their gender in one rural district. Grounded in the qualitative paradigm and using the social realist theoretical analytical framework, a thematic approach was used in analysing qualitative data gathered through semi-structured interviews with ten female school principals. Findings showed that female school principals were not perceived as incompetent and unable by male colleagues only, but also by female staff colleagues as a result of an entrenched culture of male dominance. Among the challenges faced by female principals included: negative attitude from some parents and educators; being undermined because of their gender and lack of confidence on their side. The study recommends the mounting of gender awareness workshops with both parents and educators to sensitive them on gender equity issues. In addition the study calls for mentoring and networking workshops, in service training opportunities and role modelling to be given to female teachers who aspire to, and have potential in leadership so that these female teachers can feel empowered and see that they have the potential of being leaders.

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Murray, Colin, and Dennis Austin. "South Africa 1984." International Journal of African Historical Studies 19, no. 3 (1986): 557. http://dx.doi.org/10.2307/219006.

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Muir‐Leresche, Kay. "Rural South Africa." Agricultural Economics 20, no. 2 (March 1999): 188–90. http://dx.doi.org/10.1111/j.1574-0862.1999.tb00565.x.

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