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Objectives: The primary objective of this study was to explore the interplay of psychological conditions that influenced personal engagement among university students. As a theoretical lens through which to investigate this, the study used the job demands-resources model, the study demands-resources model, and the leader-member exchange theory. This study further aimed to explore outcomes that supported students in becoming lifelong learners (i.e., deep-learning approach). Method: Participants were undergraduate students registered at a South African university. We used a purposive, non-probability sampling strategy and employed a cross-sectional survey research design. This study used Mplus version 8.6 for the statistical analyses. Results: Results showed that the psychological conditions of meaningfulness (study resources), availability (burnout risk), and safety (student-leader-member exchange) influenced student engagement. In addition, the results showed that study demands were positively associated with student engagement, although this association can be regarded as small. Furthermore, study resources and student engagement were associated with a deep approach to learning. Conclusions: Findings from the present study demonstrated that Kahn's theory carried implications beyond the workplace and held true in a student learning environment. Further, an exploration of the psychological conditions that led to engagement showed that the job demands-resources model and the study demands-resources model could be used to operationalise study resources as psychological meaningfulness and burnout risk as availability. Similarly, in the context of exploring the student-lecturer relationship, student leader-member exchange could be operationalised as psychological safety. Implication for Practice: Leaders in higher education are encouraged to focus not only on ensuring that students receive adequate support in terms of structures and physical resources during periods of uncertainty, such as the global COVID-19 pandemic, but to adopt a holistic approach that includes considering all the psychological conditions that encourage and promote students' engagement.

Melissa Reynell van der Ross, Chantal Olckers, Pieter Schaap Department of Human Resource Management, Faculty of Economic and Management Sciences, University of Pretoria, Pretoria, South AfricaCorrespondence: Melissa Reynell van der Ross, Email reynellvanderross@gmail.comPurpose: Globally, the pandemic had adverse consequences on the engagement and overall well-being of individuals. From a positive psychological perspective, this study drew on processes of social exchange, Kahn’s theory on personal engagement and crossover theory, to explore the impact of mutual influences among academic staff and students on the engagement of both parties. Subsequently, the study explored the positive outcomes of engagement for both academic staff and students.Participants and Methods: Purposive, non-probability sampling was used, and cross-sectional data were collected through electronic surveys. The sample consisted of a total of 1594 students who were nested within 160 academic staff members.Results: Findings highlighted the influence of interpersonal factors such as high student leader–member exchange on student engagement and the impact of students’ lack of reciprocity on the emotional engagement of academic staff. Findings further revealed that student engagement was positively related to a deep-learning approach and negatively related to a surface-learning approach. Furthermore, this study found a positive significant association between the emotional engagement and the psychological well-being of academic staff.Conclusion: Against the backdrop of the COVID-19 pandemic and to reduce the negative psychological and behavioural challenges resulting from the pandemic, this research intended to inform policy-makers in higher education of the impact that mutual influences among academic staff and students have on their engagement and the benefits of engagement in cultivating a culture of life-long learning among students and improving the psychological well-being of academic staff.Keywords: engagement, lack of reciprocity, psychological well-being, student leader–member exchange, deep and surface learning

Summary: Background: Chronic cough is a common respiratory symptom with an impact on daily activities and quality of life. Global prevalence data are scarce and derive mainly from European and Asian countries and studies with outcomes other than chronic cough. In this study, we aimed to estimate the prevalence of chronic cough across a large number of study sites as well as to identify its main risk factors using a standardised protocol and definition. Methods: We analysed cross-sectional data from 33,983 adults (≥40 years), recruited between Jan 2, 2003 and Dec 26, 2016, in 41 sites (34 countries) from the Burden of Obstructive Lung Disease (BOLD) study. We estimated the prevalence of chronic cough for each site accounting for sampling design. To identify risk factors, we conducted multivariable logistic regression analysis within each site and then pooled estimates using random-effects meta-analysis. We also calculated the population attributable risk (PAR) associated with each of the identifed risk factors. Findings: The prevalence of chronic cough varied from 3% in India (rural Pune) to 24% in the United States of America (Lexington,KY). Chronic cough was more common among females, both current and passive smokers, those working in a dusty job, those with a history of tuberculosis, those who were obese, those with a low level of education and those with hypertension or airflow limitation. The most influential risk factors were current smoking and working in a dusty job. Interpretation: Our findings suggested that the prevalence of chronic cough varies widely across sites in different world regions. Cigarette smoking and exposure to dust in the workplace are its major risk factors. Funding: Wellcome Trust.

Abstract Background COVID-19 has challenged health and higher education systems globally. Managing the epidemic in Cape Town, South Africa (SA), required partnerships with universities and setting up of de novo systems for mass case and contact tracing (C&CT). Health sciences, predominantly medical students, as well as social work and psychology students formed the core of this telephone-based work over the 18 months when SARS-CoV-2 caused severe disease. Methods This qualitative study aimed to elicit students’ motivations for becoming involved in C&CT, their experiences, and recommendations for C&CT and curricula. After Cape Town’s first COVID-19 wave, six on-line focus groups comprising 23 students were conducted, and a further four were conducted with 13 students after the second wave. As the researchers were predominantly educators previously involved in undergraduate health sciences education, the study’s purpose was to reflect on students’ experiences to make educational and health system recommendations. Results Students were largely motivated to mitigate the impact of the epidemic on society and support people affected by COVID-19, as well as hone their professional skills. While these motivations were realised, students also needed to learn new skills – to autonomously work remotely, using novel communication strategies to engage those affected and use virtual groups to connect with colleagues. They managed responsibilities within the healthcare systems that did not always work smoothly, distressed cases who were financially insecure, difficult employers, and language barriers. They were prepared through training, and supported by virtual, yet effective teamwork and debriefing opportunities. Although the work was sometimes physically and emotionally exhausting, students found the work personally meaningful. They embraced public health’s role to protect population and individuals’ health. Conclusion New teaching and learning practices adopted due to Covid-19 lockdowns enabled this digital C&CT project. It facilitated students to become confident, work autonomously and navigate challenges they will encounter as young professionals. The programme demonstrated that novel opportunities for rich student learning, such as in telehealth, can be embedded into public health and clinical functions of health services in contexts such as in SA, deepening partnerships between the health services and universities, to mutual benefit.

Background. Student engagement in curricular transformation is topical at the University of Cape Town (UCT), including in its Faculty of Health Sciences (FHS). Teamwork, which is essential to contemporary interprofessional healthcare, is an objective of transformative health sciences education. This study offers a contemporary contribution from the perspective of students to earlier work on shared learning at UCT FHS. Objectives. There is a paucity of research literature on this study’s target population. Therefore, a qualitative design was used to explore first-year health sciences students’ perceptions and experiences of teamwork within an undergraduate shared learning programme. Methods. The primary data collection method was focus group discussion. Two additional qualitative methods, free-listing and pile-sorting, were used to expand upon data collected in the focus groups. Results were analysed thematically. Results. The study sample (N=32) included first-year audiology, medical, occupational therapy, physiotherapy, and speech and language pathology students. The findings revealed that although their experiences of teamwork varied, students had a comprehensive perception of what teamwork entailed in their educational context. Therefore, the findings were used to generate a heuristic for teamwork learning for undergraduate health sciences students. Conclusion. The study positions students to contribute tangibly to the curricular transformation process at their university. Students’ perspectives of teamwork may be useful in the future design and delivery of entry-level interprofessional courses aiming to instil teamwork skills.

Abstract Habitat heterogeneity is a key driver of the diversity and distribution of species. African savannas are experiencing changes in their vegetation structure causing shifts towards increased woody plant cover, which results in vegetation structure homogenization. Given the impact that increasing woody plant cover has on patterns of animal use, resource managers across Africa are implementing habitat management practices that are intended to reduce woody plant cover. To understand the ecological implications of various habitat management practices on arthropod and bird communities, we leveraged large‐scale tree clearing and subsequent mowing in an African savanna to understand how changes in both the herbaceous layer and woody plant cover (i.e., structural heterogeneity) may shape arthropod and bird communities at the local scale. We focused on four replicated treatments: (1) annual summer mow, (2) annual winter mow, (3) >5 years since last mow (rest), and (4) an adjacent unmanipulated savanna to act as a control. We found that the mowing treatments significantly influenced vegetation structure both with respect to tree density and herbaceous layer. Both arthropod and bird community composition varied across treatments. Grass biomass was the best predictor of arthropod richness and abundance, with arthropods selecting for areas with high biomass. Insectivorous bird richness and abundance was driven by tree density (i.e., perching locations) and not arthropod abundance. Our results suggest that vegetation management practices contribute to habitat heterogeneity at the landscape scale and increase bird species richness through species turnover. However, we caution that if a single vegetation management practice dominates the landscape, it is plausible that it could lead to the simplification of the avian community.

IntroductionResearch on women’s career success has been the subject of extensive investigations, emphasizing the barriers they encounter in their careers. However, far less attention has been given to the personal resources that promote women’s career success. The purpose of our study was to provide more conclusive evidence regarding the role that personal resources such as resilience and grit can play in the relationship between women’s person-environment fit and the perceptions of their career success. Underpinned by the Job Demands Resources and social cognitive theory, our study aims to investigate whether resilience and grit could either explain how person-environment fit translates into feelings of subjective career success or could strengthen this relationship.MethodA cross-sectional online survey research design was used, and a convenience sample of 408 female employees was obtained. Relationships were explored through structural equation modelling.ResultsWhen controlling for age, the findings of this study revealed significantly positive relationships between the constructs, with person-environment fit, resilience, and grit, explaining a large portion of the variance in subjective career success. Although our data supported the mediating role of grit and resilience in the person-environment fit and subjective career success relationship, the moderating effects of grit and resilience could not be established.DiscussionThese findings illustrate both grit and resilience as mechanisms that indirectly affect the person-environment fit and subjective career success relationship of women. However, our findings indicate that resilience and grit cannot be considered mechanisms that would buffer against poor person-environment fit’s effect on their career success perceptions. Firstly, our study advances our understanding of the roles personal resources such as resilience and grit play in women’s career success as ways to overcome obstacles and workplace barriers. Secondly, using the motivational process of the Job Demands Resources Framework as theoretical background, we contribute by shedding light on how personal resources (resilience and grit) can be considered underlying factors influencing the person-environment fit and career success relationship for women. If women experience good person-environment fit, there is a greater opportunity for developing resilience and grit and, consequently, subjective career success.

Abstract Background During the perinatal period, common mental disorders (CMDs) such as depression and anxiety are highly prevalent, especially in low-resource settings, and are associated with domestic violence, poverty, and food insecurity. Perinatal CMDs have been associated with several adverse maternal and child outcomes. While the Department of Health in South Africa provides healthcare workers with the tools to detect psychological distress and experiences of domestic violence, few healthcare workers routinely screen pregnant women at clinic visits, citing discomfort with mental health issues and the lack of standardised referral pathways as the key barriers. The aim of this study is to select and evaluate a set of health systems strengthening (HSS) interventions aimed at improving the care and outcomes for perinatal women with CMDs and experiences of domestic violence, attending public healthcare facilities in Cape Town. Methods This study consists of a pre-implementation, development, and implementation phase. Contextual barriers identified during the pre-implementation phase included poor patient knowledge and health-seeking behaviour, high levels of stigma, and poor detection, referral, and treatment rates. Implementation science determinant frameworks were applied to findings from the pre-implementation phase to identify determinants and gaps in delivering high-quality evidence-informed care. A participatory Theory of Change workshop was used to design a HSS programme, consisting of awareness raising, detection, referral, and treatment. HSS interventions selected to support the delivery of the HSS programme includes training, health promotion, change to the healthcare environment, task-sharing, audit and feedback, and performance monitoring. The implementation phase will be used to assess several implementation and clinical outcomes associated with the delivery of the HSS programme, which will be piloted at three healthcare facilities. Qualitative and quantitative methods will be used to evaluate the implementation and clinical outcomes. Discussion This pilot implementation study will inform us about a range of implementation and clinical outcome measures that are relevant for assessing HSS interventions for perinatal women with depression, anxiety, or experiences of domestic violence in low-resource settings. Lessons learnt from the pilot study will be incorporated into the design of a cluster randomised control trial for which further funding will be sought.

With the increased scholarly interest in career success measurements, this study investigated the construct validity and measurement invariance of the Subjective Career Success Inventory. A sample of 736 South African employees participated in the study. Latent variable modelling was performed to estimate and sequentially compare several independent cluster models of confirmatory factor analysis (ICM-CFA) (i.e., unidimensional, first-factor, second-factor, and bifactor models). The results supported the construct validity for an eight-dimensional construct with acceptable convergent and discriminant validity. We found measurement invariance across gender. Task performance was related to the eight subjective career success dimensions, providing evidence of nomological validity.

The information and communication technology (ICT) sector within the Netherlands is a major driver of globalization, the country's economic growth and innovation. The Dutch ICT sector's performance is increasingly becoming dependent upon employee driven innovations in order to address the needs of the sectors they service. In other words, the ICT sector within the Netherlands is largely dependent upon the performance and innovative capacity of its employees; both of which are functions of employee engagement. Given the high demand, and low supply of talent within this sector, ICT organizations need to develop innovative ways to enhance the performance capacities of its people. Developing an engaged and highly innovative workforce seems to be an efficient way to activate employees' performance. As such, the aim of this paper was to investigate the mediating function of employee driven innovative work behaviors in the relationship between work engagement and task performance within the a Dutch ICT consulting firm. A cross-sectional survey-based research design, employing a census-based sampling method, was employed to obtain data from a global ICT consulting firm within the Netherlands (n = 232). The Utrecht Work Engagement Scale, the Innovative Work Behavior Scale and the Task Performance Scale was used to assess the associative subjective experiences of ICT employees. The results showed that work engagement is a significant driver for innovative work behaviors, which in turn affects the task performance of employees. Further, innovative work behaviors are therefore important to translate the engaging energies of employees into performance. This paper discusses the theoretical and practical implications of these findings., Author(s): Llewellyn Ellardus van Zyl [sup.1] [sup.2] , Amber van Oort [sup.1] , Sonja Rispens [sup.1] , Chantal Olckers [sup.3] Author Affiliations: (1) grid.6852.9, 0000 0004 0398 8763, Department of [...]

Objective: The aim of the study was to explore the possible indirect effect of subjective career success on the relationship between work–family enrichment and job satisfaction and work–family enrichment and work engagement. Method: A cross‐sectional, quantitative research design approach was followed using a convenience sample (N = 334). Results: Results revealed that work–family enrichment was not only positively related to subjective career success, job satisfaction and work engagement, but also predictive of the mentioned constructs. Furthermore, subjective career success was found to indirectly effect the relationship between work–family enrichment and job satisfaction and work engagement. Conclusion: Using the resource‐gain‐development framework, new insights are provided into the processes and mechanisms relating to work–family enrichment. Our findings suggest that resources are creating positive affect in not only the work and career domains of employees, but also leading to more engaged and satisfied employees. (i.e., the indirect effect of subjective career success). Organisations can benefit when they enhance work environments (e.g., by providing relevant resources) to promote work–family enrichment and, by implication, subjective career success and positive work outcomes such as job satisfaction and work engagement.

The COVID-19 crisis has resulted in radical changes within the higher education system, requiring academia to rapidly transition from the traditional learning model to a distance or blended model of learning to ensure continuity of educational processes. These changes have placed additional demands on academic staff who already have a heavy workload. According to the job demands-resources model, these additional demands may have an impact on the burnout risk, engagement, and well-being of academic staff. In alignment with the premises of positive psychology the primary objective of this study was to explore the interplay of three psychological conditions (meaningfulness, safety, and availability) needed to stimulate engagement. To investigate this interplay, the researchers connected Kahn’s theory on engagement with current concepts that focus on the person-role relationship, such as those dealt with in the job demands-resources model, organisational support theory, and perceptions of reciprocity. Mediating effects between burnout risk, engagement, and psychological well-being, as well as the moderating effect of lack of reciprocity, were tested using structural equation modelling. The study used a purposive, non-probability sampling method and a cross-sectional survey research design. Participants were 160 academic staff members employed at a university in South Africa. The findings of this study revealed that the three psychological conditions (meaningfulness, safety, and availability), which were operationalised as lack of reciprocity, perceived organisational support, and burnout risk, were significantly related to emotional engagement. Perceived organisational support (job resources), which met the criteria for psychological safety and some components of meaningfulness, displayed the strongest association with engagement. Policymakers within higher education institutions should be sensitive to the issues this study focused on, especially as regards the need to provide organisational support in times of crisis, such as the COVID-19 pandemic.

Realisation of the value and the commercialisation potential of data is gaining exponential momentum. The combination of historical data exploitations and the use of technologies that allow for the triangulation of data results in the collection, storage, and processing of massive amounts of data require diligent data management, including adherence to privacy and other laws, both nationally and internationally. The intrinsic value of scientific data, especially in genomics, becomes apparent when data are shared, often in collaboration with international partners, and compiled into big data sets that are subsequently used for benefit, including commercial benefit. The purpose of this article is to explore the commercialisation of data in South Africa against the backdrop of the legal framework governing the protection of personal information, confidentiality and privacy, with a specific focus on genetic and genomic information. Related issues, such as the collection and sharing of data, ownership of data and challenges about informed consent are also considered. After a brief evaluation of the African regulatory landscape relating to the protection of personal information, the article concludes with a few recommendations aimed at improving the status quo and sensitising the South African public as to the value of their data and personal information, as well as the potential uses and abuses to which their personal information may be subjected

Objective The purpose of this study was to examine the psychometric properties of the multi‐dimensional Psychological Ownership Questionnaire when applied in an organisational context. Method A cross‐sectional survey research design was employed (N = 953) to investigate the factorial validity, internal consistency, measurement invariance, and concurrent validity of the instrument. Results The results showed that the five‐dimensional factor structure of the Psychological Ownership Questionnaire could be confirmed. No configural, scalar, and metric invariances among different age cohorts were shown. The instrument showed reliability at both a lower (Cronbach's alpha) and upper (composite reliability) limit level. In relating the instrument to turnover intention, its concurrent validity was established. Conclusion The Psychological Ownership Questionnaire seem to be a useful, valid, and reliable self‐report questionnaire for the assessment of psychological ownership within a South African organisational context.