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I 2.3 RoleJResponsibility Relative to the Institution 2.3.1 Serves as a campus expert in the field of co-operative education. 2.3.2 Works with faculty members to ensure that the educational values of the programme are achieved. 2.3.3 Actively establishes rapport with teaching faculty members. 2.3.4 Enhances the professional development of co-operative education through research and participation in professional societies. 2.3.5 Reinforces the educational significance of co-operative education. 2.3.6 Ustens to and encourages ideas to improve the functioning of co-operative education. 2.3.7 Represents the viewpoint of the department of co-operative education on various institutional committees. Other Roles/Responsibilities: Comments: YES NO 127
I 2.4 Role/Responsibility Relative to Administration 2.4.1 Establishes and maintains student records for counselling and placement purposes. 2.4.2 Attracts and selects students for participation in the co-operative education programme. 2.4.3 Prepares routine correspondence and other paperwork. 2.4.4 Develops and maintains administrative sUWOrt of the co-operative education programme. 2.4.5 Manages the co-operative education programme and supervises support personnel. Other Roles/Responsibilities: Comments: YES NO I I ! 128
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AN INVESTIGATIVE ANALYSIS OF THE PS
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DECLARATION I hereby declare that t
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Voordat die navorser hierdie studie
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ABSTRACT SUPERVISORS FACULTY DEGREE
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TABLE OF CONTENTS Acknowledgements
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2.3.8 Creative 34 2.3.9 Diligent 35
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2.4.26 Ability to Manage Time 65 2.
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4.8 Guidelines 104 4.8.1 Recruitmen
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Figure 4.8: Types of Experience in
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LIST OF APPENDICES Appendix A: Dend
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students). Models that emphasise a
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Chapman, Call & Meech (1999:26) are
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• Skills development "Interviewin
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1.4.3 Objectives An up-to-date prof
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The questionnaire conformed to the
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The following figure (Rgure 1.1) il
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1.6.11 Mentor The mentor is the per
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CHAPTER TWO LITERATURE STUDY 2.1 IN
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At work, the tenn "role" describes
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2.2.1 Role and Responsibility Relat
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Fumharn (1992:90) defines the CEl's
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It is important that the CEl nurtur
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Personality is further defined by G
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to act assertively, rather than agg
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simply from being involved in their
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2.3.13 Energetic The GEL should be
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change over time and that employers
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Graharn and Bennet (1998:114) add t
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The GEL must have the ability to pe
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2.3.33 Responsible According to Rue
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2.3.38 Sympathetic Whitaker (1995:1
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2.4 ABILITIES AND CHARACTERISTICS A
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2.4.3 Willing to Tackle and Solve P
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A good sense of humour can only ben
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Communication occurs in many forms,
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Ashcroft and Foreman-Peck (1994:30)
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Carrel, et al. (1997:477) feel tha1
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2.4.19 Ability to Criticise Tactful
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Robbins and Hunsaker (1989:34-35) a
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Carrel, et al. (1997:489) are of th
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The four levels of qualifications a
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The ideal CEl will have just the ri
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3.1.2 Researchers Examine Data Crit
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Therefore the objective of this stu
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3.3.2.4 Replication The replication
Page 96 and 97: 3.3.2.13Validity Validity in quanti
Page 98: • The Role and Responsibility of
Page 101 and 102: Neuman (2003:183) identifies eight
Page 103: Table 3.3: Examples of Coding relat
Page 106 and 107: was decided to use bivariate percen
Page 108 and 109: 31% of the local respondents and 26
Page 112 and 113: 4.2.3 Role and Responsibility Relat
Page 114: 4.3 PERSONALITY TRAITS The responde
Page 118 and 119: 4.6 EXPERIENCE Figure 4.7: Qualific
Page 120: systematic way to gather and analys
Page 123 and 124: 4.8 GUIDELINES 0 Qualifications and
Page 125 and 126: 4.8.3 Training Comprehensive job in
Page 127 and 128: CHAPTERS CONCLUDING REMARKS AND ARE
Page 129 and 130: The research also indicated that th
Page 131 and 132: REFERENCES Armstrong, M. 1996. A Ha
Page 133: Cox, B. 1994. Practical Pointers fo
Page 137 and 138: Meyer, M. 1999. Managing Human Reso
Page 139 and 140: Rose, D & Sullivan, O. 1993. Introd
Page 141: APPENDIX A DENDOGRAM: PROPOSED PROF
Page 145: I 22 RoleJResponsibility Relative t
Page 149 and 150: 4. CHARACTERlSnCSIABIUnES OF A SUCC
Page 152 and 153: PROFILE OF AN IDEAL CO·OPERATIVE E
Page 154: Frequency Importance 1.1.7 Keeps pa
Page 157 and 158: Frequency Importance 1.2.11 Plans a
Page 159 and 160: 1.4 Role/Responsibility Relative to
Page 161 and 162: Please indicate what you think the
Page 163 and 164: Importance 2.24 Optimistic [Tendenc
Page 165 and 166: Please indicate what you think the
Page 167 and 168: Please indicate the minimum qualiii
Page 169 and 170: 1.1 ROlEJRESPONS1BIUTY RELATIVE TO
Page 171 and 172: 1.1.5 Develops material to orientat
Page 173 and 174: 1.1.9 Verifies that students' place
Page 175 and 176: 1.1.13 Prepares students for placem
Page 177 and 178: 1.1.17 Prepares students for co-ope
Page 179 and 180: 1.1.21 Makes periodic visits to eac
Page 181 and 182: 1.2 ROLElRESPONSIBIUTY RELATIVE TO
Page 183: 1.2.5 Shows student employers how t
Page 186 and 187: 1.2.11 Plans and executes publicity
Page 189: 1.3.3 Establishes and maintains act
Page 192 and 193: 1.3.9 Attends conferences relevant
Page 194 and 195: 1.4.3 Establishes s1udent records f
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1.4.5 Develops a database of studen
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1.4.9 Develops administrative suppo
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1.4.13 Establishes policy guideline
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2. PERSONAUTY TRAITS 2.1 Accurate G
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2.9 Diligent Group of Respondents I
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2.17 Flexible Group of Respondents
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2.25 Patient Group of Respondents I
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2.33 Responsible Group of Responden
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2.41 Tolerant Group of Respondents
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3.5 Agood sense of humour. Group of
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3.13 Ability to plan effectively. G
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3.21 Ability to give praise. Group
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4. MINIMUM QUAUFICATlONS Importance
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APPENDIX E TABLES: ARRANGEMENT FROM
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ROLElRESPONSlBIUTY RELATIVE TO THE
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PERSONAUTY TRAITS IN ORDER OF IMPOR
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MINIMUM QUAUFlCATIONS OF AN IDEAL C
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