| Summary: | M.Tech. (Education) === The Technikon Witwatersrand (TWR) has lived through the legislative and socio-political changes occasioned by post-Apartheid South Africa. The institution has changed in terms of its demographics from being largely monocultural to being multicultural. A multicultural teachingllearning environment requires educators to be sensitive to cultural diversity and adapt their teaching styles to the needs of the culturally diverse learners. A previous internal report, conducted with a 100 strong focus group, had found many ... educators lacking in professional and attitudinal competencies. The study attempts to assess whether lecturers of the TWR Faculty of Business Management deem themselves to be culturally sensitive, whether they perceive themselves to have cultural knowledge and competence and whether this translates into their praxis. The study further examines whether the lWR Academic Development Unit has the requisite policies in place for both the personal and professional development of the academic staff of the TWR, with particular reference to cultural sensitivity. Both a qualitative and a quantitative approach are used in the research design. An exploratory group interaction and a self-designed questionnaire administered to a sample of academics are the main means of data collection. The data gathered reveals that there does not seem to be an attitudinal problem- and that educators are trying hard to adapt to the multicultural teachingllearning environment without much institutional support. The educators claim to have adapted their language usage, teaching methodology and course material to the culturally diverse learner population, though the data on this aspect is inconclusive. The study deals largely with perceptions, which, by their nature are difficult to verify. Recommendations are made to improve academic success through personal and professional development of the academic staff with particular emphasis on cultural sensitivity training.
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