Conference Papers

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https://hdl.handle.net/20.500.14155/205

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Browsing Conference Papers by Author "Khaola, P."

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    Perception of library service quality, satisfaction and frequency of use of library resources
    (Proceedings of UKZN's 8th Annual Teaching and Learning in Higher Education Conference - 2014, 2014) Khaola, P.; Mabilikoane, M
    The aims of this paper are to assess the students' perceived levels of library service quality, satisfaction with the library, frequency of use of library resources, and whether or not there are relationships among these variables. A survey research methodology using LibQUAL+TM instrument was used to collect data from a sample of 400 students at the National University of Lesotho (NUL). Self-administered questionnaires were distributed to students during class hours. Frequencies, means, standard deviations, correlations, regression and factor analysis were used to analyse data. As expected, factor analysis of LibQUAL+TM items yielded 3 factors - affect of service, information control and library as a place. On average, the respondents did not perceive quality service in terms of service provided by the library staff, and easy access and control of information. The majority of respondents also rarely used the library website. There was a strong and positive correlation between all attributes of library quality service and satisfaction with the library. Even though information control and affect of service had a slight correlation with the use of library website, the relationship became insignificant in regression analysis. There was no relationship between satisfaction and frequency of library usage. The paper concludes that LibQUAL+TM has acceptable applicability in Lesotho, and further recommends how affect of service and information control dimensions of library service quality at NUL can be improved.
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    Students' experiences of undergraduate Business Research and supervision at the National University of Lesotho
    (Proceedings of UKZN�s 8th Annual Teaching and Learning in Higher Education Conference - 2014, 2014) Khaola, P.
    The research dissertation and its supervision have been described by researchers as the most advanced levels of learning and teaching respectively. In spite of the intrinsic value of research and its supervision, there are few studies that document the lived experiences of undergraduate students in these areas. Existing studies are dominated by the opinions and experiences of academic staff, and are primarily limited to the issues of research assessment. To our knowledge, there is paucity of research on the lived experiences of undergraduate students in Lesotho. The aim of this paper is to explicate the students' lived experiences of undergraduate dissertation and its supervision at the National University of Lesotho (NUL). We used interpretive qualitative research to give 'voice' to the participants, and identified and interpreted key themes from interviews conducted over a period of two academic years. We specifically used data collected from 17 interviewees in six focus groups, 11 interviewees a year later, documentary analysis and observation over a period of two academic years. The interviews were unstructured, and took between 60 and 120 minutes. We ended the interviews once we realised that no new experiences were related by participants. The analysis of data resulted in nine themes. In general, students expressed positive views about dissertation as an important mode of learning and assessment; acknowledged the important role of research methodology course in undertaking research; found challenges in undertaking some parts of dissertation; and complained about supervisors who were not available, approachable, nurturing, organised, and did not communicate constructive feedback on timely basis using modern communication channels. While qualitative research findings cannot be generalised, we submit that understanding learner experiences can respectively benefit and inform undergraduate learning and supervision at universities.