[Thivhulawi Malwela]

in reply to: Module 4, Session 3: Coaching and Mentoring #5671

Coaching and mentoring are different, however, they can be used simultaneously if mentoring is leading by example and coaching is shaking your brain to unleash the potential in a person, the mixing of the two can yield the best results. The good supervisor is the one who can apply both strategies relevantly or at a balanced pace.

[Thivhulawi Malwela]

in reply to: Module 4, Session 1: Ethics in Research #5670

Ethical issues that are particularly pertinent in your field
I am a nurse by profession, autonomy, anonymity, justice, benefiscence, non-malifisence is intergral, profesional secrecy etc.

Suggestions on how to nurture ethical responsibility in our students, or
Deliberations about processes for obtaining ethical clearance at your institution.

Our students in nursing they are taught to be independent practitioner, they need to respect patients, in health reserch all studies are subjected to apply fort ethical clearance certificates from human and clinical health research ethics comittees. Firstly from the university, then to the province, district and local facilities. They are taught not to falsify partients record etc.

[Thivhulawi Malwela]

in reply to: Module 3, Session 3: Research approach and design #5646

The research approach is a systematic way used to direct research. The approach also guides which design and blueprint can be used to undertake the study. it guides the selection of participants tools, and process of data analysis. Worldview too influences the approach to be selected.

[Thivhulawi Malwela]

in reply to: Module 3, Session 3: Disciplinary differences #5645

as a health care provider, I am more inclined toward social constructivism, pragmatic is also of importance. in this field, most of the research falls within the humanistic view of holism. The research in nursing is interested in getting the essence of the humanistic view, narratives and phenomenology are mostly used. the studies follows horizontal pattern.

[Thivhulawi Malwela]

in reply to: Module 2, Session 4: EPE resources’ assessment #5551

Thank you for the resources they are so full of useful information. the sections I read were on the development of a questionnaire, I learned that language is very important. the use of fancy language should be avoided, avoiding of double-barrel questions, and asking personal questions politely. secondly, I was very fond of responding to the reviewers, I learned that is good to understand the journal guidelines correctly to avoid disappointment. as an author, I need to respect the comments and always say thank you. I also learned that publishing needs hard work and patience

[Thivhulawi Malwela]

in reply to: Module 2, Session 3: Zoom discussion of key readings #5539

I had learned that keeping a journal can be done in the following ways:
using an old school of thoughts of paper and a pen, in this school, you can download the article and print it out, read as you underline the important fact, you can use a marker and then write notes to summarise what you had read.

Secondly, you can use a laptop to open a new word page, type the key information and write down what is related to your topic of interest. Make a summary of the things you had read in your own words

I had found this very good and it can reduce similarities

[Thivhulawi Malwela]

in reply to: Module 2, Session 2: Scholarly community of practice #5523

What does it mean to be active in an academic community?
I think to be active means to be engaged in activities that generate knowledge, this implies that this person does community profiling, identifies the problem within the community of interest, comes up with topics that need a survey, drafts proposals based on the problems, seek for funding and initiate a research project, plan the way to disseminate the information to solve the community problems.

How can you introduce your students into this community? Is this part of the role of the supervisor?

Yes is part of the supervisor, what we do in our department is we take students every last Tuesday of the month to go to the identified village and do community profiling or assessment. The community identified will be adopted from their first year until level 4. We have a written memorandum of agreement with them. the students group themselves into the area of interest led by identified community problems. The students are encouraged to draft proposals in year 2, in year 3 proposals are submitted to ethics and get ethical clearance, in level 4 they collect and analyze data, they give feedback to the communities, where is possible they come up with intervention plans. this system made it easy to introduce the students to research. those who continue to master’s level may use this as bases of their dissertations.

• This reply was modified 3 years ago by Thivhulawi Malwela.

[Thivhulawi Malwela]

in reply to: Module 1, Session 4: National Policies #5333

UNIVEN has its own document named POLICY ON POSTGRADUATE TRAINING.
Purpose
To regulate the administration and awarding of all postgraduate degrees with a research component.
Scope of Policy
The policy is applicable to all students who register for an Honours, Masters or Doctoral degree with a research component.
Responsibility
The implementation of the policy will be monitored by the Postgraduate Coordinator (Research and Innovation). The responsibility lies with the DVC, Academic who accounts to SENATE.
Policy Review
The policy will be reviewed every five years.

Each of the 4 faculties have its own executive postgradutes committee to oversse the faculty proces, there is univercity reserch and publication committee (RPC) that guide all this commitee, the senate is the highest body that oversee the procees

[Thivhulawi Malwela]

in reply to: Module 1, Session 4: National Policies #5331

In south africa we have the higher education act 101 of 1997, this was embrasive to all higher education and training including undergadutes and postgraduats. However south african universities had their own institutional policies on postgrduates teaching and learning. All the policies stems from the act, it pescribe the critical crossfields outcomes. This are 7 broad learning outcomes ranked according to blooms taxonomy, the last two that invlves critical thinking and analytic skils guide the postgraduates discilplines. The postgradutes students are at NQF level 8,9,10, honours, masters and PhD. this field student demonstrate the ability to use problem solving skilss and are expected to identify problems that are not solved by yes or no, but need research/survey to come up with abstract evidence that can also be included in generation of new knowledge. most commonly they do this under supervirsion of a person of is having one qualification higher than their level, commonly the person with masters and PhD is belived to possess skill to supervise the other levels.

• This reply was modified 3 years ago by Thivhulawi Malwela.

[Thivhulawi Malwela]

in reply to: Module 1, Session 3: Models of supervision #5271

Yes team supervission benefits both students and facilitators. there is teaming up to fight challenges, to celebate sucess and peer review is done too. this improves the work of postgraduates, i also think it shortens the period of study.

[Thivhulawi Malwela]

in reply to: Module 1, Session 2: Supervision with a humanizing pedagogy #5269

Thank you for the slides, i learned that sometimes we asume that all students coming to p/g lerning should have somrthing to say.We forget that they were not exposed to the same system of learning at their undergrad studies. Various factors influence how much one know, things like social exclusions etc. The thing that was so important to me is that the supervisor need to think of what they can do to make the candidates know, that would be fair.

• This reply was modified 3 years ago by Thivhulawi Malwela.

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