Dissertationen zum Thema „Accountant – Professional ethics – South Africa“

The purpose of this study is to investigate ethical dilemmas and ethical difficulties experienced by psychologists in Sweden and South Africa. The study is a replication of previous studies conducted by Colnerud (1997) and Slack and Wassenaar (1999). A sample of 295 psychologists in Sweden and 312 psychologists in South Africa were asked to describe situations that they identified as ethically difficult. 53 psychologists in Sweden described 61 incidents and 21 psychologists in South Africa described 24 situations. This corresponds to a response rate of 20% in Sweden and 8% in South Africa. The reported dilemmas were categorized according to a qualitative content analysis developed by Pope and Vetter (1992). The contribution of this study is that the results confirm that confidentiality is a prominent ethical dilemma for psychologists in Sweden and South Africa. This finding is consistent with findings in comprehensive international research. Furthermore, the results indicate that psychologists, especially in Sweden, experience ethical problems due to weakened legitimacy when conducting assessments. The results are discussed taking into consideration the different contexts in which psychologists work, the application of different ethics codes and different levels of ethical awareness. The weaknesses of the study and the method used are also discussed.

Thesis (M.Sc. (Curations)) --University of Limpopo, 2015
The purpose of the study was to determine the experiences of professional nurses with ethical dilemmas at the Witbank hospital Nkangala district Mpumalanga province. The objectives of the study were to describe the experiences of professional nurses with ethical dilemmas in nursing practice and to determine supportive measures to help professional nurses to deal with ethical dilemmas encountered in nursing practice. The research question was: what are the ethical dilemmas that professional nurses experience in nursing practice? Kohlberg theory of moral development was used as a theoretical framework. A qualitative exploratory, descriptive and contextual research design was used to describe the experiences of professional nurses with ethical dilemmas in nursing practice. Purposive sampling was used to sample fourteen (14) professional nurses. Data was collected using semi-structured interviews. Open-coding method of data analysis was used and four themes and sub-themes emerged. The study found that professional nurses experience ethical dilemmas related to death and dying, distribution of both human and material resources, respect of patients’ autonomy and the nurses’ rights. The study recommends continuous ethics education and the inclusion of ethics in nursing curricula, creation of a supportive working environment, knowledge and understanding of the pledge of service, Inter- disciplinary teams to discuss ethical issues, availability of ethics experts and ethics mentors in the wards.

Privilege is an evidential principle which, on the grounds of public policy, excludes evidence relevant and otherwise admissible. This thesis aims to discover whether privilege should be applied to the psychotherapeutic profession in South Africa. At present, the only profession in South Africa afforded privilege is the legal profession. There are two main theoretical justifications for privilege: the utilitarian and the individual/human rights approach. This thesis considers whether the psychotherapeutic profession wan-ants privilege under either theory, and recommends that the law of privilege integrate both theories rather than adopt one or the other. The impact of the Constitution and the right to privacy receive particular attention. Very little literature or case law on the question of psychotherapeutic privilege was found in South Africa. Consequently, extensive comparative research into the common-law systems of England, Canada and United States of America was done. This research yielded some interesting findings. The first is that case-by-case development of the law of privilege is uncel1ain and fragmented. The next is that psychotherapeutic privilege exists in almost absolute form in the United States of America, but is littered with lacunae causing as much uncertainty as the case-by-case approach to privilege law. The most helpful method of dealing with the problem was found in Canada, where a two-stage approach to protecting personal information, including psychotherapeutic records, has been developed. In light of this research, this thesis reassesses the original viability of psychotherapeutic privilege in South Africa. Privilege, it was found, is not the best solution to protecting psychotherapeutic communications. This thesis recommends legislative adoption of an amended two-stage approach based on the Canadian model for sexual offence trials as the best method of protecting psychotherapeutic communications in both civil and criminal proceedings. The thesis ends by suggesting draft legislative provisions.

Thesis ( M.Cur.) --University of Limpopo, 2011
The purpose of this study was to determine the factors that influence professional nurses’ time management at Mankweng Hospital campus, a tertiary hospital in Limpopo Province, South Africa. The objectives of this study were to identify and describe factors that influence professional nurses’ time management at a tertiary hospital campus and describe the recommendations on effective time management at a tertiary hospital campus to improve quality of patient care. A quantitative research method was used in this study to describe factors that influence professional nurses’ time management. Data were collected by means of a structured questionnaire and analyzed using the Statistical Package for Social Sciences (SPSS). The study revealed that professional nurses were unable to manage time due to interruptions in between work performance, and this affected their productivity. The study recommended there is a need for professional nurses to attend in-service education related to management of time.

Thesis (MNutr)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: Continuous Professional Development (CPD) is a tool to develop and maintain professional competence and to facilitate lifelong learning. CPD is compulsory for health professionals in South Africa, and has an additional mandatory requirement that five Continuing Education Units (CEU’s) must be obtained annually on human rights, ethics and medical law. A literature search yielded limited information on ethics education specifically for South African dietitians. As a result a cross-sectional descriptive study was conducted on all dietitians registered with the Health Professions Council of South Africa (HPCSA) for the year 2010 – 2011 to determine whether dietitians feel that there is a need or demand for standardised ethics update courses, and if so, the format in which dietitians would prefer these courses. All data was collected via self-administered questionnaires that sought demographic data, data on dietitians’ awareness of ethics aspects, and the format/s preferred for standardised ethics update courses. The questionnaires were distributed electronically or via the postal system. The response rate to the study was 4.5%, which was low. The results indicated that 58.7% of dietitians obtain the minimum requirement of 5 ethics CEU’s per year. Only 21.7% feel that there are sufficient opportunities to gain 5 ethics CEU’s and 40.2% are satisfied with the content of current CPD activities related to ethics. There are very low levels awareness and knowledge of existing guidance documents on conduct and ethics aspects available on the HPCSA’s website, and only 9.8% of respondents have carefully read and studied this information. Dietitians prefer lectures and Internet-based activities for courses on ethics. The study concluded there is a definite demand amongst respondents for standardised ethics update courses and an urgent demand for support with conduct and ethics issues. Recommendations are focused on ways to raise awareness of existing supportive documents available from the HPCSA on conduct and ethics issues as well on the formation of sub-committees dealing with ethics aspects and possible development of standardised update courses on ethics.
AFRIKAANSE OPSOMMING: Voortgesette Professionele Ontwikkeling (VPO) is ’n instrument om professionele bevoegdheid te ontwikkel en te handhaaf, en om lewenslange leer te fasiliteer. VPO is verpligtend vir professionele gesondheidspersoneel in Suid-Afrika, en stel ’n bykomende verpligting om jaarliks vyf VPO-eenhede oor menseregte, etiek en mediese reg te verwerf. ’n Literatuurstudie het beperkte inligting oor etiekonderwys, spesifiek vir Suid-Afrikaanse dieetkundiges, opgelewer. ’n Kruisdeursnee beskrywende studie is uitgevoer op alle dieetkundiges wat by die Raad vir Gesondheidsberoepe van Suid-Afrika (RGBSA) vir die jaar 2010-2011 geregistreer is, om te bepaal of daar by hulle ’n behoefte bestaan of vraag is na nuwe gestandaardiseerde kursusse oor etiese aspekte, en, indien wel, die formaat waarin dieetkundiges hierdie kursusse sal verkies. Alle data is deur middel van selfgeadministreerde vraelyste versamel wat inligting ingewin het oor demografiese data, data oor dieetkundiges se bewustheid van etiese aspekte en die formaat wat vir nuwe gestandaardiseerde kursusse oor etiek verkies word. Die vraelyste is elektronies of via die posstelsel versprei. Die reaksieskoers op die studie was 4.5%, wat laag is. Die resultate dui aan dat 58.7% van die dieetkundiges die minimum vereiste van vyf VPO-eenhede oor etiek per jaar behaal. Slegs 21.7% voel dat daar voldoende geleenthede is om vyf eenhede in etiek te verwerf en 40.2% is tevrede met die inhoud van huidige VPO-aktiwiteite wat met etiek verband hou. Daar is baie lae vlakke van bewustheid en kennis van bestaande rigsnoerdokumente oor optrede en etiese aspekte op die RGBSA se webtuiste beskikbaar, en slegs 9.8% van die respondente het die inligting deeglik gelees en bestudeer. Dieetkundiges verkies lesings en Internet-gebaseerde aktiwiteite vir kursusse oor etiek. Die studie kom tot die gevolgtrekking dat daar ’n definitiewe aanvraag onder respondente is na nuwe gestandaardiseerde kursusse oor etiek en ’n dringende vraag na ondersteuning ten opsigte van etiese kwessies en optrede. Aanbevelings fokus op maniere om ’n bewustheid te kweek van bestaande ondersteuningsdokumente oor etiese kwessies wat by die RGBSA beskikbaar is, asook oor die vorming van subkomitees wat werk met etiese aspekte en die moontlike ontwikkeling van gestandaardiseerde bygewerkte kursusse oor etiek.

This study explores and attempts to shed light on what motivates teachers and how teacher motivation is affected by a principal's leadership style. The worldviews of pragmatism and critical realism were used as the basis for exploring teacher motivation in a South African school. A primary school in the Eastern Cape of South Africa was chosen for the case study. Three data gathering tools, a leadership questionnaire, teacher survey, and interviews were used to generate data on teacher motivation and the interaction between leadership style and teacher motivation. In regards to teachers, religion, social justice, and self-efficacy were all identified as motivators. The principal was strongly charismatic in her leadership and along with transformational and social justice leadership played a major role in influencing teacher behaviors. Self-determination theory was identified as helping to explain different levels of intrinsic and extrinsic motivation and thereby to better understand varying degrees of teacher motivation. There are many difficulties in South African education and around the world in general and this study is premised on the belief that if teacher motivation can be studied and advanced there will be an improvement in education and learning. This thesis was limited in its scope and ability to fully explore the different levels of ontology as outlined by the critical realist and this is identified as a possible future course of action for not only studying teacher motivation but getting to the 'heart of the matter'.

Thesis (MPhil)--University of Stellenbosch, 2002.
ENGLISH ABSTRACT: Recent literature on values suggests that advanced, industrial societies are displaying a marked shift away from traditional values that stress material prosperity, physical and economic security towards values that are more expressive of individual freedom, autonomy and growth. According to Inglehart, forces of modernisation and globalisation have initiated a number of systemic level changes, that have ushered in processes of objective and subjective individualisation, dramatically altering the nature and structure of human value orientations and societal norms. Work values, as expressions of general life values in the work context, are no exception to this process. In the new world of work, intrinsic work values that stress personal growth, development and self-determination should gradually replace extrinsic work values such as good pay, job security and status. An understanding of the nature, direction and distribution of such value change could prove invaluable to the organizational practitioner and policy maker, since work values playa pivotal role in shaping organisational structure, process and policy. According to Inglehart, a number of developing countries are displaying similar shifts towards individualised values. Although classified as a middle-income, developing economy, South Africa has undergone a number of prolific economic, political and cultural changes over the last decade that would undoubtedly have altered the nature, direction and distribution of work values in the country. It is in the light of these political, economic and cultural developments that the current study embarked on an analysis of the nature, direction and distribution of work value change in South Africa between 1990 and 2001. The analysis was informed by the proposition that the work values of South Africans citizens should reflect a shift in the direction of individualised work values between 1990 and 2001. South Africans have, however, been exposed to and socialized within vastly different social, economic and political environments. The study has therefore taken cognisance of the fact that work value change in South Africa should reflect the stark cleavages and differences that exist within the population, and attempted to plot the differences in the nature and direction of work values between the various social categories defined by race, gender, educational and occupational level. The secondary analysis of survey data from the South African components of the 1990, 1995 and 2001 World Values Survey was performed in order to fulfil the objectives of the study. Work values of South African citizens were measured in terms of four dimensions, namely work centrality; work values relating to the distribution of power in the organization; work values relating to work preferences; and work values relating to authority systems in the workplace. Use was made of simple uni-variate and bi-variate analysis, as well as the comparison of means where appropriate. The results of the analysis suggest that work values relating to work centrality and the distribution of power in the organisation have become increasingly individualised. Work values relating to work preferences and authority have, however, displayed a trend in opposition to individualisation. Comparisons of work value change across the various sub-groups of the population reflect the changing economic, social and political landscape of South Africa. The data suggests that as various sub-groups of the population are exposed to the systemic level changes characteristic of the new South Africa, traditional value differences informed by race, gender, educational and occupational level will be gradually transformed and replaced by new value patterns untainted by the inequalities of the apartheid era. The analysis concludes by examining a number of explanations for the value changes described, and attempts to infer implications for the formulation and implementation of workplace policy and practice in South Africa. The high and increasing levels of unemployment and the increasing participation of women and previously excluded racial groupings into the South African labour market have increased perceptions of job insecurity in South Africa and have resulted in an expanding number of South Africans placing increased emphasis on traditional work preferences and systems of authority. Should this trend persist, the development of individualised work values will continue to be hindered, rendering the South African business environment less competitive and increasingly fraught with high levels of distrust and uncertainty. We suggest, therefore, that human resource practitioners and policy makers embark on the challenging task of reframing individual perceptions surrounding the meaning of work in South Africa, so as to better prepare South Africans for the challenges brought about by the new world of work
AFRIKAANSE OPSOMMING: Onlangse literatuur oor waardes dui daarop dat vooruitstrewende industriële gemeenskappe 'n merkbare verskuiwing toon weg van tradisionele waardes wat materialistiese welvaart, tasbare en ekonomiese sekuriteit beklemtoon, na waardes wat groter klem lê op individuele vryheid, outonomie en ontwikkeling. Volgens Inglehart het kragte van modernisering en globalisering 'n aantal sistemiese veranderinge teweeg gebring wat op hul beurt prossesse van objektiewe en subjektiewe individualisasie ingelei het en wat aanleiding gegee het tot 'n dramatiese verandering in die aard en struktuur van menslike waarde-orientasies en gemeenskapsnorme. Werkwaardes as uitdrukking van algemene lewenswaardes in die werkkonteks is nie 'n uitsondering in die proses nie. In die nuwe wêreld van werk behoort intrinsieke waardes wat persoonlike groei, ontwikkeling en selfbeskikking beklemtoon, geleidelik ekstrinsieke waardes soos goeie besoldiging, werksekuriteit en status te vervang. 'n Begrip van die aard, rigting en verspreiding van sodanige waarde-verandering kan van onskatbare waarde wees vir die organisatoriese praktisyn en beleidmaker aangesien werkswaardes 'n sentrale rol speel in die vorming van organisatoriese struktuur, prosesse en beleid. Volgens Inglehart vertoon 'n aantalontwikkelende lande 'n soortgelyke verskuiwing na geïndividualiseerde waardes. Alhoewel Suid-Afrika as 'n middel inkomste ontwikkelende ekonomie geklassifiseer word, het dit die afgelope dekade 'n verskeidenheid van ekonomiese, politieke en kulturele veranderinge ondergaan wat ongetwyfeld die aard, rigting en verspreiding van werkswaardes beïnvloed het. Met hierdie politieke, ekonomiese and kulturele ontwikkelinge as agtergrond, onderneem hierdie studie 'n analise van die aard, rigting en verspreiding van die verandering in werkswaardes in Suid-Afrika tussen 1990 en 2001. Die analise is in die veronderstelling dat die werkswaardes van die Suid-Afrikaanse gemeenskap 'n verskuiwing in die rigting van geïndividualiseerde werkswaardes sal weerspieël tussen 1990 en 2001. Suid-Afrikaners is egter blootgestel aan verskillende sosiale, ekonomiese en politieke omgewings. Die studie neem dus kennis van die feit dat werkswaarde-veranderinge in Suid- Afrika die skeiding en verskille wat voorgekom het in die bevolking sal weerspieël en poog om die verskille in die aard en rigting van werkswaardes te demonstreer tussen die verskillende kategorieë gedefinieer volgens ras, geslag, opvoedings- en beroepsvlak. Die sekondêre analise van opname data van die Suid Afrikaanse komponente van die 1990, 1995 en 2001 "World Values Survey" is ontleed ten einde uitvoering te gee aan die doelstellings van die studie. Werkwaardes van Suid-Afrikaners is gemeet aan die hand van vier dimensies, nl. werksentraliteit; werkswaardes wat verband hou met die verspreiding van mag in die organisasie; werkswaardes wat verband hou met werksvoorkeure, en werkswaardes wat gerig is op gesagstelsels in die werkplek. Gebruik is gemaak van enkelvariansie en dubbelvariansie analise asook die vergelyking van middelpunt, waar van toepassing. Die resultate van die ondersoek dui daarop dat werkswaardes wat verband hou met werksentraliteit en die verspreiding van mag in die organisasie toenemend geïndividualiseerd geraak het. Werkswaardes verwant aan werksvoorkeure en gesag demonstreer egter 'n duidelike neiging in stryd met individualisasie. Vergelyking van werkswaarde-veranderinge oor die verskillende sub-groepe van die bevolking weerspieël die veranderende ekonomiese, sosiale en politieke landskap van Suid-Afrika. Die data dui aan dat soos verskillende sub-groepe van die bevolking blootgestel word aan die sistemiese-vlak veranderings eie aan die nuwe Suid-Afrika, tradisionele waarde-verskille as gevolg van ras, geslag, opvoeding- en beroepsvlak, geleidelik sal verander en vervang word deur nuwe waarde-oriëntasies onbevlek deur die ongelykhede van die apartheidsera. Die analise sluit af deur 'n aantal verduidelikings vir die waarde-veranderings te ondersoek en poog om implikasies af te lei vir die formulering en implementering vir werkplekbeleid en praktyk in Suid-Afrika. Die hoë en steeds toenemende vlakke van werkloosheid, die toenemende toetrede van vrouens en voorheen benadeelde rassegroeperings tot die Suid Afrikaanse arbeidsmark het die persepsie van lae werksekuriteit in Suid-Afrika verhoog en het tot gevolg dat 'n toenemende aantal Suid-Afrikaners groter klem plaas op tradisionele werksvoorkeure en sisteme van gesag. Sou die tendens voortduur, sal dit die ontwikkeling van geïndividualiseerde werkswaardes belemmer, wat tot gevolg sal hê dat die Suid-Afrikaanse besigheidsomgewing minder kompeterend sal wees, met toenemende vlakke van wantroue en onsekerheid. Ek stel dus voor dat menslike hulpbron praktisyns en beleidsmakers begin met die uitdagende taak om individuele persepsies te beïnvloed met betrekking tot die betekenis van werk in Suid-Afrika ten einde Suid-Afrikaners beter voor te berei vir die uitdagings daargestel deur die nuwe wêreld van werk.

Thesis (DPhil)--Stellenbosch University, 2004
ENGLISH ABSTRACT: Researchers in Social Sciences have generally encountered problems in ensuring data quality when dealing with topics that are regarded as sensitive. This thesis reports on an investigation into the methodology used for research projects around sensitive issues in education in the Limpopo Province of South Africa. Data consists of twelve interviews with individual principals (each interview schedule containing semi-structured question items from ten categories) and a thirty-three item self-report questionnaire survey administered to one hundred and fifty principals drawn from two hundred and seventy two secondary schools over the course of an academic year (2002) and conducted in the Limpopo Province of South Africa .. Results reveal nine major categories of sensitive issues in school management on which principals have difficulty in providing information to researchers: school policy, school financial issues, moral or social relations issues, learner and educator disciplinary issues, working conditions, absenteeism, developmental appraisal, educator unions, and religious matters policy issues. Principals have also reported on the various reasons why they regard each of the aspects as sensitive, thereby making it difficult for them to provide information around. Of these, moral issues were considered the most sensitive. The major reasons given were: confidentiality, intrusion of privacy, fear oflegal sanction, threat to work and violation of the rights of the individual. Analysis of the different sensitive issues also show that certain biographical characteristics - age of the principal and years of experience as principal - are significant mediators in principals' perceptions of sensitive issues in school management. That is to say, these contribute to principals' assessment of their emotional, physical and psychological well-being. Sensitivity is a problem when collecting data for research purposes. It warrants the attention of all those involved in social science research. The findings in this study point to the issues in school management that are highly sensitive to provide information suggesting that data collected would therefore not be of a high quality.
AFRIKAANSE OPSOMMING: Menige navorsers in sosiale wetenskappe het oor die algemeen probleme teëgekom met die versekering van data kwaliteit in sensitiewe onderwerpe. Hierdie tesis raporteer oor 'n ondersoeke in die metodologie gebruik vir navorsing projekte rondom sensitiewe onderwerpe in onderwys in die Limpopo Provinsie in Suid-Afrika. Data bestaan uit twaalf onderhoude met individuele prinsipale (elke onderhoud se skedule bevat se gestruktureerde items van tien katagorieë) en 'n drie-en-dertig item (self-report) vraelys wat onder 150 prinsipale uitgedeel is, waarvan 272 sekondêre skole oor 'n tydperk van 'n akademiese jaar (2002) gebruik was in die Limpopo Provinsie van Suid Afrika. Die resultate toon nege hoof onderwerpe in skoolbestuur waar prinsipale dit moeilik vind om informasie aan navorsers te verskaf: skoolbeleid, finansiële onderwerpe, moraliteite of sosiale verhoudinge, leerder en onderwyser dissiplinêre onderwerpe, werkverhoudinge, afwesigheid, personeelontwikkeling, onderwysunies, en godsdienstige sake. Prinsipale raporteer om verskeie redes waarom hulle elk van die aspekte as sensitief beskou. Onder hierdie is morele sake as die sensitiefste geklasifiseer. Die hoofredes hiervoor is gegee as vertroulikheid, inbreuk van privaatheid, vrees vir wettige sanksies, dreigemente in die werk en skending van die regte van die indiwidueel. Analiese van die verskillende sensitiewe sake toon aan dat verskeie biografiese eienskappe - ouderdom van die prinsipaal - is oorsake in die prinsipaal se persepties in die prinsipaal se sake onder die skool se bestuur. Dit se met ander woorde bogenoemde dra by tot die prinsipaal se emosionele en fisiese geestelike toestand. Sensitifiteit is 'n probleem wanneer data vir navorsing doeleindes verkry word. Dit regverdig die aandag van die mense betrokke in sosiale wetenskap navorsing. Die bevinding in hierdie studie verwys na sake in skoolbestuur wat hoogssensitief is om informasie te voorsien, en stel voor dat die data verkry is nie van hoë standard is nie.

This study deals with corporate social responsibility (CSR) and focuses on managerial perceptions of CSR at McDonald’s South Africa (SA) and how social responsibility is translated into social practices. The key objectives of the research are: to analyse McDonald’s both internationally and locally in South Africa to establish whether CSR policies exist, then to investigate how these policies are perceived and integrated by outlet managers. Lastly to investigate what kind of social responsibility (SR) involvement, if at all, occurs at outlet level. The research site covers three regions in South Africa, which are the Eastern Cape, Western Cape and Gauteng. The total research sample is 38. 33 interviewees were outlet managers, who were purposively selected, and 5 additional interviews took place with: 2 McDonald’s SA Head Office representatives, 2 interviews with beneficiaries of McDonald’s SR involvement and 1 with the trade union SACCAWU. The research was carried out through questionnaires and semi-structured interviews. The design of this research is based on an interpretive social science approach. The aim of the research was to investigate outlet managers’ perceptions of CSR and social practices present at McDonald’s SA outlets. The key findings of the research indicate that: CSR policies at McDonald’s SA head office are not communicated sufficiently to outlet managers, SR involvement is evident, especially for initiatives focusing on children’s welfare, but far too little occurs at the outlet level. There are also too few checks on social involvement by head office and no formal reporting system is available to the outlets except through an internal magazine, called the Big Mag. There is no official CSR report at McDonald’s SA. The fact that no report exists makes this study more relevant since this research investigates matters pertaining to CSR and social practices. The overall significance of the study is that it brings to the forefront the importance of internal company and external broader regulation which is part of the greater debate of CSR. This is because the analysis of managerial perceptions and implementation of CSR shows some unwarranted discrepancies between policies and practices, locally, nationally and internationally even within the same organisation.

Thesis (MEdPsych)--Stellenbosch University, 2012.
Includes bibliography
ENGLISH ABSTRACT: There has been a paradigm shift occurring in the field of educational psychology over the last few decades from a predominantly medical approach towards a more inclusive and systemic approach. This development has called for a change in the way educational psychologists conceptualise problems, as well as an expansion in their practices in order to provide effective support services. However, the question arose which theoretical approach educational psychologists currently espouse and implement. This study therefore endeavoured to explore the theoretical approaches underpinning educational psychologists’ practice, with a focus on those professionals working within District Based Support Teams (DBSTs) in the Western Cape.Within this broad aim, the research aimed to identify which theoretical approach(es) the educational psychologists personally espouse and which theoretical approach(es) is/are espoused within the DBSTs. A further objective was to determine what the practice of their theory-in-use entailed. This information would ascertain whether the educational psychologists’ espoused theories and theory-in-use correspond. Qualitative research within the interpretive/constructivist paradigm was employed for the research design. The participants included eight educational psychologists practising within District-Based Support Teams (DBSTs) in the Western Cape. Data was collected by means of an extensive literature review, self-administered questionnaires and individual interviews and analysed using qualitative thematic analysis and interpretation. The key findings of this research revealed that the educational psychologists in this study personally espouse a systemic approach to their practice of educational psychology. However, it was revealed that this approach is not necessarily adopted by all members of the DBSTs. Furthermore, the educational psychologists themselves experience many challenges in implementing this theory. Their theory-in-use at the Education District Offices incorporates both medical and systemic approaches. Assessment of learners is largely based on a medical model, whilst the interventions and support they provide appeared to be focused on a more systemic level. It was concluded that the theory that the educational psychologists personally espouse; the theory espoused within DBSTs; and the theory-in-use within the DBSTs, do not entirely correspond.
AFRIKAANSE OPSOMMING: ’n Paradigma skuif wat die laaste paar dekades plaasgevind het in die veld van opvoedkundige sielkunde, het meegebring dat die benadering verander het vanaf ‘n hoofsaaklik mediese model na ‘n meer inklusiewe en sisteem gebaseerde model. Hierdie ontwikkeling vra dat opvoedkundige sielkundiges probleme op nuwe maniere konseptualiseer, asook hul praktyk uitbrei om effektiewe ondersteuningsdienste te kan verskaf. Die vraag watter teoretiese benaderings opvoedkundige sielkundiges tans onderskryf en implementeer, het onstaan. Hierdie studie poog dus om te ondersoek watter teoretiese raamwerke opvoedkundige sielkundiges se praktyke onderlê, en fokus op die opvoedkundige sielkundiges wat werk binne die Distriksgebaseerde Ondersteuningsspanne (DBSTs) in die Wes-Kaap. Binne hierdie breë doelwit, word deur die navorsing gepoog om die teoretiese benadering(s) wat opvoedkundige sielkundiges binne die DBSTs persoonlik aanhang sowel as die teoretiese benadering(s) wat binne hierdie DBSTs gepropageer word, te identifiseeer. ‘n Verdere mikpunt was om vas te stel wat die deelnemers se praktyk (teorie-in-gebruik) behels. Hierdie inligting sou dit moontlik maak om vas te stel of die teorie voorgestaan en die teorie-in-gebruik ooreenstem. Kwalitatiewe navorsingsmetodologie vanuit ‘n interpretatiewe/konstruktivistiese paradigma is gebruik in die ontwerp van die navorsing. Die deelnemers was ag opvoedkundige sielkundiges wat binne die DBSTs van die Wes-Kaap praktiseer. Data is versamel deur ‘n uitgebreide literatuur oorsig, self ingevulde oop vraelyste en individuele onderhoude. Die data is geanaliseer deur van kwalitatiewe tematiese analise en interpretasie gebruik te maak. Die kernbevindinge van die studie het gedui op ‘n sistemiese benadering tot hul praktyk, wat deur die opvoedkundige sielkundiges persoonlik onderskryf word. Die bevindige het ook gedui daarop dat nie al die lede van die DBSTs dit aangeneem het nie. Verder ervaar die opvoedkundige sielkundiges self verskeie uitdagings ten opsigte van die implementering van sodanige teoretiese benadering. Die teorie-in-gebruik binne die Onderwys Distrikskantore bevat beide mediese model benaderings sowel as meer sistemiese benaderings. Die assessering van leerders is grootliks gebaseer op ‘n mediese model, terwyl die intervensies en ondersteuning wat gebied word blyk meer sistemiese onderlê te wees. Dit kom dus vooras of die teorie wat opvoedkundige sielkundiges persoonlik aanhang, die teorie wat binne die DBSTs onderskryf word, en die teorie-in-gebruik binne die DBSTs nie noodwendig ooreenkom nie.

Thesis (MBA (Business Management))--Stellenbosch University, 2008.
ENGLISH ABSTRACT: The veterinary industry is operating in a highly regulated environment. Up till now these regulations prevented veterinarians to freely market veterinary services, especially professional services. Every business person in the biggest part of the world is subject to free-market economic pressures. However in the case of the professional, who is also a business person, these economic market-pressures could become very intense and unbalanced, and lead to what is called the “professional dilemma” (Du Preez, 2003: 8). Professional persons are governed by their respective codes of conduct. Those professionals who practice as entrepreneurs therefore need to be more business skilled and creative to successfully manage their businesses as they do not have the luxury of utilising the normal business strategies and options. The state of professionalism within the veterinary profession in South Africa in terms of entrepreneurship has been addressed in the past, but there is still a major gap in terms of providing business tools to managers in the veterinary industry. The biggest challenge in terms of the general business functions faced by veterinarians is the marketing function, thus the reason for this study. It is necessary that the highly regulated environments of professionals being understood. Therefore the research has been conducted by highlighting these environments. The researcher then continues to analyse the internal and external environment, client needs and customer profile in order to identify ways of optimising marketing opportunities.
AFRIKAANSE OPSOMMING: Die veeartseny industrie word bedryf in ‘n hoogs gereguleerde omgewing. Hierdie regulasies het veeartse tot nou toe verhoed om dienste, veral professionele dienste, vrylik te bemark. Besigheidspersone regoor die wêreld verkeer onder vryemark ekonomiese druk. In die geval van die professionele persoon, wat ook ‘n besigheidspersoon is, kan die ekonomiese druk baie intens en ongebalansseerd word. Daar word verwys na die “professionele dilemma” (Du Preez, 2003: 8). Professionele persone word gereguleer deur hul onderskeie kodes. Daardie professionele persone wat praktiseer as entrepreneurs moet dus oor meer besigheids- en kreatiewe vaardighede beskik om hul besigheid suksesvol te bestuur. Hulle het nie die luuksheid om die algemene strategiee te benut nie. Die stand van professionalisme in die veeartsenyprofessie in Suid- Afrika in terme van entrepeneurskap is al voorheen aangespreek, maar daar is nog steeds gapings ten opsigte van die beskikbaarstelling van besigheidsvaardighede aan bestuurders in die bedryf. Die grootste uitdaging in terme van besigheidsfunksies wat veeartse in die gesig staar, is die bemarkingsfunksie. Dit is dus die rede vir hierdie studieprojek. Dit is belangrik dat die hoogs gereguleerde omgewing van professionele persone verstaan word. Die studie begin dus deur hierdie verskillende omgewings te skets. Die studie skenk verder aandag aan die ontleding van die interne en eksterne omgewings, klientebehoeftes en –profiel om maniere te vind om bemarkingsgeleenthede binne regulasies ten volle te kan benut.

Thesis (MPhil (Journalism))--University of Stellenbosch, 2009.
The development of the regulation and self-regulation of Die Matie, official student newspaper of the University of Stellenbosch (US), were researched in this study. Die Matie is subjected to a complete code of conduct since 1995, which has been approved by the US council. This code developed after several conflicts with university authorities in a period in which South Africa changed into a new political system and when government became more tolerant towards the press. The origin and development of Die Matie’s code of conduct, the operations of the Media Council, the origin and development of the Die Matie’s Financial Advisory Committee, and developments in terms of the subsidy Die Matie receives from the US on an annual basis, are therefore studied with in the context of the regulation and self-regulation of the South African press in general. The theoretical framework with in which this study was done is the normative media theory because this theory focuses on the ideal role the media should fulfil in society. The normative media theory also offers a basis from which the media’s responsibility and the quality of the media can be tested and controlled. The study has focused especially on the theory of social responsibility, which is one of the four original press theories and of which regulation and self-regulation forms a part. The methodology which has been used is that of historical research, a qualitative methode. This methode was refined even further more by using the approach of microhistory which, firstly, entails the analising of a small area, and secondly acknowledges the researcher’s personal experience of the subject. The study came to the conclusion that Die Matie firstly enforces self-regulation via its code of conduct, the Media Council and the Financial Advisory Committee. Secondly the editorial team has the freedom to publish whatever they would like to publish and to be as critical and controversial as they find necessary as long as they obey the regulations of the code of conduct. The study also finds that Die Matie’s position is currently protected and that the university authorities and the Student Representative Council can not take any random decisions about the existence of the newspaper.

Thesis (PhD (Education)--Stellenbosch University, 2008.
ENGLISH ABSTRACT: Before the implementation of abortion legislation in South Africa in February 1997, illegal abortions were the only way out for women with unwanted pregnancies. Because of the high morbidity and mortality rate of the women concerned, abortion legislation was implemented with the aim of ending illegal abortions in South Africa by having abortions carried out legally on request in designated health care facilities. The abortion legislation stipulates that registered nurses who have undergone the proposed abortion care training may terminate a pregnancy upon request of a woman during the first twelve weeks of the gestation period of her pregnancy. Although legislation authorises registered nurses to carry out first trimester abortions, an inadequate number of nurses are being trained in the Western Cape to provide pregnant women with guidance and counselling services, carry out the abortions and/or refer problem cases. Since the implementation of the abortion legislation no real attempts have been made by higher education institutions in the Western Cape to offer abortion care training for nurses. A need has therefore been identified to develop a comprehensive training framework for higher education institutions in the Western Cape for the training of nurses in abortion care. The case study was used as research design and the specific unit of analysis on which the researcher focused were the registered nurses who had received training in abortion care and the context in which they provide abortion care at the various levels of service provision in the different regions of the Western Cape. A random, stratified sample (non-proportional) was taken of the designated state health care facilities in the Western Cape, as well as a non-probability purposive sampling of registered nurses who provide abortion care, a non-probability convenience sample of women who have received abortion care and a non-probability purposive sampling of final-year pre-registration nursing students. Data was generated by means of questionnaires to the women who received abortions and/or counselling, the registered nurses who carried out abortions as well as final-year preregistration nursing students. A checklist was used to observe the abortions that were carried out by registered nurses in an objective and non-participatory manner and semi-structured interviews were conducted with various role-players in abortion care and training. The main findings of this study indicate that the necessary infrastructure within which the services could be provided according to the abortion legislation was adequate, but that the ongoing shortage of trained health care practitioners hampers the abortion care services. Only 10 (n=10) of the 15 certified nurses employed in state health care facilities actively offered abortion care services in the various designated facilities in the Western Cape. Deficiencies were identified in the existing provincial protocol and it was clear that some of the guidelines are either not in use or have become obsolete in the light of new research findings. It was found that midwives with appropriate and effective training are the ideal category of health practitioner for the provision of abortion care. The certified nurses who have been trained by the various regional offices of the Department of Health: Western Cape are skilled in carrying out the abortion procedure, but the other aspects of abortion care, that are mainly carried out by other categories of nurses, will probably require greater attention. The recommendations, which are based on a thorough literature study as well as on the findings and conclusions that arose from the empirical part of this study, have been included in a training framework. The researcher recommends that the training framework provide the basis for the development of a formal programme or programmes for the training of nurses in abortion care at higher education institutions. The purpose of the proposed framework is therefore to determine the context within which curriculation ought to take place, and to provide a focus or format for those who develop the curriculum for prospective students.
AFRIKAANSE OPSOMMING: Voor die implementering van aborsiewetgewing in Februarie 1997 was onwettige aborsies die enigste uitweg vir vroue met ongewenste swangerskappe in Suid-Afrika. Weens die hoë morbiditeit- en mortaliteitsyfer van die betrokke vroue is aborsiewetgewing geïmplementeer met die doel om onwettige aborsies in Suid-Afrika te beëindig en aborsies op versoek wettiglik in aangewysde gesondheidsorgfasiliteite uit te voer. Die aborsiewetgewing stipuleer dat verpleegkundiges wat die voorgestelde aborsiesorgopleiding ondergaan het, ‘n swangerskap kan beëindig op versoek van ‘n vrou gedurende die eerste 12 weke van die draagtyd van haar swangerskap. Ten spyte van wetgewing wat verpleegkundiges magtig om eerste trimester aborsies uit te voer, word daar om verskeie redes onvoldoende aantal verpleegkundiges in die Wes-Kaap opgelei wat voorligting en berading aan swanger vroue gee, die aborsies uitvoer en/of probleemgevalle moet verwys. Geen daadwerklike pogings is sedert die inwerkingstelling van die aborsiewetgewing deur hoëronderwysinstellings in die Wes-Kaap aangewend om aborsiesorgopleiding vir verpleegkundiges aan te bied nie. Derhalwe is ’n behoefte geïdentifiseer om ’n omvattende opleidingsraamwerk vir hoëronderwysinstellings in die Wes- Kaap te ontwikkel vir die opleiding van verpleegkundiges in aborsiesorg. Die gevallestudie is as navorsingsontwerp gebruik en die spesifieke eenheid van analise waarop gefokus is was die verpleegkundiges wat opleiding in aborsiesorg ontvang het en die konteks waarbinne hulle aborsiesorg lewer by die onderskeie vlakke van dienslewering in die onderskeie streke van die Wes-Kaap. ’n Ewekansige, gestratifiseerde steekproef (nie-proporsioneel) is geneem van die aangewysde staatsgesondheidsorgfasiliteite in die Wes-Kaap, sowel as ’n nie-waarskynlike, doelbewuste steekproefneming van verpleegkundiges wat aborsiesorg verskaf, ’n nie-waarskynlike gerieflikheidsteekproefneming van vroue wat aborsiesorg ontvang het en ’n nie-waarskynlike, doelbewuste steekproefneming van finalejaar voorregistrasie verpleegstudente. Data is gegenereer met behulp van vraelyste aan onderskeidelik die vroue wat aborsies en/of berading ontvang het, die verpleegkundiges wat aborsies uitgevoer het, asook finalejaar voorregistrasie verpleegstudente. ’n Kontrolelys is gebruik om die aborsies wat deur verpleegkundiges uitgevoer is objektief en nie-deelnemend te observeer en semigestruktureerde onderhoude is met verskeie rolspelers in aborsiesorgdienste en -opleiding gevoer. Die hoofbevindings van hierdie studie dui daarop dat die nodige infrastruktuur waarbinne die dienste ingevolge die aborsiewetgewing gelewer kon word voldoende was, maar dat die voortslepende tekort aan opgeleide gesondheidsorgpraktisyns die aborsiesorgdienste kortwiek. Slegs 10 (n=10) van die 15 gesertifiseerde verpleegkundiges in diens van staatsgesondheidsorgfasiliteite het aktief aborsiesorgdienste aangebied in die onderskeie aangewysde fasiliteite in die Wes-Kaap. Leemtes is in die bestaande provinsiale protokol geïdentifiseer en dit het in die lig van nuwe navorsingsbevindings geblyk dat sommige van die riglyne óf nie in gebruik was nie, óf dat hulle intussen verouderd geraak het. Daar is bevind dat vroedvroue met toepaslike en doeltreffende opleiding die ideale kategorie gesondheidsorgpraktisyn is vir die verskaffing van aborsiesorg. Die gesertifiseerde verpleegkundiges wat deur die Departement van Gesondheid: Wes-Kaap se onderskeie streekskantore opgelei is, is vaardig in die uitvoer van die aborsieprosedure as sulks, maar die ander aspekte van aborsiesorg, wat meestal ook deur ander kategorieë verpleegkundiges uitgevoer word, sal waarskynlik groter aandag moet kry. Die aanbevelings is gegrond op ’n deeglike literatuurstudie sowel as op die bevindings en gevolgtrekkings wat uit die empiriese gedeelte van hierdie studie spruit en is vervat in ’n opleidingsraamwerk. Die navorser beveel aan dat die opleidingsraamwerk die grondslag sal bied vir die ontwikkeling van ’n formele program of programme vir die opleiding van verpleegkundiges in aborsiesorg aan hoëronderwysinstellings. Die doel van die voorgestelde raamwerk is dus om die konteks te bepaal waarbinne kurrikulering moet plaasvind, asook om ’n fokus of formaat te verskaf vir diegene wat die kurrikulum vir voornemende studente ontwikkel.

Thesis (LLD (Public Law))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: The unique and intimate relationship that exists between a medical practitioner and his/her client is possibly one of the most important relationships that can come into being between any two people. This relationship is characterised and influenced by the qualities and attributes specific to the nature and historical development of medical care, as well as medical science in general. The doctor-patient relationship is also influenced by the social dynamics of a particular community, environmental factors, technological advances and the general social and commercial evolution of the human race. With regard to medical care and health service delivery, the doctor-patient relationship is furthermore vital to the quality of the care provided, as well as to the outcomes and relative success of the specific medical intervention or treatment. One of the distinct characteristics of the doctor-patient relationship is the power imbalance inherent in this relationship. The medical practitioner has expert knowledge and skill, while the patient finds himself or herself in an unusually dependent and vulnerable position. It is because of this important role that the doctor-patient relationship still plays in health service delivery today; the susceptibility of the relationship to a variety of influences, and the characteristic power imbalances inherent in this relationship, that a study of the doctor-patient relationship in South African medical- and health law is necessary. The characteristic power imbalances will be considered from a legal perspective in this dissertation. This study provides a comprehensive source of the doctor-patient relationship from a legal perspective. Where relevant, references are made to theories and principles from other disciplines, including sociology, economy and medical ethnomethodology. The prevalence and consequences of power imbalances in the doctor-patient relationship are identified and discussed with the aim of bringing these to the attention of both the legal fraternity, and medical practitioners. Specific problem areas are identified and solutions are offered, including the following: • The adverse consequences of power imbalances inherent in the doctor-patient relationship on the medical decision-making process are considered from various perspectives. With regard to these adverse consequences, the doctrine of informed consent is analysed and evaluated in great detail. • The influence of paternalistic notions in health service delivery; the business model of health service delivery and the effects of managed care and consumer-directed health care on the doctor-patient relationship and health service delivery in general are also analysed from a legal perspective, and specifically with regard to the power imbalances inherent in this relationship. • The role of autonomy, self-determination and dignity, as well as the principles of beneficence in medical practice, are reconsidered in an attempt to provide a solution for redressing the power imbalances inherent in the doctor-patient relationship. • The fiduciary nature of the doctor-patient relationship and the special role of trust in the relationship are emphasised throughout the dissertation as the focal point of departure in the doctor-patient relationship and the main constituent in any legal endeavor to redress the power imbalances inherent in it.
AFRIKAANS OPSOMMING: Die unieke en intieme verhouding wat bestaan tussen ‘n mediese praktisyn en ‘n pasiënt is wêreldwyd waarskynlik een van die belangrikste verhoudings wat tussen twee persone tot stand kan kom. Hierdie verhouding word gekenmerk en beïnvloed deur kwaliteite en eienskappe eie aan die besonderse aard en historiese ontwikkeling van gesondheidsorg, sowel as die mediese wetenskap in die algemeen. Die dokter-pasiënt verhouding word verder beïnvloed deur die sosiale dinamika van ‘n bepaalde gemeenskap, omgewingsfaktore, tegnologiese vooruitgang en die algemene sosiale en kommersiële ontwikkeling van die mensdom. Op die terrein van gesondheidsorg en mediese dienslewering is die dokter-pasiënt verhouding voorts ook sentraal tot die kwaliteit van die mediese sorg wat verskaf word, sowel as die uitkomste en relatiewe sukses van die spesifieke mediese behandeling. Een van die kenmerkende eienskappe van die dokter-pasiënt verhouding is die magswanbalans wat daar tussen dokter en pasiënt bestaan. Die mediese praktisyn beskik oor deskundige kennis en vaardighede, terwyl die pasiënt hom- of haarself in ‘n ongewone, afhanklike en kwesbare posisie bevind. Dit is dan veral weens die besondere rol wat hierdie verhouding steeds in hedendaagse gesondheidsorg speel, die beïnvloedbaarheid van hierdie verhouding deur ‘n verskeidenheid faktore, sowel as die kenmerkende magswanbalans inherent in die verhouding, dat ‘n ondersoek na die dokter-pasiënt verhouding in die Suid-Afrikaanse mediese reg noodsaaklik is. Hierdie kenmerkende magswanbalans sal vanuit ‘n regsperspektief verder in hierdie proefskrif ondersoek word. Hierdie studie bied ‘n omvattende bron van die dokter-pasiënt verhouding benader vanuit ‘n regsperspektief, terwyl verwysings na teorieë en beginsels van ander dissiplines soos die sosiologie, ekonomie en mediese etnometodologie ook waar nodig ingesluit word. Die voorkoms en gevolge van ‘n magswanbalans in die dokter-pasiënt verhouding word verder geïdentifiseer en bespreek ten einde dit onder die aandag te bring van beide regslui en medici. Spesifieke probleemareas wat geïdentifiseer is en die oplossings wat daarvoor aan die hand gedoen is sluit die volgende in: • Die nadelige gevolge van die bestaan van ‘n magswanbalans in die dokter-pasiënt verhouding op die mediese-besluitnemingsproses word bespreek vanuit verskillende persepktiewe. Met betrekking tot hierdie nadelige gevolge, word die leerstuk van ingeligte toestemming in besonder geanaliseer en geëvalueer. • Die invloed van ‘n paternalistiese benadering tot gesondheidsorg, die besigheids-model van gesondheidsorg, en die effek van bestuurde- en verbruikersgedrewe gesondheidsorg inisiatiewe op die dokter-pasiënt verhouding en die verskaffing van gesondheidsdienste in die algemeen word ook vanuit ‘n regsperspektief ge-analiseer. Spesifieke aandag word in dié verband gegee aan die invloede van hierdie benaderings en perspektiewe op die magswanbalans inherent aan die dokter-pasiënt verhouding. • Die besondere rol van autonomie, selfbeskikking en menswaardigheid, asook die beginsels van weldadigheid in gesondheidsorg, word heroorweeg in ‘n poging om ‘n meer gelyke distribusie van mag in die dokter-pasiënt verhouding te verseker. • Die fidusiêre aard van die dokter-pasiënt verhouding en die besondere rol wat vertroue in hierdie verhouding speel, word in hierdie proefskrif beklemtoon en word voorts as die basis van die dokter-pasiënt verhouding beskou. Vertroue, as ‘n kenmerk van die dokter-pasiënt verhouding, behoort ook die fokuspunt te wees van enige poging om die magswanbalans in die dokter-pasiënt verhouding aan te spreek.

A research report submitted to the Faculty of Commerce, Law and Management at the University of Witwatersrand in partial fulfilment of the requirements for the degree of Master of Commerce, February 2019
Orientation: The professional accountant’s ability regarding ethical decision-making has come under increased scrutiny within recent times. This is particularly relevant within the South African accountancy environment given the recent accounting scandals that surfaced during 2017 and 2018. For professional accountants to achieve the goal of serving the public interest, they are required to have a mindset that fosters ethical-decision making. Research aim: The primary aim of this study was to explore the different factors which influence ethical judgement and behavioural intentions of professional accountants and to investigate which are significant factors which influence ethical-decision making. Ethical judgment involves the ability of the participant to recognise the seriousness of an ethical conflict whereas ethical behavioural intentions focus on the willingness of the participant to behave ethically. The secondary aim of the study was to explore the effect of demographical characteristics on ethical decision-making. Motivation for study: From a South African perspective, it is critical to ensure that professional bodies who are tasked with developing the accounting profession as well as serving the public interest gain a better understanding of the different factors which influence ethical judgment and behavioural intentions of professional accountants. Research approach and method: This study used a multidimensional ethics scale (MES) to measure the significant considerations of professional accountants when faced with an ethical dilemma. A quantitative research approach was followed and a questionnaire based upon the MES and three tax related ethical dilemmas was used to gather data. To address the research aims of the study, two research questions were answered through hypothesis testing which involved both descriptive and inferential statistical methods. Main results: The primary results indicated that factors such as morality, fairness, justice and acceptability to one’s family play the most significant role in influencing the ethical judgement of professional accountants. In addition, it was found that egoism which prioritises the long-term self-interest of the professional accountant significantly influences their ethical behavioural intentions. Lastly, the secondary results indicated that demographical characteristics such as rank and highest qualification attained by professional accountants play an important role in influencing the mind of the professional accountant when faced with an ethical dilemma. Application: This study contributes to the existing body of research involving ethical decision-making of professional accountants. This is an important topic in the current discourse on accounting and amongst accounting professionals. Furthermore, the results of this study can also form the basis of a mechanism for change within professional accounting bodies (PAO’s). The results of this study can be applied to assist in re-aligning continuous professional development (CPD) programmes. Based on the results, professional bodies can shift their focus in terms of CPD’s towards prioritising public interest as a key consideration for current and future accountants. To this end, PAO’s and higher education institutions can use this contribution when designing a new syllabus which addresses the issues that arise around ethical decision-making. Contributions: Key conclusions of this study contribute to the understanding of professional accountants’ ethical judgment and behavioural intentions. The topic under investigation is in direct response to calls for increased research on ethical judgement and behavioural intentions of professional accountants. The results also contribute towards a better understanding of the effects of gender, rank and professional qualifications on ethical decision-making.
PH2020

A research report submitted to the Faculty of Commerce, Law and Management in partial fulfilment of the requirements for the degree of Master of Commerce (specialising in Taxation), 8 May 2017
Online resource (iii, 69 leaves)
A Chartered Accountant performs a number of roles including that of a tax adviser. In performing such duties, Chartered Accountants provide tax advice and devise tax-planning strategies. Recently, tax planning and tax avoidance strategies, including the ethical behaviour of tax professionals, have come under the spotlight, as the ideas of fairness, morality and ethics have become part of the global tax debate. This report examines how accredited academic programmes training Chartered Accountants effectively incorporate ethics into the taxation curriculum for both undergraduate and postgraduate students. As the foundation of the Chartered Accountancy profession entails responsible leaders who uphold the highest ethical standards, the report evaluates how ethics and ethical behaviour can be incorporated into the current taxation curriculum of academic programmes accredited by the South African Institute of Chartered Accountants. The purpose of this study is to understand what areas within the tax curriculum ethics can be incorporated into, the definition of ethics, the teaching of ethics and whether a need for teaching ethics in taxation exists. This research was conducted based on an extensive review of relevant literature. The findings define ethics and ethical behaviour and suggest that a need exists for teaching tax ethics, considering the reality of tax avoidance and the role of tax professionals. Furthermore, the research finds that ethics and ethical behaviour can be taught. The report concludes by suggesting teaching methods that could be used to incorporate ethics into tax. Keywords: Taxation, ethics, education, accounting
GR2018

A Research Report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Arts, Applied Ethics for Professionals Johannesburg, 2016
This research sought to defend the proposition that not only do corporations have a moral right to lobby, corporations also have a moral duty to influence public policy through lobbying. The research has considered the ethics of corporate lobbying within the context of the extent literature in Business Ethics and from a South African perspective. An argument for corporate moral personhood has been advanced as the basis for a corporation’s moral right to lobby. The rights and duties of corporations as citizens have also been considered, and a case has been made for a normative theory of corporations as political actors with an associated moral obligation to seek to influence public policy to promote public interests. A set of ethical principles to guide responsible lobbying has been articulated as a morally justified basis for restricting a corporation’s moral right to lobby which arises from its status as a type of moral person to ensure that the power of corporations is harnessed in service of society.
MT2017

M.Ed.
The birth of a democratic South Africa demanded that all people of this country be integrated into one society (Hariparsad, 2005:1). This implies that people from various cultural backgrounds brought with them their individual, cultural and normative values into the integrative process. For example, there were more than one education system in this country and all were integrated into one system (Bray, 2000:31). According to Bennet (1997:71), the term 'work ethic' describes the preposition that work is a moral obligation and that work occupies a central position in a person's life. Van der Westhuizen (2003:71) argues that a school reflects traits of both societal relationships and organizations. The school is a formal organization consisting of structure and activity that has to be managed to fulfill the intended function. A fundamental management function is leadership (Smith & Cronje, 2001:278), which Gunter (2001:19) defines as the process of directing the behaviour of others towards the accomplishment of objectives and goals of the organization. In a school environment, the task of leadership is accorded to the principal, who needs to be responsible in his/her job for maintaining an effective school environment. Organizations do not achieve their objectives on their own. Someone has to deploy the basic resources that the organization has at its disposal to help it achieve its goals. This important element is management. Managers must activate and guide the organization (Hariparsad, 2005:4), and the responsibility for professional management of a public school is also vested in the principal (South African Schools Act, 1996:16[3]). The researcher believes that the work ethic of the educators will dictate the manner in which the school functions. Hariparsad (2005:5) states that if the work ethic of the educators is based on sound principles of efficient and effective work practices, emerging from a sound value system and a strong individual moral fibre, it can be expected that the school will function as a meaningful organization in society. It seems, however, that some schools face management problems which emanate from the work ethic of the educators. In addition, the management practices and procedures selected by the principal impact on the ethos of the school which in all likelihood will affect the work ethic of the educators (Hariparsad 2005: 6). Educators in South Africa have recently been accused by the public of going on strike far too easily; and hence have been labeled as having a poor work ethic (Makgoba, 2007:7). The work ethic among South African educators has, however, not been determined in any empirical way and this research will attempt to obtain a benchmark for educators in the Limpopo Province of South

The discipline of orthopaedic surgery is a fast growing surgical specialty directed at the diagnosis and management of disorders of the musculoskeletal system e.g. acute trauma, fractured or dislocated joints, elective reconstructive surgery as well as related research. The standard of care in orthopaedic surgery treatment reflects the status of its evolution and what is currently available in terms of the knowledge, surgical expertise, orthopaedic implant materials, and equipment. It is the duty of the orthopaedic surgeon to live up to the promise as best he or she can to heal when it is possible to heal and to provide the level of care expected that transcends simple surgical expertise and bio-technological intervention. The informed consent process is an often neglected but vital component of the standard of care which has to satisfy prescribed ethical and legal requirements. This research is focused on how to heighten the awareness of, and to encourage engagement within the orthopaedic surgery fraternity with the informed consent process. If the informed consent is given more recognition within this group, it will benefit the potentially vulnerable orthopaedic patient, protect the orthopaedic surgeon against litigation, and importantly, contribute to the ethical imperatives bound in a doctor-patient relationship. For this research, a vast search of the available local and international literature has been perused and my finding is that the application of Ethics and recognition of the informed consent concept within the medical community in general is gathering momentum and it must be both supported and internalized by those in orthopaedic surgical practice.

M.A. (Public Management and Governance)
This study seeks to deal with a variety of ethical challenges that programme evaluators encounter when undertaking evaluations. In order to find the origin of programme evaluation ethical dilemmas, the study begins with a description of how programme and policy evaluation emerged as a professional field. A chronological approach has been used to outline how different governments and nongovernmental organisations across the world decided to adopt programme evaluation as a mechanism that can be employed to judge the worth and effectiveness of public and private sector policies and programmes. The historical context has also provided foundations for various purposes of evaluation and roles that must be assumed by programme evaluators. The study identified various challenges that arise during different phases of programme evaluation. Political issues are known challenges that programme evaluators encounter. A link between obstacles and the various roles of programme evaluators have been investigated and analysed. The study also shows how programme evaluators, commissioning agency staff, programme recipients and participants might contribute to unethical conduct in various stages of the evaluation. The study assessed different principles and guidelines that programme evaluators use to guide their evaluations. It also assessed the usefulness of policy instruments in terms of covering the challenges that arise throughout the life cycle of programme evaluation. Furthermore, the study focused on the limitations of the current policy instruments regarding ethical obstacles in evaluation. In response to these limitations, the study proposes various measures that programme evaluation institutions can put in place in order to address the inadequacies that are found in current principles and guidelines.

South Africa has embarked on a journey of transformation since 1994. The ruling ANC has introduced many policies aimed at achieving equality, known as "black empowerment". The `empowerment' of black women professionals is especially critical in the transformation era. Empowerment is defined as a process, which "involves individuals gaining control of their lives and fulfilling their needs, …as a result of developing the competencies, skills, and abilities necessary to effectively participate in their social and political worlds" (Kreisberg, 1992:19). From this perspective, empowerment is the essential expression of individualism and self-determination since it embodies the belief that the individual has the ability to effect changes and improve their lives. This individually oriented definition presupposes the importance of constructing one's `self' as unitary and independent. The `unitary self' is a support of the logic of the `Same', which entails the exclusion of otherness and difference. In contrast to this approach, the postmodern theory of Julia Kristeva, with its inherent suspicion of doctrines of pure origins and essences, is corrosive of discourses such as `empowerment' that are developed according to the logic of the Same. Kristeva proposes a subject which is always already `in process'. Identity is a constructed process, rather than a fundamental essence. The Oedipal model, extracted from the Kristevan theory of subjectivity, shows how the nine professional women who partook in this study constructed their selves by placing equality and difference in an antithetical relationship. However, a deconstruction of the Oedipal model opens the construct up to its blind spots and, these subjects are shown to base their identities on the splitting off of their feminine capabilities. Instead of being `unitary self', the subjects are subjects-in-process, and they operate both across and within the competing discourses of traditional femininity and masculinity. As a possible alternative to the positivist paradigm of `empowerment', a Kristevan `herethics' is considered. In South Africa, this is exemplified by the `ubuntu' principle, which entails the recognition of our interdependence. Finally, in order to assist these professional women to embrace the alterity within, whilst competing in a constantly changing and intellectually challenging world, life skills coaching which focuses on the often repressed, emotional aspects, is recommended.
Psychology
D.Litt et Phil. (Psychology)

M.Ed.
The research in this qualitative study focuses on the role of the educational psychologist as consultant in Inclusive Education. The rationale for the investigation is derived from the changing and expanding role of the educational psychologist. This role has been implicated by the move from excluding learners who experience barriers to learning from mainstream schools, towards a policy of Inclusive Education. Inclusive Education aims at restructuring and transforming schools and curricula, in order to promote needs-driven, holistic, effective, community-based and quality service delivery. However, the implementation of Inclusive Education poses complex problems to those involved. Knowledge, skills and attitudes are required in which most teachers, parents as well as personnel at the education support services are not yet trained. This necessitates a comprehensive solution, such as collaborative consultation. The educational psychologist thus needs to reflect on her current role, and should change and expand her role to that of a consultant. The report of the study commences with a theory framework in which collaborative consultation is explicated. The nature of collaboration as a constructivist learning and problem solving process, in whole school development for Inclusive Education, is discussed. Thereafter collaborative consultation as an ecosystemic approach to, and reflective practice in whole school development, is discussed and illustrated. The chapter ends by a summary of the role, knowledge, skills and attitudes of the consultant in whole school development for Inclusive Education. The theory framework is followed by a chapter on the design of the qualitative study, substantiating the choice of format and methods of data collection and analyses. A rich and tightly woven description of the chronological course of the research process is provided, when examples of raw data and data analysis from the sketches and transcriptions of the focus group and individual interviews are presented.

M.Ed. (Educational Psychology)
Motivated teachers are essential for effe~~ive teaching to take place. As a result of trauma experienced by the black teacher, especially after 1976, when their authority was. undermined and the slogan "Liberation before education" was the theme of the day, teachers were unmotivated to teach. Furthermore the existing forms used to "inspect" the teachers were unacceptable for the ANC government and teachers. The researcher, out of his experience as subject advisor, identified and addressed the shortcomings in the existing evaluation practices by developing a motivation strategy where a motivation form is used. In this way a learning culture could again be established in the schools. As a grounding for above mentioned strategy a literature study was done on motivation, the motivation theories as well as ways in which adults are motivated. Goal setting, what it entials, existing theories as well as the errors made when setting goals, were also researched by means of literature studies. A motivation form is developed in this research, in which the purpose, development and structuring of the form is discussed. Finally research is undertaken to determine the didactic principles relevant to this study were researched to determine what the purpose and value of each principle were, and how these could simultaneously contribute towards the mastering of the work by the pupils.

Aim: The purpose of this study is to establish midwives’ perception of ethical and professional malpractices in labour units and to enhance the awareness of ethical behaviour and professional practice by midwives. Design: A qualitative, exploratory, descriptive and cross sectional design was followed to explore the midwives understanding of and experiences of ethical practice and professional malpractices in Labour Units of Tshwane, Gauteng Province. A non-probability purposive sampling was used to draw a sample from midwives with two or more years of experience working in Labour Units. Data collection: Individual in-depth interviews using open ended questions were used to collect data. Interviews were recorded using an audio tape recorder, which was later transcribed verbatim. Data collection was continuous until saturation was reached with the eight (n=8) participant. Findings: the results of the study revealed that midwives do understand the ethical code of conduct. However, due to challenges such as shortage of staff; shortage of material resources; non-compliance of midwives to policies and guidelines; fear of decision-making; and lack of management support, all this makes ethical conduct more challenging. It is hoped that the findings of this research will make contributions to midwifery training and practice.
Health Studies
M.A. (Health Studies)

This is an explorative study into the challenges and ethical dilemmas that practitioners face when assessing the intellectual functioning of black learners. Participants were registered psychologists and intern psychologists involved in assessing black African learners. Data were collected by means of an interview schedule that had been designed for this purpose, based on the literature in the field. All participants were interviewed individually. The psychological practitioners interviewed in this study reported linguistic barriers, limited cultural knowledge, and lack of scientific validation as posing the major challenges for them in assessing black African learners. Among the ethical dilemmas that were reported were confidentiality and informed consent which were sometimes compromised by their dual responsibilities to the client and the schooling system or another third party. Forming discussion forums, development of new and appropriately normed assessment tools and incorporating relevant skills in training programs were recommended as some of the strategies to overcome these challenges and ethical dilemmas.
Thesis (M.Soc.Sci.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.

The purpose of the study is to explore past and current professional nursing organisations by means of historical inquiry and to explain the factors that influenced the development of such organisations, as well as the contribution that these organisations made to the professional development of South African nursing in the period between 1914 and 2014. The researcher conducted a literature review and collected data from archival primary and secondary sources. A priori codes provided structure and historical context, yet allowed flexibility. Philosophically critical realism guided the research and enabled the researcher to explain and critique the social world in which South African nursing organisations historically functioned and exerted their professional influence. The findings revealed that in the past one hundred years political, economic and cultural factors present in the social world influenced the nature of South Africa’s professional nursing organisations. Determined to create a female professional image, status and educational exclusivity, South African nursing leaders of the 20th century opted to establish the South African Trained Nurses’ Association (SATNA), a professional nursing association. Influential associations such as SATNA and the South African Nursing Association (SANA) guided the profession to develop a nursing culture based on philosophical and ethical principles of practice. The result was a recognised, respected and trained nursing corps. Over time, however, a social class system, religion, political ideology and nurses’ economic needs reshaped South Africa’s nursing associations and consequently the profession. By the end of the 20th century, South African nursing leaders accepted that nurses needed their socio-economic welfare to be prioritised and therefore the Democratic Nursing Organisation of South Africa (DENOSA), a professional organisation with a trade unionist stance, was established. The result was a trained, politicised, fragmented nursing corps struggling to find its collective professional voice. The greatest legacy bestowed on South African nursing by its first influential organisations is the professional associations evident today. Over time, the South African Nursing Association’s discussion groups that had been established in the 1950s to discuss nursing-related topics evolved into the specialist groups and associations that were present in 2014.
Health Studies
D. Litt et Phil.

Universities in South Africa endure the challenge on an annual basis to secure field placements for the growing number of social work students. Field practice together with the required supervision is a critical component of the social work curriculum, since it provides students with opportunities to practice the skills taught in their theoretical courses. Whilst securing field placement is an extension of the social work curriculum, it is also essential to understand the plight of the supervisors and agencies that provide this service. The literature available in South Africa on this aspect is very limited, yet the dependency on agencies and supervisors is immense. This the study aimed at exploring and describing the experiences of social workers who supervise social work students’ field placement within Durban and the surrounding areas in the province of KwaZulu-Natal. A qualitative explorative study was conducted through the use of an in-depth interview schedule and a total of 18 supervisors from a range of organizations formed the sample for this study. Supervisors were interviewed individually with the aim of exploring their experiences, perceptions, needs and challenges with regards to field practice placements and they were invited to make suggestions for a best practice model. The main conclusions drawn from this study were that agency supervisors acknowledge their critical role in this process. However, training and supporting them is minimised which impacts in various ways on their ability to function optimally. In addition, supervisors feel that students are not thoroughly screened for the profession; they are underprepared for the field and lack the basic skills essential for practice. Supervisors are often forced to function in isolation in the absence of models and theories on field practice placement and the lack of collaboration with the universities. The different universities in the province have different requirements and expectations of supervisors. The recent strategy to address the retention of social workers through the awarding of bursaries has resulted in enormous challenges, particularly related to students’ commitment, dedication to the profession and the impact on the NGO sector. The time spent in field practice is regarded as insufficient for students’ exposure to the dynamics of all types of services and the introduction of a policy, model and framework for student supervision by the professional counsel is long outstanding and impacts on the status of the profession. Emanating from the findings, recommendations have been made with regards to optimising the learning opportunity for students and to enhance the experience of supervisors in student supervision.
Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2012.

Summary in Afrikaans and English
Hierdie verhandeling omvat 'n beskrywing van die ontstaan en ontwikkeling van die onderwysersvereniging wat vanaf 1893 onder meer as die Vereeniging vir Onderwijzers en Onderwijzeressen in de Z.A.R. (VVOOZA), die Vereeniging van Onderwijzers en Onderwijzeressen in Zuid-Afrika (VVOOZA) vanaf 1903 en sedert 1923 as die Transvaalse Onderwysersvereniging (TO) bekend gestaan het. Die klem val op uitsprake van TO-voorsitters en aktiwiteite wat deur die TO van stapel gestuur is ter bevordering van die professionaliteit en professionele status van onderwysers en onderwyseresse. Die verhandeling sluit ook 'n ontleding van en kritiese besinning oor die kenmerke van professionaliteit in. In die verband word gefokus op die verhouding van die TO met enkele onderwysbelanghebbendes, die bevordering van die professionele beeId van onderwysers/onderwysersesse en die beginsels wat die TO tydens salarisonderhandelinge gehandhaaf het. 'n Belangrike gevolgtrekking waartoe gekom word, is dat die TO vir meer as 100 jaar nie net professionaliteit in onderwysverband bevorder het nie, maar dat sy uitsprake en aktiwiteite op sigself getuig van 'n professionele ingesteldheid.
This thesis comprises an account of the origin and development of the teachers' association known from 1893 as the Vereeniging vir Onderwijzers en Onderwijzeressen in de Z.A.R. (VVOOZA), as the Vereeniging van Onderwijzers en Onderwijzeressen in Zuid-Afrika (VVOOZA) from 1903, and since 1923 as the Transvaalse Onderwysersvereniging (TO). The accent is on pronouncements of TO chairpersons and activities initiated by the TO to promote professional qualities among teachers and to secure professional status for them. The thesis also includes an analysis and critical consideration of the criteria of professionalism, with special reference to the relationship between the TO and roleplayers with an interest in education, the promotion of the professional image of teachers, and the principles upheld by the TO in salary negotiations. An important conclusion drawn is that for more than 100 years of its existence, the TO not only promoted professional qualities in the educational context, but epitomises professionalism in its pronouncements and activities.
Educational Studies
M.Ed. (Historiese Opvoedkunde)

M. Tech. Public Management
The aim of this research is to test different opinions of whether there are instances of unethical and corrupt activities in Academic higher educational institutions in South Africa and to also discover the types of unethical behaviour and corruption taking place if any, in order to come-up with remedial measures. The participants in this research are the academic and administrative personnel. Participants are aware of what is expected of them by management within their different academic higher educational institutions. They can be able to detect instances of unethical and corrupt acts by their colleagues and these will allow them to make a valuable contribution in this research.

D.Ed.
Increasingly high demands are being made on teachers. It is consequently not strange that they often find it difficult if not impossible to hold their own, professionally and personally. This leads to phenomena such as stress, burnout and resignations from the teaching profession. Although these problems are also encountered in other occupations as well, in teaching they have a unique and rippling dimension. Pupils, who are in a particularly impressionable stage in their lives, are defenceless against the "onslaughts" that may partially stem from a teacher's inability to cope successfully. Every teacher should therefore be able to uphold his inner self, with all the meanings he attaches to it - in the work context and in all life situations that have a bearing on him as a unique person. Against this background the aim of this investigation was to determine how the high demands of the teaching profession influence the professional and personal coping process of high school teachers. To achieve this aim the research was guided by seven detailed objectives. The first five were realized by building a theoretical framework for the professional and personal coping process of teachers with the help of an extended literature study. Factors and functions were identified that complicate the survival and functioning of high school teachers, and consequently set high coping demands. Arising from the nature of these coping demands, particular conditions or requirements were sought that promote or ensure the successful professional and personal coping process of teachers. In addition, certain kinds of strategies or techniques were identified from the literature that teachers can use to help them handle situations that could lead to tension, frustration or could upset them. In the above theoretical reflection of this investigation, two dimensions (facets) of high school teachers' ability to hold their own have crystallized. The first of these dimensions concerned teachers' professional and personal coping abilities in respect of demands placed on them by contextual factors and the inner dynamic quality of each teacher's own persona. The second dimension concerned teachers' use of particular coping strategies or techniques when they find themselves in situations that could be stressful, frustrating or upsetting to them. An empirical investigation was undertaken with reference to the above theoretical framework. White teachers at Afrikaans-medium and English-medium schools in Pretoria and Verwoerdburg were involved in the investigation. A structured questionnaire, in Afrikaans and English, was compiled on the basis of the above dimensions of teachers' ability to hold their own. In line with the sixth objective set for this study, this measuring instrument was used to determine to what extent high school teachers succeeded in holding their own professionally and personally. The strategy followed to analyze and interpret data consisted of four steps. In accordance with steps 1 to 3 the data were separately analyzed in respect of each dimension (facet) of teachers' ability to hold their own. In step 1 the validity and reliability of the measuring instrument was investigated in terms of each separate dimension (facet) of teachers' ability to hold their own. First and second-order factor analytical procedures and item analyses were applied in this connection, leading to the identification of three variables (scales or factors). In respect of dimension 1, one variable was of relevance, namely teachers' perceptions of their professional and personal coping ability concerning demands made on them as a result of con extual factors and the inner dynamic quality of each teacher's own persona. For dimension 2 two variables were used, namely teachers' use of predominantly problem-oriented coping strategies or techniques and their use of predominantly emotion-oriented coping strategies or techniques. The above variables were then used to conduct multivariate and single-variable analyses on the data according to steps 2 and 3 in respect of each dimension of teachers' ability to hold their own. These analyses were aimed at determining to what extent high school teachers were currently succeeding in holding their own professionally and personally. The Hotelling T2 test and the MANOVA were used to test multivariate hypotheses, while Student's t test, the ANOVA, the Scheffe test and the Chi-square test were used to test single-variable hypotheses. In step 4 of the analyses a canonical correlation analysis was conducted on the data to determine whether there was a statistically significant relation between the two respective dimensions (facets) of the teachers' ability to hold their own. The findings obtained from all these analyses will now be dealt with briefly. Concerning the first dimension of teachers' ability to hold their own, it appeared from the findings that most of the teachers in the test group had apositive perception of their professional and personal coping abilities. There were also teachers who had less positive perceptions in this regard, which indicates that they found it more difficult than others to hold their own successfully. It therefore seems that such teachers could often experience crises in their ability to cope. In addition, the use of the respective types of coping strategies (dimension 2) by the teachers in the test as a whole suggests that the above positive perceptions may not always be so realistic. Although the teachers believe they coped very successfully, it appeared from the results that their use of predominantly problem-oriented coping strategies or techniques was not particularly high, which can imply a less successful ability to hold their own. It follows from this that these types of strategies are aimed at averting emotional experiences such as tension, frustration and alarm. Although there were teachers who used these strategies to a greater extent than others, it emerged that the use by most of the teachers of predominantly emotion-oriented coping strategies was particularly high. There were also teachers who made use of the latter type of strategies to a greater extent than others, which indicates that they probably frequently experienced tension, frustration or alarm and consequently coped less successfully. This happens because predominantly emotion-oriented coping strategies are used when the above experiences have already been elicited in a person and he/she endeavours to control them. Regarding the relation between the teachers' perceptions of their professional and personal coping abilities and their use of particular types of coping strategies or techniques, the following was found: • Particularly positive perceptions of professional and personal coping abilities correlate statistically significantly with a high use of predominantly problem-oriented coping strategies or techniques. • Teachers who believe that their religious convictions and teacher training to a large extent contribute to their coping ability, nevertheless find it difficult to cope in respect of demands that stem largely from their relationship with the pupils. Such teachers consequently make use of mainly emotion-oriented strategies in their endeavours to hold their own. In addition these teachers believe that nowadays teacher training equips teachers with the skills to cope successfully in practice. Understanding for the professional and personal demands that teachers have to contend with, needs to be encouraged among parents and the public at large.

The tone of this dissertation is in the first person as allowed by the lens of constructivism used in it. Being constantly self-reflective, the author takes the reader through his personal journey to be a therapist, and the ethical dimensions encountered in the process, to indicate that one cannot do therapy \\'ithout considering ethics in the fusion of the professional and personal selves of the therapist.- What is lost in the delineated field of observation is hoped to be gained, in the richness of its personal material. Not aiming at drawing any generalisable arguments, the purpose of the dissertation is to provoke a dialogue about our ethical conduct with clients, indicating that our therapeutic conduct is enriched by constantly involving ourselves in the ethical dilemmas that emerge in the therapeutic process.
Psychology
M.A. (Clinical Psychology)

This study examines the effects of educators’ professional conduct on learners’ academic performance. The researcher used quantitative research methodology and design. Data was collected in eighty primary schools, mostly in a disadvantaged context, in the Vhembe District in Limpopo Province, South Africa. A researcher-designed questionnaire was administered to eighty primary-school principals who were randomly selected. The research revealed that the implementation of the educators’ code of professional ethics may improve the quality of educators. The achievement of high learner academic performance may be determined by the manner in which principals lead, manage and encourage educators to adhere to the tenets of professional conduct. This research also revealed that although educators are aware of professional conduct, they show unprofessional behaviour such as disrespecting learners, leaving class unsupervised, excessive use of mobile phones during lessons, and excessive absenteeism. Learners who lack effective educator support tend to achieve lower results than expected. Learners whose educators behave professionally achieve good academic performance.
Educational Leadership and Management
M. Ed. (Education Management)

D.Ed. (Educational Psychology)
This study investigates the first year of education and training of students enrolled for. the M.Ed. degree in Educational Psychology with the view to describing and also explaining pertinent problems and processes of professional development, especially with regard to reflective practitioning and the role of experiential learning. The rationale for the investigation was involved from major policy documents which addresses the issue of knowledge and the novice practitioner in the dynamic and challenging milieu of reconstruction and development in South African education. The report of the study commences with a theory framework in which reflective practitioning, experiential learning and professional development are explicated. An important distinction in the literature review is the two main emphases in professional training, namely the normative professional curriculum and the dialectic professional curriculum. Both the theory of reflective practitioning and experiential learning are viewed as exponents of the dialectic curriculum in which contemporary theory of constructivism as view of learning is embedded. In this view a reflective practitioner is considered a lifelong self evaluative learner. In conjunction with the perspective of reflection in practice, experiential learning is viewed as potential knowledge. Rounding off the literature review, various models of reflective practitioning are included emphasising the role of the facilitator as guide and as leader. The theory framework is complemented by a chapter on the design of the field study, substantiating the choice of the format and methods of data collection and analyses with views from the body of knowledge on qualitative research. The field investigation is reported in the ensuing chapters presenting examples of data collection and analyses procedures.

MCur
Department of Advanced Nursing Science
Background: Doctors and nurses working in ICU are always confronted with ethical dilemmas when caring for critically ill patients no matter where they practice. The ethical dilemmas experienced by ICU nurses and doctors include amongst other: freedom of choice, truth telling, distribution of resources and confidentiality. Purpose: The study sought to explore the ethical dilemmas experienced by healthcare professionals working in ICU, Vhembe district in Limpopo province. Setting: The setting of the study was Tshilidzini hospital, Vhembe district in Limpopo Province Methodology: A qualitative, explorative, descriptive design was used. The population was nurses and doctors working in ICU, Tshilidzini hospital, Vhembe district in Limpopo province. A purposive sampling was used to select the study sample, and the study hospital. Data was collected by means of Semi-structured, in-depth interviews. Data was analyzed using Tesch`s method. Ethical considerations were adhered to. Findings: Participants expressed ethical dilemmas related to lack of resources, unsuitable infrastructure, hospital policies and patient`s decision making. Recommendations: The study recommends better policies by government and critical care societies to help guide resource allocation for ICU services. The number of ICU beds must be allocated according to the population it serves, in-service trainings to be conducted on regular bases in order to equip ICU health care professionals with knowledge of ethics and skills of decision-making, an active ethics committee to be elected to assist ICU practitioners when they encounter ethically challenging situation.
NRF

The purpose of this thesis is to develop a comprehensive process for identifying and addressing primarily constitutional, medico-legal and liability issues, and in addition ethical, social and scientific issues related to the psychiatric and psychology professions in South Africa. In fulfilling this purpose, a comprehensive search is conducted of relevant historical, ethical, philosophical and clinical aspects pertaining to psychiatry and psychology, as well as an evaluation of the current juridical framework regarding the legal liability of the psychiatrist and psychologist balanced against the constitutional rights of the mentally disordered patient in South Africa. Recommendations are made for the establishment of any new controls needed to mitigate and prevent the exposure of mentally disordered patients, further attempting to provide specific remedies to adapt the current juridical framework in South Africa. The examination is conducted within the framework of the South African and United Kingdom's legal systems. Focus is placed on aspects of medical law, human rights law (as envisaged in the Bill of Rights in the Constitution of the Republic of South Africa, 1996), criminal law and the law of delict and, to a lesser extent, administrative law and the law of evidence.
Law
LL.D.

The last decade has seen an increase in the institutionalised professionalisation of the White teachers in the Republic of South Africa. In 1981 the de Lange Commission called for the professionalisation of teacher educators and this was accepted by the Government in the White Paper of 1983. Subsequently teacher educators have been compelled by the National Education Policy Amendment Act (House of Assembly), 1986 (Act 103 of 1986) to register with the Teachers' Federal Council and financial pressure was brought to bear under the Act for teacher educators to associate with recognised teacher organisations. The outcome of this requirement appears to be greater control of the profession by the Government. It is timely to investigate precisely what is understood by professionalisation vis-a-vis teacher educators, as the professionalisation of teacher educators cannot be accomplished by statutory fiat alone. Nor have teacher educators held a particularly professional position within education. The colleges of education have been hemmed in by the provincial authorities on the one hand and by the powerful university lobby on the other. Colleges of education have historically been associated with secondary education and still are, in that they are controlled by the provincial authorities and have not been accorded full tertiary status and standing within the educational organisational structures. The colleges of education per se have no representation and no direct input into policy making and planning for education in South Africa. It is relevant and urgent to ask questions such as "What is meant by the professionalisation of teacher educators?", "What process is involved in professionalisation?" and "How can the increased professionalisation of teacher educators be realistically accomplished in the Republic of South Africa?" To this end, a full exposition of the concept of professionalisation is derived from the literature. The phenomenon and process of professionalisation are thoroughly considered, mainly from a theoretical sociological perspective. A relatively recent history of important events in Education within the Republic of South Africa is considered in the light of the possibilities for furthering the process of the professionalisation of teacher educators in this country,. In particular, the implications of the recommendations of the De Lange Commission (1981) and the Government's reaction to this Commision, as contained in the White Paper (1983), are considered. The South African Teachers' Council for Whites and its impact is assessed, and the implications of the 1983 Constitution are considered, as they affect teacher education in the Republic of South Africa. All the facets and factors implicit in the process of the professionalisation of teacher educators are critically reviewed via the attributive and process paradigms of professionalisation as explicated by Ozyga and Lawn. Recommendations are generated based on the insights obtained. In particular two facets of paramount importance emerged : (i) The need for an organised professional teacher educator association, to promote professional concerns and to represent professional interests in educational provisioning, is essential; and (ii) The need for the Government to reorganise its educational structures, so as to afford teacher educators a channel of professional representation, is evident. These facets would be of mutual value to the profession and the Government alike. Current education structures are sketched and futuristic idealistic models of organisational structures are proposed. On the basis of these studies a number of recommendations are proposed, including, inter alia, the following primary facets : Teacher education should be occupationally delineated, its members should be incorporated in a distinct and discrete professional registration category and statutory recognition should be given to this profession and its members; Teacher educators should form a fully developed national professional association to promote individual and corporate interests and to negotiate on matters of interest and concern; The teacher education profession should be rationalised and coordinated nationally, be accorded a greater degree of professional autonomy and be formally involved in national policy making in a unitary general affairs body; Teacher education should be upgraded to a fully degreed profession, with specialised post graduate degrees being made available with a specific bearing on teacher education, including the opportunity for research; and The courses offered by colleges of education should be upgraded via establishing the option of degree courses at colleges, concentrating all teacher training at colleges of education, providing enhanced facilities for serving teachers to upgrade their qualifications at colleges, promoting a wider acceptance and implementation of integrated teacher training degree courses and promoting the esteem of teaching degree and diploma courses as professional and academic qualifications of repute.
Thesis (M.P.A.)-University of Durban-Westville, 1987.

This qualitative study aimed to trace the psychotherapeutic development of clinical and counselling psychologists across the careerspan within the South African context. Through purposive sampling 34 psychologists were recruited according to the inclusion criteria of the study. Five distinct career levels were explored, namely, student (n=10), intern (n=7), early career (n=7), experienced (n=5), and senior (n=5) psychologists in relation to the Society of Psychotherapy Research’s international model of psychotherapist development. By means of semi-structured interviews, couched in the social constructionist position, participants’ experiences were thematically analysed from over 600 pages of transcription. Additionally, the researcher’s personal journey of developing as a psychotherapist was reflected upon. The current study found that a number of aspects fostered the development of psychotherapists. Participants reflected on personal and familial wounding events that influenced them choosing a career as a psychologist; this awareness was gradual over their development. Across theoretical orientations, participants resisted adhering to one way of working in light of the diverse South African context. However, the need to limit the number of theoretical orientations taught within the first months of training was proposed. Professional sources of influence highlighted by participants were personal therapy and peer supervision or reading groups. Qualified professionals to a lesser extent made use of individual supervision which when pursued needed to be a ‘felt’ collaboration. Participants found as they developed they became more comfortable being a psychotherapist however the complexity of cases still kept them humble. Limitations of the study, potential future research directions as well as recommendations for practicing clinical and counselling psychology were outlined.
Psychology
Ph. D. (Psychology)

The overall aim of this research was to understand the essential elements/factors that contribute to the effectiveness of the content of codes of conduct in the public service in addressing corruption. The ultimate objective was to compare the South African public service code of conduct with practical guidelines to determine whether it complies with international practice. The international guidelines used in this research were that of the Organisation for Economic Co-operation and Development on codes of conduct, the Technical Guide to the United Nations Convention against Corruption, the United Nation’s International Code of Conduct for public officials and the Council of Europe’s Model Code of Conduct for public officials. The findings of this research confirmed that the South African public service code of conduct is deficient in some areas and it is recommended that these deficiencies be addressed, having regard to the provisions of the International Guidelines.
Dissertation (MPhil)--University of Pretoria, 2012.
Auditing
unrestricted

Contemporary South Africa prides itself on having a Bill of Rights. For 84 years (1910 to 1994) public administration regulated the general welfare and lives of inhabitants in the finest detail, while being subject to almost only the whims and political objectives of the governing authority. On 27 April 1994 the 1993 Constitution introduced a constitutional obligation and radical change to the manner in which public administration must be exercised. Today, still an infant in experience relating to a bill of rights, public administration must be exercised with the Bill of Rights as an integral part of this inhabitant / governing authority interaction. The primary aim of this study is to attempt to describe the manner in which public administration was exercised, firstly, during constitutional dispensations prior to 1994 and, secondly, since public administration became subject to constitutionally entrenched fundamental rights. The empirical investigation is aimed at exploring and analysing the extent to which public administration has realised the constitutional obligation in practice. The results of the empirical investigation highlighted, primarily, that the majority of the officials that participated in the survey do not know of the Bill of Rights, and that half of those who do know of the Bill have little knowledge of its provisions. More than half of the respondents lack awareness of section 195 of the 1996 Constitution, which states that public administration must be governed by democratic principles enshrined in the Constitution. Barely one tenth of respondents were informed of the significance of the Bill and its role regarding public administration. The majority of respondents have not of their own accord studied the Bill and the Bill does not have the desired effect on the manner in which public administration is exercised. Two thirds of respondents have mixed perceptions as to whether to serve the interests of inhabitants above the political objectives of the governing authority and less than a quarter of respondents give recognition to the Bill when rendering public services. It seems as if South African public administration has a long way to go in adhering to its constitutional obligation in practice.
Public Administration
D. Litt et Phil.(Public Administration)

The study aimed to identify factors that cause unprofessional conduct among trainers at the training establishments in the Northern Cape Province of the South African Police Service. The researcher focused on the status of trainers in the SAPS and aimed to determine whether In-Service Education and Training can assist in enhancing trainers’ professional status. The aim of this study was to identify how the levels of trainer professionalism within the South African Police Service could be improved. The objectives of the study were to:  identify the expected levels of trainer professionalism within the South African Police Service  describe the current levels of trainer professionalism within the South African Police Service and  make recommendations for improving the levels of professionalism within the South African Police Service. A literature review on adult learning, training and development, as well as SAPS professionalism, was conducted. The literature review subscribes to the premise that if effective facilitation methods are implemented in adult learning centres, the attempt to motivate adults to participate in learning programmes could be successful. The qualitative research methodology that was conducted involved both one-on-one and focus-group interviews with senior management, middle management and trainers. Three themes were identified from the research question and sub-questions of the study and are discussed in detail. After the empirical data were analysed, the results of the empirical evidence were interpreted. Findings revealed that there are trainers in the SAPS whose behaviour is severely lacking in professionalism. Trainers do not exhibit appropriate ethical conduct towards their adult learners and do not follow the code of conduct as prescribed for division training as is the norm. Finally, based on the research, both future studies and improved trainer professionalism programmes with specific reference to the SAPS are recommended.
Educational Leadership and Management
D. Ed. (Educational Management)

Workplace bullying studies have gathered an increasing impetus among researchers throughout the world in the last decade. Previous research has concentrated on bullying in the context of students. Recent research has shifted focus towards workplace bullying of staff by managers. Little is known of upwards bullying where staff members bully managers or students bully their teachers. In this study, workplace bullying focuses on the bullying of teaching staff by the School Management Team. The researcher used the qualitative method for this study. Questionnaires were administered to 80 teachers. Interviews were held with eight members of the School Management Team (SMT) and ten teachers who perceived that they had been subjected to bullying. Data was coded and arranged thematically using Colaizzi’s (1978) phenomenological method of analysis. Results indicate that bullying of the teaching staff thrives in all schools but with varying degrees to certain teachers who are vulnerable due to social and environmental circumstances. The researcher recommends that schools identify cases of bullying and develop an anti- bullying policy that is incorporated in the whole school development strategy.
Educational Leadership and Management
M. Ed. (Education Management)

Moral formation is a crucial aspect of the training that young Christian leaders have to be exposed to during their education. A holistic focus was adopted to analyse the nuances of the moral self and give moral formation the focus it requires. Three major areas of the moral self namely knowledge, emotion and socialization have been investigated. The study was exploratory in nature and made use of a qualitative approach using semi-structured interviews. The data was analysed with a constructivist framework using content analysis. Findings mainly related to the three areas under focus with the impact of emotions being the most prominent. The influence of the Holy Spirit was also a key finding as charismatic emerging adults depended on his guidance during moral decision making. The data also reflected the significant interaction and overlap of the three areas exercising an influence on emerging adults’ moral decision making.
Practical Theology
M.Th. (Practical Theology)

Abstracts in English, Afrikaans and Zulu
Worldwide, students compete for a limited number of places at universities. By increasing the use of distance education, more students could have access to tertiary education. The problem addressed in this study related to the challenges faced by an ODL university to assess undergraduate modules in accounting sciences by way of technology-enhanced, non-venue-based alternative assessments, instead of the traditional venue-based examinations. The purpose of the current study was to develop an alternative assessment framework for ODL undergraduate accounting sciences modules as a possible solution to the assessment challenges faced by accounting graduates and universities in an ODL environment. The legitimacy of qualifications was considered by reviewing the identity verification of students and other ethical issues, as well as the influence on the accreditation by professional and other regulatory and governing bodies. Institutional and neo-institutional theories were used within the ODL context as foundational principles. Design-based research was used to develop two conceptual frameworks – one based on the theoretical elements and the other on non-venue-based alternative assessments in the ODL context. The two conceptual frameworks were evaluated using interviews conducted with ODL lecturers and members of professional accounting bodies. Thereafter, the data were analysed using thematic analysis. Triangulation was used as a final evaluation of the conceptual frameworks by analysing comments from students included in reports from an alternative assessment pilot study. The two conceptual frameworks were combined in one final framework. This final framework demonstrates how the institutional theory affects the institution and, specifically, internal issues. Due to the complexity of the ODL institution, external influences (such as technology) result in aspects of the neo-institutional theory becoming even more relevant to the current study. This complexity, together with the mimetic forces of technology and innovation, creates uncertainty. However, it became clear from the data analysis that coercive and normative forces result in ‘more certainty’. The alignment of these isomorphic forces resulted in legitimacy. Due to the importance of technology in the ODL environment, it became clear that technology should be anthropomorphically considered a stakeholder in the ODL institution. The inclusion of stakeholder theory created improved performance and the potential for innovation in order to ensure the legitimacy of qualifications.
Studente ding wêreldwyd mee vir 'n beperkte aantal plekke in universiteite. Indien die gebruik van afstandsonderrig uitgebrei word, kan meer studente toegang tot tersiêre onderwys kry. Die probleem waarop hierdie studie fokus is die uitdagings van 'n OAO-universiteit om voorgraadse modules in rekeningkundige wetenskappe te assesseer deur middel van tegnologies verbeterde, nie-lokaalgebaseerde alternatiewe assesserings in plaas van die tradisionele, lokaalgebaseerde eksamens. Die doel van die huidige studie was om 'n alternatiewe assesseringsraamwerk vir voorgraadse rekeningkundige wetenskapmodules in OAO te ontwikkel as 'n moontlike oplossing vir die assesseringsuitdagings van rekeningkundige gegradueerdes en universiteite in ’n OAO-omgewing. Die geldigheid van kwalifikasies is oorweeg deur 'n oorsig te doen oor die identiteitsverifiëring van studente en ander etiese aangeleenthede, asook die invloed op die akkreditasie deur professionele en ander regulatiewe beheerliggame. Institusionele en neo-institusionele teorieë is in die OAO-konteks as grondbeginsels gebruik. Ontwerpgebaseerde navorsing is gebruik om twee konseptuele raamwerke te ontwikkel – een gebaseer op die teoretiese elemente en die ander op nie-lokaalgebaseerde alternatiewe assesserings in die OAO-konteks. Die twee konseptuele raamwerke is geëvalueer aan die hand van onderhoude met OAO-dosente en lede van professionele rekeningkundige liggame. Hierna is die data deur middel van tematiese analise ontleed. Triangulasie is gebruik as 'n finale evaluering van die konseptuele raamwerke deur die kommentaar van studente wat in verslae van 'n alternatiewe assesseringsvoorstudie ingesluit is, te evalueer. Die twee konseptuele raamwerke is in een finale raamwerk gekombineer. Hierdie finale raamwerk demonstreer hoe die institusionele teorie die instelling en, spesifiek, interne aangeleenthede beïnvloed. As gevolg van die kompleksiteit van die OAO-instelling, veroorsaak eksterne invloede (soos tegnologie) dat die neo-institusionele teorie selfs meer relevant vir die huidige studie word. Hierdie kompleksiteit, tesame met die mimetiese magte van tegnologie en innovasie, skep onsekerheid. Dit is egter duidelik uit die data-analise dat dwang- en normatiewe magte ‘meer sekerheid’ veroorsaak. Die belyning van hierdie isomorfiese magte veroorsaak geldigheid. As gevolg van die belangrikheid van tegnologie in die OAO-omgewing, is dit duidelik dat tegnologie antropomorfies beskou moet word as 'n belanghebber in die OAO-instelling. Die insluiting van die belanghebbende teorie het verbeterde prestasie en die potensiaal vir innovasie tot gevolg gehad, om sodoende die geldigheid van kwalifikasies te verseker.
Emhlabeni wonke, abafundi bazabalazela ukuthola ithuba lokungena kwizindawo ezingamanyuvesi amancane ngenani. Ngokukhulisa izinga lokusetshenziswa kohlelo lokufunda ukude, abafundi abaningi bebangakwazi ukungena emazikweni ezemfundo aphakemeyo. Inkinga exazululwa kulolu cwaningo imayelana nezinselelo ezibhekene nenyuvesi yohlelo lwe-ODL ukuhlola amamojuli asesigabeni seziqu zokuqala kwisayensi ye-accounting ngendlela yoncedo lobuchwepheshe, ngezinye izinhlelo zokuhlola ezingenziwa endaweni eyodwa, kunokusebenzisa uhlelo olwejwayelekile lokuhlolwa okwenziwa endaweni eyodwaethize. Inhloso yocwaningo lwamanje kwaye kungukwakha esinye isakhiwo sokuhlola samamojuli esayensi ye-accounting yeziqu zokuqala, lokhu kwenziwa njengekhambi elingaxazulula izinselelo zokuhlola ezibhekene nabafundi besifundo se-accounting kanye namanyuvesi akusizinda sohlelo lwe-ODL. Udaba lokuba semthethweni kweziqu luye lwabhekwa ngokubuyekeza ukuqinisekiswa kwamagama abafundi kanye nezinye izindaba ezimayelana nemigomo yokuziphatha, kanye nomthelela phezu kokwamukelwa kwamaprofeshinali kanye nezinye izinhlaka eziqinisa umthetho kanye nezinye izinhlaka eziphetheyo. Amathiyori eziko kanye nalawo ohlelo olusha lwamaziko asetshenziswe ngaphakathi kwesizinda se-ODL njengemigomo eyisisekelo. Ucwaningo olususelwa kwidizayini lusetshenziswe ukwakha izinhlaka ezimbili zegama – olunye uhlaka lususelwe kwizinto zethiyori kanye nakwezinye izinhlelo zokuhlola ezingasuselwa ezindaweni ezimile ngaphakathi kwesizinda se-ODL. Izinhlaka ezimbili zezakhiwo ziye zahlolwa ngokusebenzisa izinhlolovo ezenziwa abafundisi be-ODL kanye namalungu wezinhlangano eziprofeshinali zesifundo se-accounting. Ngemuva kwalokho, idatha ihlaziywe ngokusebenzisa uhlelo lokuhlaziya isihloko. Unxantathu wezinhlolovo (triangulation) usetshenziswe njengohlelo lokugcina lokuhlola izakhiwo zegama ngokuhlaziya izimvo ezivela kubafundi ezixutshwe kwimibiko evela ohlelweni lokuhlolwa kwesivivinyo socwaningo.Lezi zakhiwo zamagama ezimbili zihlanganiswe kuhlaka olulodwa lokugcina. Lolu hlaka lwesakhiwo lukhombisa indlela umqondo weziko othinta ngayo iziko, ikakhulu, izinto ezingaphakathi. Ngenxa yengxubevange yeziko elinohlelo lwe-ODL, imithelela evela ngaphandle (enjengobuchwepheshe) idala izinto ezihambelana nomqondo omusha weziko oya ngokuya uhambisane nesifundo samanje socwaningo. Le ngxubevange indawonye nemimoya yobuchwepheshe kanye namaqhinga amasha, kuletha isimo esingenakuqinisekiswa. Yize kunjalo, kuya ngokucaca ukusukela ekuhlaziyweni kwedatha ukuthi imimoya ephoqayo kanye naleyo eyejwayelekile idala isimo esingaziwa. Ukuhambisana kwalawa mandla okudalwe yizinto ezisemthethweni. Ngenxa yokubaluleka kobuchwepheshe kwisizinda se-ODL, kuye kwacaca ukuthi ubuchwepheshe kufanele buthathelwe phezulu njengesidlalindima kwiziko le-ODL. Ukufakwa komqondo womdlalindima kudale umsebenzi omuhle othuthukile kanye namathuba okuveza amaqhinga amasha ukuze kuqinisekiswe isimo sokuqinisekisa iziqu ukuthi zibe semthethweni.
College of Accounting Sciences
D. Phil. (Accounting Sciences)

Text in Afrikaans
I wanted to investigate the way people experienced confessional pastoral therapy by conducting a qualitative research study. The role of the pastor were examined as well as the effect of discourses of power and ethics in pastoral counseling. I interviewed clients who were counseled by pastors of the AFM Church (Apostolic Faith Mission). The research supposes that knowledge and power discourses have a major influence in pastoral counseling which is often not accounted for. I wanted to see how clients experienced the effects of these discourses of power and ethics. I furthermore wanted to see how these power discourses could result in clients feeling subordinate to the pastor and his knowledge and the effect that these feelings might have on them. The purpose of this study was not to generalize the experiences of the participants, but rather to set a contextual background of the experiences of power in confessional pastoral counseling.
Practical Theology
M. Th. (Pastorale Terapie)

Summaries in English, Afrikaans and Setswana
The study was prompted by the decline in accounting enrolments and the ongoing criticism due to learners’ poor performance in the Accounting subject in South Africa. Given the increasing need for accounting graduates and, more importantly, qualified accounting professionals, this study investigated the preconceived perceptions participating high school learners in selected schools in the Mafikeng area had about the accounting profession at the time of this study. The study drew on a rich body of existing literature and adopted the social cognitive career theory of Lent, Brown and Hackett (1994) to explore the factors influencing career interests of learners in accounting as a career path. A quantitative research approach with a survey questionnaire, framed within a positivist paradigm, was used to elicit opinions from learners. The findings revealed that work satisfaction, earnings potential, self-efficacy, personal interest, offering Accounting as a subject and having an accountant in the family are among the factors that significantly influenced participating learners’ career interests in accounting
Die studie is aangespoor deur die afname in rekeningkunde-inskrywings en die deurlopende kritiek van leerders se swak prestasie in rekeningkunde in Suid-Afrika. Gegewe die toenemende behoefte vir rekeningkundegegradueerdes en, meer belangrik, gekwalifiseerde rekeningkundepraktisyns, ondersoek hierdie studie die huidige vooropgestelde persepsies wat hoërskoolleerders in Suid-Afrika van die rekeningkundige beroep het. Die studie benut die omvattende bestaande literatuur en aanvaar die sosiaal kognitiewe loopbaanteorie van Lent, Brown en Hackett (1994) om die faktore te ondersoek wat die belangstelling van leerders in rekeningkunde as 'n loopbaanrigting beïnvloed. 'n Kwantitatiewe navorsingsbenadering met 'n opnamevraelys, binne 'n positivistiese paradigma, is gebruik om menings van leerders te ontlok. Die bevindings het gewys dat werksbevrediging, verdienstepotensiaal, selfwerksaamheid, persoonlike belang, die aanbied van rekeningkunde as 'n vak en 'n rekeningkundige in die gesin van die faktore is wat leerders se loopbaanbelangstelling in rekeningkunde beduidend beïnvloed.
Thutopatlisiso e tlhotlheleditswe ke kwelotlase ya ikwadiso ya dithuto tsa Palotlotlo le go kgalwa go go tswelelang pele ga tiragatso e e bokoa ya barutwana mo Palotlotlong mo Aforikaborwa. Ka ntlha ya tlhokego e e oketsegang ya dialogane tsa Palotlotlo le, sa botlhokwa tota, baporofešenale ba ba nang le borutegi jwa palotlotlo, thutopatlisiso eno e batlisisa megopolo e e gona ya ga jaana ya barutwana ba dikolo tse dikgolwane mo Aforikaborwa malebana le porofešene ya bobalatlotlo. Thutopatlisiso e dirisa letlotlo le le gona la dikwalo mme e dirisa tiori ya tselana ya tiro ya tlhaloganyo ya loago ya ga Lent, Brown le Hackett (1994) go sekaseka dintlha tse di susumetsang kgatlhego ya tselana ya tiro ya barutwana mo palotlotlong jaaka tselana ya tiro. Go dirisitswe mokgwa wa patlisiso o o lebelelang dipalopalo ka dipotsolotso tsa tshekatsheko, mme e agilwe mo mokgweng wa kelotlhoko go bona megopolo ya barutwana. Diphitlhelelo di bontsha gore go kgotsofalela tiro, kgonagalo ya letseno, go ikemela, dikgatlhego tsa sebele, go rebolelwa Palotlotlo jaaka serutwa le go nna le mmalatlotlo mo lelapeng ke dingwe tsa dintlha tse di nang le tshusumetso e kgolo mo dikgatlhegong tsa barutwana tsa tselana ya tiro mo palotlotlong.
Centre for Accounting Studies
M. Phil. (Accounting Sciences)