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3.3.2.13Validity Validity in quantitative research includes the application of statistics to questionnaire construction as well as the use of statistical hypothesis testing. 3.4 ISSUES OF MEASUREMENT The following section will concentrate on the measuring instruments used during this research process. 3.4.1 Exploratory Research Neuman (2003: 29) defines exploratory research as research into an area that has not been studied and in which a researcher wants to develop initial ideas and a more focused research question. At the start of this research project the researcher conducted a literature review in the hope of understanding the different aspects of the CEL's job in the academic institution. As she is a eEL herself it wasn't that difficult to get access to other CELs and role players (students and lecturers) in the co-operative education domain. The researcher interviewed these role players on an informal basis and made certain deductions regarding the role and responsibility, personality traits, abilities and characteristics, experience and qualifications of a eEL. These deductions were combined to construct a Situation Analysis Questionnaire (Appendix B). 3.4.2 Situation Analysis Questionnaire With the help of a dendogram (Appendix A) and by consulting Peterson's (2000) book on the construction of effective questionnaires, a self-administered questionnaire was developed. The 77
questionnaire consisted of dichotomous questions that indicated an unmistakable division. Scope was left for the addition of the respondents' own alternatives by adding spaces for "other" and "comments". This questionnaire was based on a review of previous research and investigations focusing on all the elements of co-operative education and the possible best practice of each as discussed in 3.4.1. A panel consisting of at least fifteen members (representatives of academia, mentors from industry and/or commerce as well as students or alumni who had completed their experiential learning component each having an active association with co-operative education) were recruited to elialuate the proposed instrument for its ability to measure the identified variables. It was expected of the panel to render qualitative feedback on apredetermined scale, each level being specifically defined in a covering document This feedback was used to provide input for the design of a final instrument This was done by subjecting the feedback to an intense review in a statistical as well as semantic manner. The Situation Analysis Questionnaire was then administered to arandom sample of the following: • Attendants of the 2001 WACE (World Association for Co-operative Education) conference. • Attendants of the 2002 SASCE (South African Society for Co-operative Education) conference. • CELs at the Cape Technikon. • Cape Technikon co-operative education students. 3.4.3 Final Questionnaire The Rna! Questionnaire (Appendix Cl was then constructed according to the insights gained from the Situation Analysis Questionnaire. The Rnal Questionnaire is self-administerable. The questionnaire contains clear and precise instructions on how to answer the questions. The questionnaire is divided into logical sections according to the following subjects: 78
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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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Page 49 and 50: Personality is further defined by G
Page 52 and 53: to act assertively, rather than agg
Page 54 and 55: simply from being involved in their
Page 56 and 57: 2.3.13 Energetic The GEL should be
Page 58 and 59: change over time and that employers
Page 60 and 61: Graharn and Bennet (1998:114) add t
Page 62 and 63: The GEL must have the ability to pe
Page 64 and 65: 2.3.33 Responsible According to Rue
Page 66 and 67: 2.3.38 Sympathetic Whitaker (1995:1
Page 68 and 69: 2.4 ABILITIES AND CHARACTERISTICS A
Page 70 and 71: 2.4.3 Willing to Tackle and Solve P
Page 72 and 73: A good sense of humour can only ben
Page 74 and 75: Communication occurs in many forms,
Page 76 and 77: Ashcroft and Foreman-Peck (1994:30)
Page 78 and 79: Carrel, et al. (1997:477) feel tha1
Page 80 and 81: 2.4.19 Ability to Criticise Tactful
Page 82 and 83: Robbins and Hunsaker (1989:34-35) a
Page 84 and 85: Carrel, et al. (1997:489) are of th
Page 86 and 87: The four levels of qualifications a
Page 88 and 89: The ideal CEl will have just the ri
Page 90 and 91: 3.1.2 Researchers Examine Data Crit
Page 92 and 93: Therefore the objective of this stu
Page 94 and 95: 3.3.2.4 Replication The replication
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 and 146: I 22 RoleJResponsibility Relative t
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I 2.4 Role/Responsibility Relative
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4. CHARACTERlSnCSIABIUnES OF A SUCC
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PROFILE OF AN IDEAL CO·OPERATIVE E
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Frequency Importance 1.1.7 Keeps pa
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Frequency Importance 1.2.11 Plans a
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1.4 Role/Responsibility Relative to
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Please indicate what you think the
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Importance 2.24 Optimistic [Tendenc
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Please indicate what you think the
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Please indicate the minimum qualiii
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1.1 ROlEJRESPONS1BIUTY RELATIVE TO
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1.1.5 Develops material to orientat
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1.1.9 Verifies that students' place
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1.1.13 Prepares students for placem
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1.1.17 Prepares students for co-ope
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1.1.21 Makes periodic visits to eac
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1.2 ROLElRESPONSIBIUTY RELATIVE TO
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1.2.5 Shows student employers how t
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1.2.11 Plans and executes publicity
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1.3.3 Establishes and maintains act
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1.3.9 Attends conferences relevant
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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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