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Bhat, Shambhu Shankar. "Physiological and agronomic evaluation of responses of faba bean (Vicia faba L.) genotypes to water and high temperature stresses : developing screening techniques /." Title page, table of contents and summary only, 2001. http://web4.library.adelaide.edu.au/theses/09PH/09phb5754.pdf.
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Hidaka, Tomoko. "International students from Japan in higher education in South Australia /." Title page, contents and introduction only, 2002. http://web4.library.adelaide.edu.au/theses/09AR/09arh6321.pdf.
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Esfandiari, Baiat Mansour, of Western Sydney Hawkesbury University, of Science Technology and Agriculture Faculty, and School of Agriculture and Rural Development. "Evaluation of furrow irrigation models for south-east Australia." THESIS_FSTA_ARD_EsfandiariBaiat_M.xml, 1997. http://handle.uws.edu.au:8081/1959.7/739.
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The overall objective of this study was to evaluate the performance of selected furrow irrigation models for field conditions in south-east Australia. The other important aspects which were examined during this study include: developing a methodology for estimating of infiltrating characteristics, assessing the applicability of the Manning and other similar equations for flows in furrow irrigation, investigating the variation of shape factor during irrigation developing methodology for estimation of recession time and exploring the sensitivity of the models to the input parameters. Field experiments were conducted at Walla Park in northern N.S.W. and on two selected paddocks at the University Farm, Richmond, in western Sydney,Australia, over a period of three years. The validity of the assumption that the shape factor of advancing water front during furrow irrigation varies between 0.7 and 0.8 was investigated using field data collected from irrigation events monitored in the study. It was found that the average values of the shape factor varied from 0.96 to 1.80 at Walla Park site, from 0.56 to 0.80 at Field Services unit paddock site and from 0.78 to 0.84 at Horticulture Farm paddock site. The value of shape factor was affected by uniformity of furrow cross section along the length, the value and uniformity of furrow slope, furrow length and infiltration characteristics of soil. This means it is difficult to recommend a typical value for the shape factor for a given field situation.The performance of the models for prediction of advance and recession characteristics and runoff were evaluated using different indices of performance. In general, it was found that the Walker-HD and ZI model was the most satisfactory for the field conditions encountered in this study. This finding can provide a basis for initiating work on developing design criteria and management strategies for furrow irrigation in south-east Australia.Doctor of Philosophy (PhD)
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Poerio, Loretta. "An evaluation of police training in handling domestic violence situations." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PM/09pmp745.pdf.
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Johnson, Bruce. "An evaluation of the use and impact of a school based child abuse prevention program /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phj658.pdf.
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Thesis (Ph. D.)--University of Adelaide, Dept. of Psychiatry, 1996.Addendum and errata are pasted in onto back end papers & back pages. Copy of author's previously published article inserted. Includes bibliographical references (leaves 451-466).
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James-Smith, Julianne Marie. "Development of a water management model for the evaluation of streamflow for aquifer storage and recovery." Title page, contents and abstract only, 2002. http://web4.library.adelaide.edu.au/theses/09ENS/09ensj291.pdf.
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Addendum on back page. Includes bibliography. Groundwater levels within the Willunga Basin, South Australia, are declining due to excessive extraction of water for irrigation purposes. An alternative source of water is needed to supplement the declining levels to ensure the sustainability of the groundwater system. A model was developed to evaluate the potential for using aquifer storage and recovery in conjunction with the surface storage of streamflow as a possible alternative water source. The application of this model to the largest catchment in the Willinga basin shows that sufficient streamflow is available to reverse the current overexploitation of the groundwater system.
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Wakefield, Melanie, and University of Adelaide Dept of Community Medicine. "Evaluation of a smoking cessation intervention for pregnant women and their partners attending a public hospital antenatal clinic / Melanie Wakefield." Adelaide : University of Adelaide, Dept. of Community Medicine, 1994. http://hdl.handle.net/2440/21562.
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Includes examples of information booklets as appendicesIncludes bibliographical references: p. 232-251
xiv, 251 p. : photo. ; 30 cm.
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Thesis (Ph.D.)--University of Adelaide, Dept. of Community Medicine, 1994
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Browne, Mark V. "A sedimentary and structural evaluation of the Fly Lake-Brolga Field, Cooper Basin, South Australia /." Title page, abstract and contents only, 1987. http://web4.library.adelaide.edu.au/theses/09SB/09sbb882.pdf.
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Kaliika, Michael. "Perceptions of commerce graduates from a selected higher education institution." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1004358.
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The role of higher education in developing human capital and contributing to economic growth, competitive advantage and societal progress of any country is well documented. The direct link between the economic performance of a country and the level of education of its citizens cannot be repudiated. Furthermore, the demands of a growing economy, governmental pressure and the competitive international business environment have put pressure on South African businesses. This is aggravated by a “skills crisis” and the need to deliver more goods and services to increasingly more diverse customers. There is consensus amongst experts that the shortage of skills and high-level managerial human resources in South Africa constitute a major threat to the country’s future economic development and productivity growth. As the business world becomes increasingly sophisticated and challenging, so does the need to continuously review and assess the business qualifications that equip managers to cope with the challenges facing them. The competencies that come with a Commerce degree are relevant in every corner of society from managing successful private companies, public organisations, for governments to be able to contribute to the greatest good of society, to socially effective not- for- profit organisations. Despite the importance of a degree in Commerce there are some criticisms about the degree and Commerce graduates. The problem statement of this study is therefore vested in the continuum of praise and criticisms of Commerce graduates and the Commerce curriculum and, the reported imbalances between higher education institutions and the needs of the labour market. The question is whether such praise and criticisms are justified and whether higher education institutions specifically meet the requirements and expectations of both the graduates themselves and of business practice. The primary research objective of this study was, therefore, to obtain the opinions of Commerce graduates and Commerce graduate employers on the overall perception of Commerce graduates produced by a prominent HEI in the Eastern Cape Province in South iv Africa. To achieve this objective and based on in-depth analysis of secondary sources, two independent empirical surveys, aimed at two population strata were conducted, namely: • The Commerce graduates with known email addresses (N = 1 870) were extracted from the HEI’s alumni database. A total of 231 usable questionnaires were received from these Commerce graduates. • The employers with known addresses (N = 85) were extracted from the selected HEIs Career Centre database. A total of 47 usable questionnaires were received from the employers of the Commerce graduates. The main findings in this research pertain to aspects concerning core courses in the Commerce curriculum offered by the selected HEI, management skills and traits as required in the work environment, commerce curriculum outcomes and perceived experience as a student in the Faculty of Commerce at the selected HEI and Employer perceptions on the profile of the Commerce graduate. In this regard, the main findings are therefore summarised below: • Both graduates and employers assigned high relative importance scores to seventeen of the 19 core courses, supporting the multi-functionary interdisciplinary approach to the Commerce curriculum. Concerns were expressed by the Commerce graduates with the quality of tuition they had received in most of the core courses. Likewise, employers were not always satisfied with the Commerce graduates’ proficiency in some of the core courses, relative to the importance of core courses for running a business. • The Commerce graduates and employers strongly endorsed and supported the importance of the 43 management skills and traits in the work environment. Commerce graduates expressed concerns about the extent to which their management skills and traits had been developed through tuition. Concerns about the proficiency of the Commerce graduates in all the management skills and traits, relative to the importance in the work place, were conveyed by the employers. • On average the perceptions on the outcome of studies in the Faculty of Commerce were very highly regarded by the Commerce graduates. The highest mean score was for the item “Studying in the Faculty of Commerce contributed to an increase in my knowledge and abilities.”• The perceived experience of Commerce graduates as students in the Faculty of Commerce at the selected HEI was very highly regarded, implying that the selected HEI was meeting the expectations of its Commerce graduates. • Employer perceptions of what would constitute an ideal Commerce graduate were not fully met by the profile of the actual Commerce graduate from the selected HEI.
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Wakefield, Melanie. "Evaluation of a smoking cessation intervention for pregnant women and their partners attending a public hospital antenatal clinic." Adelaide : University of Adelaide, Dept. of Community Medicine, 1994. http://web4.library.adelaide.edu.au/theses/09PH/09phw147.pdf.
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Shippey, Theodore Clive. "Standards and quality in higher education." Thesis, Cape Technikon, 1994. http://hdl.handle.net/20.500.11838/1987.
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Thesis (Laureatus in Technology (Teacher Education)) -- Cape Technikon, Cape Town,1994The main hypothesis underlying this study has been formulated on the basis of an identified need in the Republic of South Africa (RSA) for a means of ensuring and preserving acceptable standards (by international norms) and quality in higher education. It has been assumed that this need may partially be met by the adaptation of selected overseas systems of quality control and systems of evaluation and accreditation of standards. The emphasis throughout is on intelligent, selective adaptation of successful attempts at controlling and managing standards and quality in higher education. One of the primary reasons for the establishment of a model for the preservation and enhancement of standards in higher education in the RSA, becomes clear when one identifies the emergence of a growing number of aspirant students. Many of those students attended schools where neither the tuition nor the facilities provided a suitable foundation for further studies at an advanced level. A further need for such a model is related to great pressures to lower standards which are being exerted by political and social groups and the prevailing views amongst many educators that a decrease in standards is inevitable. The hypotheses that will be tested include the assumption that a lowering of standards will seriously affect industry, commerce, and the whole social fabric and ultimately the credibility of South Africa's higher educational institutions and the acceptability of their graduates. This study is therefore aimed primarily at focusing attention on the need for an awareness amongst the higher educational community, and other communities, of the implications of vastly increased enrolments of under-prepared students.
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Rowe, Karina Janece. "A framework for environmental education in South Australian secondary schools : the missing ingredient." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09ENV/09envr878.pdf.
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Bibliography: leaves 84-86. Shows how environmental education could be incorporated within the current South Australian secondary school structures and critically evaluates current programs. Investigates a different frame work (International Baccalaureate Middle Years Program), as a means for overcoming some of the limitations for environmental education presented by the current DETE framework; and, student perceptions of what makes a successful environmental education program.
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Watkiss, Sheralyn Ann. "An evaluation of the factors affecting student success at a South African higher education institution : implications for management." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1018826.
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The context of this study centres on Higher Education in South Africa, the role that this sector plays in terms of economic development and the implications that face Institutional management in retaining students in the Higher Education system. Central to this study is the notion that student development theory can be used as a basis towards understanding the customers of Higher Education, how to better serve the customers needs and finally, retain students in the system through more effective management practices. The education sector is growing at an increasingly rapid rate as a result of strategic goals of countries and organisations such as the United Nations promoting the notion of education for all people (Altbach, Reisberg & Rumbley, 2009). The aim of the strategic goals adopted by developing countries in particular is to enhance the human capital or skills and knowledge of its people since education is a known contributor towards economic, social and political development. Higher Education in particular is known to contribute towards the human capital and economic development of a country. The Higher Education sector in South Africa for instance contributes approximately 1.5 percent to the country‟s gross domestic product (GDP), significantly higher than other industry sectors (apart from gold and agriculture) in the country (van Heerden, Bohlmann, Giesecke, Makochekanwa, & Roos, 2007). Figure 1.1 provides a context of the relevant importance of the higher education sector towards economic growth.
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Weideman, Renee. "Evaluation criteria for selected administrative and support systems in South African higher education institutions." Thesis, [S.l. : s.n.], 2008. http://dk.cput.ac.za/cgi/viewcontent.cgi?article=1082&context=td_cput.
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Morgan, Karina School of Biological Earth & Environmental Sciences UNSW. "Evaluation of salinisation processes in the Spicers Creek catchment, central west region of New South Wales, Australia." Awarded by:University of New South Wales. School of Biological, Earth and Environmental Sciences, 2005. http://handle.unsw.edu.au/1959.4/24327.
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Spicers Creek catchment is located approximately 400 km west of Sydney in the Central West region of New South Wales, Australia. Dryland salinity has been recognised as a major environmental issue impacting soil and water resources in the Central West region of NSW for over 70 years. Due to the geological complexity of the catchment and the presence of high salt loads contained within the soils, groundwater and surface waters, the Spicers Creek catchment was identified as a large contributor of salinity to the Macquarie River catchment. Over fifty-two dryland salinity occurrences have been identified in the Spicers Creek catchment and it appears that dryland salinity is controlled by the presence of geological structures and permeability contrasts in the shallow aquifer system. Combinations of climatic, geological and agricultural factors are escalating salinity problems in the catchment. The main aim of this thesis was to identify the factors affecting salinisation processes in the Spicers Creek catchment. These include the role of geological structures, the source(s) of salts to the groundwater system and the geochemical processes influencing seepage zone development. To achieve these aims a multidisciplinary approach was untaken to understand the soils, geology, hydrogeology and hydrogeochemistry of the catchment. Investigative techniques employed in this project include the use of geophysics, soil chemistry, soil spectroscopy, hydrogeochemistry and environmental isotopes. Evaluation of high-resolution airborne magnetics data showed a major north-east to south-west trending shear zone. This structure dissects the catchment and several other minor faults were observed to be splays off this major structure. These structures were found to be conducive to groundwater flow and are influencing the groundwater chemistry in the fractured aquifer system. Two distinctive groundwater chemical types were identified in the catchment; the saline Na(Mg)-Cl-rich groundwaters associated with the fractured Oakdale Formation and the Na-HCO3-rich groundwaters associated with the intermediate groundwater system. The groundwater chemistry of other deep groundwaters in the catchment appears to be due to mixing between these end-member groundwaters within the fractured bedrock system. The spatial distribution of electrical conductivity, Cl-, Sr2+ and 87Sr/86Sr isotopic ratios showed the correlation between saline groundwaters and the location of faults. Elevated salinities were associated with the location of two crosscutting fault zones. The spatial distribution of HCO3-, K+, Li+ and ?????3CDIC highlighted the extent of Na-HCO3-rich groundwaters in the catchment and showed that these groundwaters are mixing further east than previously envisaged. These findings show that Na(Mg)-Cl-rich groundwaters are geochemically distinctive and have evolved due to extensive water-rock interaction processes within the fracture zones of the Oakdale Formation. These saline groundwaters contain elevated concentrations of trace elements such as As, V and Se, which pose a potential risk for water resources in the area. 87Sr/86Sr isotopic ratios indicated that the source of salinity to the Na(Mg)-Cl-rich groundwaters was not purely from marine or aerosol input. Salt is most likely contributed from various allochthonous and autochthonous sources. This research found that the main mechanism controlling the formation of dryland salinity seepage zones in the Spicers Creek catchment is due to the presence of geological structures. These groundwater seepage zones act as mixing zones for rainfall recharge and deeper groundwaters. The main sources of salt to the seepage zones are from deeper Na(Mg)-Cl-rich groundwaters and rainfall accession. The major importance of this research highlights the need for an integrated approach for the use of various geoscientific techniques in dryland salinity research within geologically complex environments.
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Nzama, Bongi Noreen Patricia. "An evaluation of the impact of higher education-business partnerships on technology-supported education reform." Thesis, Boston University, 2003. https://hdl.handle.net/2144/32812.
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Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study examined the relationship that exists between the processes that are employed when establishing and implementing higher education-business partnerships and the impact that these partnerships have on technology-supported education reform. The concept of technology-supported reform refers to educational initiatives that are designed to generate technological innovations and skills as the key outcomes of the reform process. While earlier studies (Antelo & Henderson, 1990; Powers & Powers; 1988; Meister, 1998) showed links between the implementation of the core partnership processes and the eflectiveness of partnerships, there was insufficient evidence in the literature to support the concept that higher education-business partnerships have an impact on higher education reform. Consequently, investigating the relationships between the core processes that lead to effective partnerships and those that contribute to education reform was a primary goal of this study. The case study method was selected as the method of evaluation. Four cases that represent different contextual and operational environments were selected for the purpose of impact evaluation. A benchmarking framework was applied to the evaluation so that the investigation was consistent. The prediction was that each participating case would yield similar outcomes or replications with regard to the five theoretical assumptions, and the key research questions that bounded this study. Such replications would provide evidence to support a view held by South Africa's Ministry of Education (White Paper on Education 3, 1997), that business-education partnerships are a strategic policy approach for improving educational outcomes. This study assessed the extent to which the four cases addressed South Africa's post-apartheid educational transformation needs and challenges. Two sets of findings emerged: findings related to partnerships, and findings related to education reform. The main finding relating to partnership was that successful higher educationbusiness partnerships engaged key processes and procedures for planning, implementing, and evaluating their work. A key finding related to education reform was that higher education-business partnerships make an impact on education reform. The most significant areas of impact were: teaching and learning, human resources development, technology transfer and research. The study concluded by developing a proposed benchmarking framework which can be used to plan, implement and evaluate higher education-business partnerships.
2031-01-01
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Cilliers, Francois Jakobus. "An evaluation of the internal validity of specific learning outcomes in phase II of a revised undergraduate medical curriculum." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52106.
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Thesis (MPhil)--University of Stellenbosch, 2001.ENGLISH ABSTRACT: The Faculty of Medicine at the University of Stellenbosch has implemented an extensively revised undergraduate medical curriculum. Exit outcomes, that have been entitled the Profile of the Stellenbosch Doctor, have been formulated for the programme. The revised curriculum is presented in three phases. Phase I involves the study of non-clinical subjects under the guidance of the Faculties of Natural Sciences and Economic & Management Sciences. Phase II involves the study of subjects that lay the groundwork for the third phase. Phase III involves the study of pre-clinical and clinical subjects in an integrated fashion. The intended outcomes of phases II and III were elaborated by the formulation of specific learning outcomes. Determining whether the specific outcomes formulated for each module are achieved will be one aspect of quality assurance in the revised curriculum. This could be done by investigating the relationship between assessment and the specific outcomes. If, however, specific outcomes for the various modules are not congruent with the exit outcomes for the programme, then student assessment will be invalid as regards the programme outcomes. This study therefore entailed a formative evaluation of part of phase II of the revised curriculum. The aims of the study were, firstly, to determine the degree of congruence between the specific outcomes formulated for phase II and the exit outcomes for the programme and, secondly, to explore why the observed degree of congruence exists. The research strategy employed was a case study. The research techniques used were a document analysis and two questionnaire surveys. The study found that most specific outcomes formulated for phase II of the curriculum are congruent with one or more exit outcomes for the programme. However, few of the exit outcomes are addressed to any great extent by specific outcomes. This raises the concern that assessment of students based on the specific outcomes as presently formulated might not demonstrate development of students towards achievement of the exit outcomes. There are indications that this lack of congruence could be due to i) a large number of competing demands on lecturers' time; ii) lecturers not wanting to spend time doing work prioritised by others as important; iii) perceptions that work related to the revised curriculum is being forced on staff without necessarily consulting them; iv) a lack of reward for good teaching; v) the perception that the strategies adopted for the revised curriculum will not necessarily benefit students. Recommendations are made as to how these findings could be confirmed and strategies developed that could be utilised to ensure a greater degree of congruence between the specific and exit outcomes in future.
AFRIKAANSE OPSOMMING: Die Fakulteit Geneeskunde van die Universiteit Stellenbosch het 'n omvangryke hersiening van hul voorgraadse geneeskundige kurrikulum geïmplementeer. Uitgangsuitkomste, getiteld die Profiel van die Stellenbosch Dokter, is vir die program geformuleer. Die hersiene kurrikulum word in drie fases aangebied. Fase I behels die studie van nie-kliniese vakke onder leiding van die Fakulteite van Natuurwetenskappe en Ekonomiese- & Bestuurswetenskappe. Fase II behels die studie van vakke wat die grondwerk lê vir die derde fase. Fase III behels die studie van prekliniese en kliniese vakke op 'n geïntegreerde wyse. Die beoogde uitkomste van fases II en III is uitgespel deur die formulering van spesifieke leeruitkomste. Die bepaling van of die spesifieke uitkomste wat vir elke module geformuleer is, bereik word, sal een aspek uitmaak van gehalteversekering in die hersiene kurrikulum. Dit sou gedoen kon word deur die verwantskap tussen assessering en die spesifieke uitkomste te ondersoek. Indien die spesifieke uitkomste vir die verskeie modules egter nie met die uitgangsuitkomste vir die program kongruent is nie, dan sal studentassessering ongeldig wees wat betref die uitkomste van die program. Hierdie studie het dus 'n formatiewe evaluering van deel van fase II van die hersiene kurrikulum behels. Die doelstellings van die studie was om, eerstens, die graad van kongruensie tussen die spesifieke uitkomste wat vir fase II geformuleer is en die uitgangsuitkomste vir die program te bepaal en, tweedens, om ondersoek in te stel na waarom die waargenome graad van kongruensie bestaan. Die navorsingsstrategie wat gebruik is, is 'n gevallestudie. Die navorsingstegnieke wat gebruik is, is 'n dokument analise en twee vraelys ondersoeke. Die studie het vasgestel dat die meeste spesifieke uitkomste vir fase II van die kurrikulum geformuleer wel met een of meer uitgangsuitkomste kongruent was. Min van die uitgangsuitkomste is egter in enige groot mate deur spesifieke uitkomste aangespreek. Die wek besorgdheid dat assessering van studente gebaseer op spesifieke uitkomste soos dit tans daar uitsien, nie noodwendig die ontwikkeling van studente in die rigting van bereiking van die uitgangsuitkomste sal demonstreer nie. Daar is aanduidings dat hierdie gebrek aan kongruensie die gevolg mag wees van: i) 'n groot aantal kompeterende eise op dosente se tyd; ii) dat dosente nie tyd wil wy aan werk wat deur ander as belangrik bepaal is nie; iii) persepsies dat werk wat met die hersiene kurrikulum verband hou op personeel afgedwing word sonder om hulle te raadpleeg; iv) 'n gebrek aan beloning vir goeie onderrig; v) die persepsie dat strategieë wat gebruik word vir die hersiene kurrikulum nie noodwendig tot voordeel van studente sal strek nie. Aanbevelings word aan die hand gedoen oor hoe hierdie bevindinge bevestig kan word en hoe strategieë ontwikkel kan word wat benut sal kan word om in die toekoms 'n groter mate van kongruensie tussen spesifieke en uitgangsuitkomste te verseker.
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Santhanam, Elizabeth. "Investigation and innovation of teaching and learning genetics at the introductory level in the University of Adelaide /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phs2338.pdf.
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Cruickshank, Mary T., of Western Sydney Hawkesbury University, and Faculty of Management. "Developing a quality culture within a school of nursing in higher education." THESIS_FMAN_XXX_Cruickshank_M.xml, 2000. http://handle.uws.edu.au:8081/1959.7/604.
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During the past decade, nurses in the clinical setting have began making a paradigm shift from Quality Assurance to Total Quality Management, or as it is commonly referred to within health care facililties, Continuous Quality Improvement.In contrast, scant attention has been paid to quality management practices in nursing in the higher education sector. This study provides an applied example of where it investigates quality management practices in the context of organisational culture and human resource management with the aim of developing a quality culture model for a school of nursing in higher education.The research study that was conducted produced several major findings from the views of nurse academics who participated in it. Several issues associated with nurse academics' opinions of quality management practices utilised in schools of nursing have been unravelled.The fundamental issue is that procedures and policies formulated for nurses in the hospital setting do not serve the needs of nursing education.The most crucial factor to be considered in policy developments and future research is that it needs to be contextualised in the culture of nursing in higher education.It has become imperative that a transparent quality culture reflects contemporary nursing in Australia and the proposed model in this thesis provides nurses with an opportunity to shape a quality system for the nursing profession.Doctor of Philosophy (PhD)
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Findlay, Narelle Megan. "The private demand for higher education : a case study of the University of Adelaide and the Flinders University of South Australia /." Title page, table of contents and abstract only, 1993. http://web4.library.adelaide.edu.au/theses/09EC/09ecf4945.pdf.
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Khaksar, Abbas. "Techniques for improving the petrophysical evaluation of the Patchawarra formation in the Toolachee Field, Cooper Basin, South Australia /." Title page, abstract and contents only, 1994. http://web4.library.adelaide.edu.au/theses/09SM/09smk62.pdf.
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Harris, Maleecka. "Quality assurance in higher education: a managerial perspective at a university of technology." Thesis, Cape Peninsula University of Technology, 2008. http://hdl.handle.net/20.500.11838/1208.
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Dissertation submitted in fulfilment of the requirements for the degree
Magister Technologiae: Quality
in the Faculty of Engineering
at the Cape Peninsula University of Technology
2008Increasing customer demand for quality products and services have virtually forced organisations to adopt quality in every aspect of their business enterprises. Due to dynamic technological, political and economic changes in the world of business, the science of management is volatile. Higher Education Institutions are service providers and the customers thereof should be the focal point of their existence, requiring very specific structures to manage service quality within the various areas of application. After extensive research on customer complaint behaviours, the value of customer complaints have been highlighted, as it leads to useful insight into critical aspects pertaining to service organisations. Some customers 'pre-plan' complaints, and this act has been labeled as 'faked complaints'. This may lead to the organisation obtaining an image of service failure, however this is not a true representation of the organisation, thus impacting adversely on the efficiency of the organisation. The primary research objectives of this study are the following: ~ To identify key drivers underpinning complaints at the Cape Peninsula University ofTechnology (CPUT), in terms of service delivery. ~ To determine if management has a strategic focus on the quality of service to students at CPUT. ~ To demonstrate the impact that management has on the quality of service delivery. ~ To improve customer service at CPUT by minimizing complaints. It is anticipated that the research will lead to an improvement in the current state of service delivery at CPUT. By identifying and providing possible solutions to customer complaints and addressing problem areas, the research in addition should lead to improved communication between departments and communication between CPUT and its customers (students).
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Makhooane, Stephen Malefane. "An investigation into fraud and corruption risk management policies and procedures at institutions of higher learning." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003898.
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Fraud and corruption cost South Africa billions of rand yearly. Institutions of higher learning are no less vulnerable to fraud and corruption than other organisations, but are also subject to risks that are unique to academia. The Public Finance Management Act. No.1 of 1999 requires Public entities including the councils (university or college controlling body) of public institutions of higher learning to adopt enterprise risk management, which includes a fraud and corruption risk management policy and procedures. The function of the fraud and corruption policy is to provide an objective strategy to prevent, detect and investigate any possible irregularity in order to prevent further loss in line with Corporate Governance requirements. The anti-fraud and corruption strategy measures include setting the appropriate tone by management of the institution, being proactive (fraud risk assessments), and being reactive (reporting process, investigation and taking appropriate action). The actions include disciplinary action and criminal or civil proceedings in order to recover assets lost. The procedures address the implementation of the policy. This research focused on identifying the relevant issues that could be included in the formulation of fraud and corruption risk management policies and procedures for institutions of higher learning. The research was conducted using a qualitative methodology consisting of a document analysis and interviews. It was found that, out of eleven institutions of higher learning investigated only one institution meets the criteria set out in the framework developed in the research as an assessment tool. The other institutions involved in the research did not have fraud and corruption risk management policies or procedures and therefore did not comply with the Public Finance Management Act.
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Halse, Michelle Louise. "The development and evaluation of a custom-built synchronous online learning environment for tertiary education in South Africa." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1006545.
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The Departments of Computer Science and Information Systems at Rhodes University currently share certain honours-level (fourth year) course modules with students from the corresponding departments at the previously disadvantaged University of Fort Hare. These lectures are currently delivered using video-conferencing. This was found to present a number of problems including challenges in terms of implementing desired pedagogical approaches, inequitable learning experiences, student disengagement at the remote venue, and inflexibility of the video-conferencing system. In order to address these problems, various e-learning modes were investigated and synchronous e-learning were found to offer a number of advantages over asynchronous e-learning. Live Virtual Classrooms (LVCs) were identified as synchronous e-learning tools that support the pedagogical principles important to the two universities and to the broader context of South African tertiary education, and commercial LVC applications were investigated and evaluated. Informed by the results of this investigation a small, simple LVC was designed, developed and customised for use in a predominantly academic sphere and deployment in a South African tertiary educational context. Testing and evaluation of this solution was carried out and the results analysed in terms of the LVC’s technical merits and the pedagogical value of the solution as experienced by students and lecturers/facilitators. An evaluation of this solution indicated that the LVC solves a number of the identified problems with video-conferencing and also provides a flexible/customisable/extensible solution that supports highly interactive, collaborative, learner-centred education. The custom LVC solution could be easily adapted to the specific needs of any tertiary educational institute in the country, and results may benefit other tertiary educational institutions involved in or dependant on distance learning.
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Masipa, Mochaki Deborah. "A framework for the evaluation of research in South African Higher Education Institutions : conceptual and methodological issues." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6812.
Full textAbstract:
Thesis (PhD (Social Science Research Methodology))--University of Stellenbosch, 2011.ENGLISH ABSTRACT: This study aimed at establishing whether or not an integrated and appropriate system exists for the evaluation of research in the South African higher education system. As background to the assessment of research in South African higher education, models of research evaluation from other countries were reviewed and served as reference to the discussions on the local efforts. In each case the higher education research systems were reviewed, including existing efforts of research evaluation that exits alongside the systems. The review followed a pattern that focuses on areas including the history and rationale, purpose (s) for research evaluation, political/transformation contributions and methodological issues for a clearer understanding of the contributions made by the efforts. The study followed a multiple-case study approach to review the models and the South African situation, with the local research evaluation efforts embedded within the study of South Africa as a case. Five themes guided the reviews that were apparent for the final discussions of the study: the rationale and purpose of research evaluation, units of analysis used in the evaluation, dimensions/criteria used in research evaluation, governance and management of research evaluation processes and methodological issues related to research evaluation. The study revealed that none of the fragmented South African research evaluation efforts is suitable to deal with the transformation requirements expected of higher education institutions. This is mainly because of the voluntary nature of the current initiatives and their focus on the lowest level of units of analysis – the individual researcher. The one effort that would be better suited to meet the transformation imperatives – the HEQC institutional audits - does not concentrate on research exclusively but collectively addresses all core activities in institutions, reducing the attention necessary for research evaluation to make a meaningful contribution to higher education research. The study suggested a comprehensive design for the framework of South African research evaluation. The purpose identified for the envisaged exercise is the development and improvement of quality research of international standards across the system of higher education in order for research to make meaningful contributions to national demands. Programmes/departments in the higher education institutions are suggested as the units of analysis in which quality, productivity, relevance and viability serve as criteria for evaluation.
AFRIKAANSE OPSOMMING: Hierdie studie poog om vas te stel of 'n geïntegreerde en toepaslike stelsel bestaan vir die evaluering van navorsing in die Suid-Afrikaanse hoër onderwys stelsel. As agtergrond tot die beoordeling van navorsing in Suid-Afrikaanse hoër onderwys, word ‘n oorsig verskaf van die modelle van navorsing evaluering van ander lande. Dit het gedien as verwysing vir die besprekings oor die plaaslike pogings. In elke geval is ‘n oorsig gebied van die hoër onderwys navorsingstelsels , insluitend die bestaande pogings tot navorsing evaluering. Die oorsigte fokus op gebiede soos die geskiedenis en die rasionaal, doel van navorsing evaluering, politiese / transformasie bydraes en metodologiese vraagstukke vir' n beter begrip van die bydraes wat gemaak word deur die pogings. Die studie volg 'n meervoudige gevallestudie benadering tot die modelle en die Suid-Afrikaanse situasie, met die plaaslike navorsing evaluering pogings onderliggend in die Suid-Afrikaanse gevallestudie. Die oorsigte word gelei deur vyf temas: die rasionaal en doel van die navorsing evaluering, eenhede van analise wat gebruik word in die evaluering, dimensies / kriteria wat gebruik word in navorsing evaluering, beheer en bestuur van navorsing, en metodologiese evalueringsprosesse kwessies met betrekking tot navorsing evaluering. Hierdie temas is duidelik in die finale bespreking van die studie. Die studie het aangetoon dat nie een van die gefragmenteerde Suid-Afrikaanse navorsing evaluering pogings geskik is om die transformasie verwagtinge van hoër onderwys instellings te hanteer nie. Dit is hoofsaaklik as gevolg van die vrywillige aard van die huidige inisiatiewe en hul fokus op die laagste vlak van die eenhede van analise - die individuele navorser. Die een poging wat beter geskik sou wees die transformasiedoelwitte te ontmoet - die HEQC institusionele oudits - konsentreer nie uitsluitlik op navorsing nie, maar spreek gesamentlik alle kern aktiwiteite in instellings aan. Dit verminder die aandag wat nodig is vir navorsing evaluering om 'n betekenisvolle bydrae te lewer tot hoër onderwys navorsing . Die studie stel 'n omvattende ontwerp voor vir die raamwerk van Suid-Afrikaanse navorsing evaluering. Die doel wat vir die beoogde oefening geïdentifiseer word, is die ontwikkeling en verbetering van die kwaliteit navorsing van internasionale standaarde oor die stelsel van hoër onderwys sodat die navorsing betekenisvolle bydraes kan lewer tot die nasionale vereistes. Programme / departemente in die hoër onderwys instellings word voorgestel as die eenhede van analise waarin gehalte, produktiwiteit, relevansie en lewensvatbaarheid dien as kriteria vir evaluering.
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Mkonto, Patricia Nosisana. "The development and evaluation of a learning styles assessment tool for the South African higher education context." Thesis, University of the Western Cape, 2010. http://hdl.handle.net/11394/2563.
Full textAbstract:
Philosophiae Doctor - PhDA literature study focusing on teaching and learning in higher education in South Africa was conducted. Theories relevant to adult learning were also examined. These included behaviourist, cognitive, humanistic and social learning theories which were found to be relevant for the adult learner. The learning styles, which form the foundation for this study, were explored. Nine learning style theories and instruments were examined for possible adaptation in the South African higher education context. These were: Kolb Learning Style Index, Dunn and Dunn Learning Style Index, Honey and Mumford Learning Style Questionnaire, Felder and Silverman Index of Learning Style, Gregorc Style Delineator, Myers-Briggs Type Indicator, Grasha Reichmann Student Learning Styles Scales, Vermunt Inventory of Learning Styles, and the Centre for Innovative Teaching Experiences. From the nine learning style instruments, the Centre for Innovative Teaching Experiences instrument was selected for adaptation for the South African higher education sector.
South Africa
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Armstrong, Gillian Claire. "Administrative justice and tribunals in South Africa : a commonwealth comparison." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17997.
Full textAbstract:
Thesis (LLM )--Stellenbosch University, 2011.ENGLISH ABSTRACT: In the field of administrative law, the judiciary has traditionally exercised control over the administrative actions of the executive through judicial review. However, judicial review is neither the most effective nor the most efficient primary control mechanism for systemic administrative improvement. In a country faced with a task of =transformative constitutionalism‘, and hindered with scarce resources, there is good cause to limit judicial intervention as the first response to administrative disputes. The major theme of this thesis is to investigate the feasibility of administrative tribunal reform in South Africa, using two other commonwealth countries, Australia and England, as a basis for comparison. Australia and England have been chosen for comparison because they share similar administrative law traditions and they can provide working models of coherent tribunal structures. The Australian tribunal system is well-established and consists of tribunals which fall under the control of the executive, while tribunals in England have recently undergone a significant transformation, and are now part of the independent judiciary. The South African government currently spends, indeed wastes, a significant amount of money on administrative law litigation. Due to the limitations of judicial review, even after the high costs of litigation and the long duration of court proceedings, the results achieved may still be unsatisfactory. Furthermore, judicial review is unsuited to giving effect to systemic administrative change and the improvement of initial decision-making. Australia and England have begun to move away from the traditional court model for the resolution of administrative disputes. Both have indicated a preference for the important role of tribunals in the administration of disputes. Tribunals have been shown to offer the advantage of being speedier, cheaper, more efficient, more participatory and more accessible than traditional courts, which contributes to tribunals being a more available resource for lay people or people without sophisticated legal knowledge, and provides wider access to remedies than courts. The English and Australian models indicate a few important trends which need to be applied universally to ensure a sustained tribunal reform and a system which provides a higher level of administrative redress than the over-burdened and institutionally inept courts currently do. These include co-operation among government departments and tribunals; open and accountable systemic change; the need for supervision and evaluation of the whole of administrative law by an independent and competent body; and ultimately a focus on the needs of users of state services. At the same time, there are arguments against administrative tribunal reform. These include the costs of reform; the ways to establish tribunals; and the level of independence shown by the tribunals. These arguments are especially relevant in the South African context, where the government faces huge social problems and a scarcity of resources. However, after an analysis of the valuable characteristics of tribunals and the role that they serve in the day to day administration of justice, it is difficult to see how these objections to tribunals can outweigh their potential importance in the administrative justice system. The need for sustained systematic reform in South Africa is one that cannot be ignored. Tribunals offer a valuable alternative to judicial review for the resolution of administrative disputes. Furthermore, the tribunal systems of Australia and England demonstrate how the effective creation and continued use of comprehensive tribunal structures contributes firstly to cost reduction and secondly to ease the administrative burden on courts who are not suited to cure large-scale administrative error.
AFRIKAANSE OPSOMMING: In die administratiefreg oefen die regsprekende gesag tradisioneel beheer uit oor die uitvoerende gesag deur middel van geregtelike hersiening. Geregtelike hersiening is egter nie die mees doeltreffende of effektiewe primêre beheermeganisme om sistemiese administratiewe verbetering teweeg te bring nie. In 'n land met die uitdagings van 'transformatiewe konstitusionalisme‘ en skaars hulpbronne, kan 'n goeie argument gevoer word dat geregtelike inmenging as die eerste antwoord op administratiewe dispute beperk moet word. Die deurlopende tema van hierdie tesis is 'n ondersoek na die lewensvatbaarheid van hervorming van administratiewe tribunale in Suid-Afrika, in vergelyking met die posisie in Australië en Engeland, waarvan beide ook, tesame met Suid-Afrika, deel vorm van die Statebond. Hierdie lande is gekies vir regsvergelykende studie aangesien hulle 'n administratiefregtelike tradisie met Suid-Afrika deel en beide werkende modelle van duidelike tribunale strukture daarstel. Die Australiese tribunale stelsel is goed gevestig en bestaan uit tribunale onder die beheer van die uitvoerende gesag, terwyl die tribunale stelsel in Engeland onlangs 'n beduidende hervorming ondergaan het en nou deel van die onafhanklike regsprekende gesag is. Die Suid-Afrikaanse regering mors aansienlike hoeveelhede geld op administratiefregtelike litigasie. Selfs na hoë koste en lang vertragings van litigasie mag die resultate steeds onbevredigend wees as gevolg van die beperkings inherent aan geregtelike hersiening. Tesame met hierdie oorwegings is geregtelike hersiening ook nie gerig op sistemiese administratiewe verandering en verbetering van aanvanklike besluitneming nie. Australië en Engeland het onlangs begin wegbeweeg van die tradisionele hof-gebaseerde model vir die oplossing van administratiewe dispute. Beide toon 'n voorkeur vir die belangrike rol wat tribunale in die administrasie van dispute kan speel Tribunale bied die bewese voordele om vinniger, goedkoper, meer doeltreffend, meer deelnemend en meer toeganklik te wees as tradisionele howe, sodat tribunale 'n meer beskikbare hulpbron is vir leke, oftewel, persone sonder gesofistikeerde regskennis en dus beter toegang tot remedies as tradisionele howe verskaf. Die Engelse en Australiese modelle dui op enkele belangrike tendense wat universeel toegepas moet word om volgehoue tribunale hervorming te verseker en om =n stelsel te skep wat 'n hoër vlak van administratiewe geregtigheid daarstel as wat oorlaaide en institusioneel onbekwame howe kan. Dit verwys bepaald na samewerking tussen staatsdepartemente en tibunale; deursigtige en verantwoordbare sistemiese veranderinge; die behoefte aan toesighouding en evaluasie van die hele administratiefreg deur 'n onafhanklike, bevoegde liggaam; en uiteindelik 'n fokus op die behoeftes van die gebruikers van staatsdienste. Daar is egter terselfdertyd ook argumente teen administratiewe tribunale hervorming. Hierdie argumente sluit in die koste van hervorming; die wyses waarop tribunale gevestig word; en die vlak van onafhanklikheid voorgehou deur tribunale. Hierdie argumente is veral relevant in die Suid-Afrikaanse konteks waar die regering voor groot sosiale probleme te staan kom en daarby ingesluit, 'n tekort aan hulpbronne ook moet hanteer. Daarenteen is dit moeilik om in te sien hoe enige teenkanting en teenargumente met betrekking tot die vestiging van administratiewe tribunale swaarder kan weeg as die potensiële belang van sulke tribunale in die administratiewe geregtigheidstelsel, veral nadat 'n analise van die waardevolle karaktereienskappe van tribunale en die rol wat hulle speel in die dag-tot-dag administrasie van geregtigheid onderneem is. Die behoefte aan volhoubare sistemiese hervorming in Suid-Afrika kan nie geïgnoreer word nie. Tribunale bied 'n waardevolle alternatief tot geregtelike hersiening met die oog op die oplossing van administratiewe dispute. Tesame hiermee demonstreer die tribunale stelsels in Australië en Engeland hoe die doeltreffende vestiging en deurlopende gebruik van omvattende tribunale bydra, eerstens om kostes verbonde aan die oplossing van administratiewe dispute te verlaag en tweedens, om die administratiewe las op die howe, wat nie aangelê is daarvoor om grootskaalse administratiewe foute reg te stel nie, te verlig.
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Masehela, Langutani Meriam. "An exploration into the conditions enabling and constraining the implementation of quality assurance in higher education: the case of a small comprehensive university in South Africa." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1020312.
Full textAbstract:
At an international level, demands for accountability in respect of the quality of teaching and learning in higher education are increasing. This is also the case in South Africa. The response to these demands has taken the form of the introduction of quality assurance systems to higher education. In South Africa, a formal national external quality assurance was introduced to the higher education system in 2001 as a result of the establishment of the Higher Education Quality Committee. The Higher Education Quality Committee is a standing committee of the South African Council on Higher Education. Like other quality assurance agencies across the world, the Higher Education Quality Committee has the responsibility for i) auditing institutions of higher education and ii) accrediting learning programmes. The first cycle of institutional audits ran from 2004 until 2011. As quality assurance was introduced to the higher education system and the first cycle of institutional audits began, universities in South Africa developed policies and procedures intended to assure quality in three areas of their core functioning: research, teaching and learning and community engagement. The University of Venda, which is the focus of the study on which this thesis is based, was no exception. As a practitioner in the Centre for Higher Education Teaching and Learning at The University of Venda, it was my observation that the policies and procedures intended to assure quality in teaching and learning were not always implemented by academic staff members. This was in spite of poor student performance data which raised questions about the quality of the teaching and learning processes in place. The study underpinning this thesis was designed to explore this phenomenon. More specifically, it aimed to identify the conditions enabling and constraining the implementation of policies and procedures in two Schools in the University: the School of Health Sciences and the School of Human and Social Sciences. In order to explore these conditions, I adopted Roy Bhaskar’s Critical Realism as an under-labouring philosophy for the study. Critical realism posits a view of reality comprising three strata, none of which can be reducible to the other. The first of these strata is termed the level of the Empirical and consists of the experiences and observations which become apparent to us through the senses. The second layer, the Actual, consists of events from which these experiences and observations emerge. Underpinning both of these layers is a further layer, the Real, which is not accessible by empirical means and which consists of structures and mechanisms which generate both events at the level of the Actual and experiences and observation at the level of the Empirical. The design of my study sought to reach this deepest layer of reality to identify these mechanisms. Bhaskar’s critical realism is philosophy which needs to be operationalized using substantive, or explanatory, theory. For this purpose, I drew on Margaret Archer’s social realism. The design on my study drew on case study methodology and involved in-depth interviews with members of the two Schools which each formed cases within the more overarching case of the University itself. In addition to these interviews, I analysed a range of institutional documents related to the assurance of quality in teaching and learning. The exploration of enabling and constraining conditions at the level of the Real allow me to make a series of recommendations in the final Chapter of my thesis intended to enhance the quality assurance system introduced to the University.
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Nxumalo, Edmund Linduyise. "An evaluation of the roles of CHE and the SETAs in the accreditation of NQF Level 5 learning programmes." Thesis, Link to the Internet, 2009. http://etd.sun.ac.za/jspui/handle/10019/1925.
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Hendricks, Monica. "Assessing alternative assessment: students' experiences of the different forms of assessment in a Bachelor of Education course." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003305.
Full textAbstract:
In this study I examine the current alternative forms of assessment that were employed in the foundation year of the Bachelor of Education course at Rhodes University in 1998. Since assessment is concerned with ascertaining the amount, and kind, of learning that has taken place, it links learning and teaching. As my role in the course was academic development, I was interested in the nature ofthe development that the course promoted, for lecturers and students. My main intention was to gain insight into students' experiences of the assessment practices. To this end I selected six students, photocopied all their academic writing for the year and interviewed them. In addition, to provide a holistic picture of assessment and marking, I interviewed the six lecturers who team-taught the course. The data thus included the course assignments of the six students and an interview with each student as well as with the course lecturers. The findings show that though policy documents advocate alternative forms of assessment, implementing such assessment is a complex matter for both teachers and students.
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Angelico, Teresa 1956. "Can research influence policy decisions? : a project evaluation of a study of the role of the Catholic Church in higher education." Monash University, Dept. of Anthropology and Sociology, 1999. http://arrow.monash.edu.au/hdl/1959.1/7955.
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Greentree, Carolyn, and n/a. "Experimental evaluation of fox control and the impact of foxes on lambs." University of Canberra. Science &Design, 2000. http://erl.canberra.edu.au./public/adt-AUC20060713.101158.
Full textAbstract:
Baiting with sodium monofluoroacetate (1080) to protect lambs (Ovis aries)
from red foxes (Vulpes vulpes L.) has become more frequent in NSW and other parts
of Australia during the last 10 years despite the lack of reported evidence evaluating
the effects of fox baiting on lamb survival. NSW Agriculture has developed fox
control recommendations aimed at minimising impact, but these guidelines have not
been tested experimentally. Defining the extent of a pest problem and the
effectiveness of pest control are key components of a strategic approach to vertebrate
pest management as it is the damage of pests that justifies their control.
This thesis describes an experimental evaluation of the recommended practice
of fox control in NSW. The effects of three levels of fox control were tested in the
experiment; no treatment, baiting once a year before lambing (the recommended
practice) and baiting three times a year (thought to be the maximum farmers would
instigate). Each treatment had two replicates. No previous manipulative experiment
using synchronous controls and matched replicates has been undertaken to test the
effects. The study quantifies the level of fox predation on healthy lambs and the level
of predation on lambs that had other causes including illness and mismothering
contributing to this fox predation. It also examines the response of the fox
population, lamb predation and lambing outcomes to different levels of fox control.
The cost effectiveness of fox control is examined in relation to lamb predation and an
investigation of the optimum level of fox control is begun. The experiment also
provides the first chance to consider the examination of multiple response variables
and the scale of field ecology experiments required to recognise a significant response
and avoid a Type II error due to between replicate variability even with tightly
controlled site selection criteria to standardise experimental sites, and with the
synchrony of experimental control and treatment surveys.
The study occurred on five sheep properties near Boorowa (34°28'S,
148°32'E) and Murringo (34°18'S, 148°3 1'E) in south-eastern Australia. The terrain
was undulating to hilly with a maximum elevation of 660 m above sea level. The main
agricultural enterprises in the district are Merino wool, fat lamb and beef cattle
production and winter cereal cropping. The native vegetation of Eucalyptus
woodland has been mostly cleared, though remnant patches occur. Most of the area
is now sown with pasture of Phalaris tuberosa, Lolium spp. and clover Trifolium
spp.. The experimental properties grazed self-replacing Merino flocks, primarily for
wool production, so lamb survival was vital to the economic operation of the farm.
Over 50 selection criteria including lamb survival rates, ewe fertility and bloodline,
sheep management practices, climate and habitat features that affect lamb survival,
past fox control practices and prey species were used to select sites Sites were
representative of most sheep farming properties in the region, but were also extremely
similar in factors that affected fox abundance and ewe and lamb survival, thus
minimising variation between replicate sites.
The manufactured meat baits used to poison foxes contained 3 mg of sodium monofluoroacetate (compound 1080). A replacement baiting program was carried
out in 1995 and 1996. Fox control programs were carried out over the experimental
units and adjacent buffer zones covering approximately two fox territories,
approximately 6km2, around the lambing paddock under study. The recommended fox
control practices described by NSW Agriculture also included neighbouring farmers
taking part in an extended group baiting program. In all the area baited at varying
intensities totalled 3400 km2. Synchronised lambing with neighbours was a further
recommended practice to reduce fox predation and was carried out on these sites.
Lambing occurred during a six to eight week period in late winter on all sites, a
practice known as 'spring lambing', and on many surrounding properties so a surplus
of lambs was available to foxes over a relatively short time.
The benefits of fox control were measured directly as enhanced lamb survival
derived from differences in lamb marking rates between ultrasounded flocks of
approximately 1000 ewes and the predation of lambs was measured from over 2000
lamb carcases post-mortemed in 1994, 1995 and 1996. A mean of 138 lambs were
expected at ultrasounding from 100 ewes and 113 lambs per 100 ewes were alive at
lamb marking.
There was no significant (P>0.05) effect of fox control on lambing
performance (the number of lambs per 100 ewes that lambed) Fox predation was
inferred as the cause of lamb death in a minimum of 0.8% and a maximum of 5.3% of
lamb carcases during 1995 and 1996. There was a significant (P<0 05) effect of fox
control on the minimum possible percentage of lamb carcases classified as healthy
lambs killed by foxes, with the percentage declining from 1.50% (no fox control), to
0.90% (fox control once per year) to 0.25% (fox control three times per year). There
was also a significant (P<0.005) effect of fox control on the maximum possible
percentage of lamb carcases classified as healthy lambs killed by foxes with the
percentage declining from 10.25% (no fox control), to 6.50% (fox control once per
year) to 3.75% (fox control three times per year). The observed results were used to
estimate the number of treatment replicates needed to be confident of detecting an
effect of predator control on lamb marking performance. The estimated numbers
were very high if small effects were to be detected. No significant correlation
between the fox density and the minimum and maximum possible number of lambs
carcases classified as killed by foxes was found. Bait uptake was monitored as were
the costs of fox control.
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Earle, Nicola Lynne. "An evaluation of the postgraduate diploma in Enterprise Management at Rhodes University." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1002797.
Full textAbstract:
This research is concerned with the development of entrepreneurship at higher education institutions (HEI). Entrepreneurship is very important in every country as there is a direct correlation between entrepreneurship development and economic growth (Hegarty, 2006). Entrepreneurship education is essential as it assists students who want to start up their own businesses by giving them the relevant skills and knowledge to have a successful business. The purpose of this research is to evaluate the Postgraduate Diploma in Enterprise Management (PDEM) within the Management Department at Rhodes University, Grahamstown. A qualitative approach was implemented which used an adapted version of the Context, Input, Process and Product Model (Stuffelbean, Mckee and Mckee, 2003). Data was collected in the form of interviews and focus group interviews. There were six lecturer interviews, one course coordinator interview and five past student interviews. There were two focus group interviews that took place; this was done so to gather data from seven current PDEM students. The data collected was then analysed through the use of qualitative data analysis techniques. These were sensing themes, constant comparison, recursiveness, inductive and deductive thinking and interpretation to generate meaning (Ruona 2005, cited in Swanson and Holton, 2005). The Management Department aims to equip students to think realistically in terms of starting their own business and to enhance the students’ knowledge and skills so that they are better able to find employment in the corporate and government sectors. The PDEM aims to be an action-learning course and to create an entrepreneurial environment which will encourage students to start up their own businesses. The role of the lecturers and the course coordinator is important as they need to ensure that there is a continuous transfer of knowledge to the students. Students are not expected to be specialists within each subject; however they need to have a basic grounding in order to run a business. Students felt that the Alpha Project was important and useful as it improved their confidence about starting a new business. An issue that was raised about the Alpha Project was that the separation of students into the Alpha Project groups was not executed well. The course was perceived to be disorganised however the students tended to enjoy it and felt that the Management Department was supportive of their businesses.
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Hermanson, Christina Magdalena. "The evaluation of the outcome of a thinking skills programme for middle management in a financial services industry organisation." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50150.
Full textAbstract:
Thesis (PhD)--University of Stellenbosch, 2004.ENGLISH ABSTRACT: The globalisation of business is probably the most important topic of discussion in business around the world. Globalisation impacts on business processes, and changes in the processes of economic and political liberalisation signify a radical shift in thinking about how the world works and how it should be organised. The process of change consequently means having to deal with increasing complexity. It is the complexity of change that prompts the urgency to improve the thinking of management in an organisation. As adult learners, managers need different competencies to operate; in addition their thinking skills need to be developed, as they are the key drivers in an organisation going through transformation. In a needs' assessment in a financial services organisation operating in the global environment, a need for training of middle managers to help them improve their thinking skills in order to become more effective thinkers was determined. The need to train adults to develop cognitive skills prompted a specific thinking skills intervention and the facilitation thereof. A Thinking Skills Programme aimed at teaching thinking dispositions and thinking skills was implemented as a programme to teach the managers to become effective thinkers. The study was approached from a programme evaluative perspective. The purpose of the programme was an improvement-orientated evaluation and was designed to evaluate the outcomes of the programme. Qualitative data was collected through a pre- assessment and postassessment process. Open-ended questionnaires as well as other qualitative methods were used in the assessment to capture the data. The data analysis was done through content analysis. In the process of determining the patterns and processes in the preassessment, observations, semi-structured interviews, field notes and post-assessment, the researcher looked for themes or interconnections that emerged in the units, sub-categories and categories. The sub-categories that emerged were derived from the frequency of appearance in the answers of the participants in the questionnaires. The post-assessment feedback categories indicated that a shift in effective thinking had taken place in the participants. The most significant difference in their thinking was the awareness of their thinking. They reflected on their thinking while solving problems, which is evidence of effective thinking. They used the thinking tools to help them solve problems. The intervention influenced the participants to be more creative in solving problems, which was not evident in the pre-assessment. The evaluation of the outcome of the programme through the application of a Thinking Skills Programme was successful. This was demonstrated by the fact that in the measurement of the outcome of the programme it was evident that the middle managers had become more aware of their thinking and that they applied the thinking dispositions and thinking tools in their daily managerial activities. They had become more effective thinkers.
AFRIKAANSE OPSOMMING: Die globalisering van die sakewêreld is waarskynlik die belangrikste besprekingspunt in dié sektor regoor die wêreld. Globalisering het 'n impak op sakeprosesse, en veranderings in die prosesse van ekonomiese en politieke liberalisering dui op 'n radikale verandering in denke oor hoe die wêreld werk en hoe dit georganiseer behoort te word. Die proses van verandering dui gevolglik daarop dat daar rekening gehou moet word met toenemende kompleksiteit. Dit is die kompleksiteit van verandering wat aanleiding gee tot die belangrikheid daarvan om die denkvaardighede van die bestuur in 'n organisasie te verbeter. As volwasse leerders benodig bestuurders verskillende vaardighede om hulle taak te verrig, en hulle denkvaardighede moet ontwikkel word aangesien hulle die dryfkrag is van 'n organisasie wat transformasie ondergaan. In 'n behoeftebepaling in 'n finansiële dienste organisasie wat op die wêreldmark meeding, is die behoefte geïdentifiseer aan opleiding vir middelvlak bestuurders om hulle denkvaardighede te help verbeter, ten einde van hulle meer effektiewe denkers te maak. Die behoefte om volwassenes op te lei in die ontwikkeling van kognitiewe vaardighede het aanleiding gegee tot In spesifieke denkvaardigheidsintervensie en die fasilitering daarvan. 'n Denkvaardigheidsprogram gemik op die onderrig van denkdisposisies en -vaardighede is as 'n program ingestelom bestuurders op te lei om effektiewe denkers te word. Die studie is benader vanuit 'n programevaluasie-perspektief. Die doel van die program was 'n verbeteringsgeoriënteerde evaluasie en dit is ontwerp om die uitkomstes van die program te evalueer. Kwalitatiewe data is versamel deur middel van 'n pre- en postassesseringsproses. Oopeindevraelyste asook ander kwalitatiewe metodes is in die assessering gebruik om data te versamel. Die data-analise is gedoen deur inhoudsanalise. Vir die bepaling van die patrone en prosesse in die pre-assessering, is observasies, semigestruktureerde onderhoude en veldaantekeninge gebruik. Vir die postassessering het die navorser gesoek na temas of interkonneksies wat na vore gekom het in die eenhede, subkategorieë en kategorieë. Die subkategorieë wat na vore gekom het, is geïdentifiseer op grond van die frekwensie van voorkoms in die antwoorde van die deelnemers wat die vraelyste voltooi het. Die terugvoeringskategorieë in die postassessering het aangetoon dat 'n verandering in effektiewe denke by die deelnemers plaasgevind het. Die mees beduidende verandering in hulle denke was die bewustheid van hulle denke. Deelnemers het gereflekteer op hulle denke tydens probleemoplossing, wat as bewys dien van effektiewe denke. Hulle het die denkinstrumente gebruik om hulle te help om probleme op te los. Die intervensie het tot gevolg gehad dat die deelnemers meer kreatief tydens probleemoplossing was, wat nie tydens die pre-assessering geblyk het nie. Die evaluering van die uitkoms van die program deur die toepassing van 'n Denkvaardigheidsprogram was suksesvol. Dit is gedemonstreer deur die feit dat in die meting van die uitkoms van die program dit duidelik geblyk het dat die middelvlak bestuurders meer bewus geraak het van hulle denke en dat hulle die denkdisposisies en denkinstrumente in hulle daaglikse bestuursaktiwiteite toegepas het. Hulle het meer effektiewe denkers geword.
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Adams, William Edward. "Differences between student perceptions of the actual and the preferred science laboratory classroom learning environments at a South African college of education." Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/18316.
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This preliminary research study aimed to investigate, with the aid of the Science Laboratory Environment Inventory (SLEI), the actual and the preferred laboratory environments as perceived by 264 first, second and third year college Science and Biology students in Cape Town, South Africa. This investigation sought to answer the following main questions: * Are the English and the Afrikaans versions of the SLEI valid and reliable for use as perceptive instruments in a South African context? * What are the relationships between variables such as class membership, the year level of study, the type or level of the science subject studied, the particular lecturer concerned, home language and gender and the students' perceptions of their science laboratory classroom environments? * Do appreciable differences occur between the actual and the preferred environments as perceived by the students? * Are the findings of the present investigation consistent with the results of parallel investigations undertaken overseas? The data was collected by means of standard answer sheets, and analysed by comparison of the mean scores, standard deviations, discriminant validities and the alpha reliabilities of the various scales of SLEI.
Bibliography: p. 130-141.
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Abel, Sarah Ruth. "The implementation and evaluation of a service-learning component in a second year undergraduate organic chemistry course." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1006008.
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The project describes the action research implementation, and evaluation of learning, of a service-learning component in a second year undergraduate organic chemistry course. The research aims to explore the learning that takes place in a service-learning context while utilizing an action research methodology within the critical theory paradigm. This occurs in response to the world-wide call for Higher Education to produce people with civic competencies and responsiveness to the society in which they live (Boyer 1996). Educating young Chemists to see the importance of their knowledge and their responsibilities in society is an important pedagogical step in the effort to cross boundaries and make connections between people communities (Eyler and Giles 1999). The goal of this project was to explore and categorize the learning that takes place in a service-learning context and discover how these areas of learning impact the awareness of the parties involved with regard to the discipline of chemistry as well as social issues. The project makes use of Kolb‘s (1984) Experiential Learning Theory, and Eyler and Giles‘ (1999) categories of learning in service-learning and results indicate that service-learning can be a powerful pedagogical tool to increase learning in chemistry as well as in the areas of critical thinking, personal and social development, reflection and citizenship. Students‘ perceptions of themselves, their discipline and their responsibility to society were transformed by their experience of service-learning in their undergraduate chemistry course.
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Mudehwe, Florence Rutendo. "Dialogic pedagogical innovation for liberating learning practices: a case of one programme in a higher education institution in South Africa." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1019737.
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The past two to three decades have seen unprecedented expansion in enrolments in Universities across the world. Increased participation rates in Higher Education, however, has not been matched by a corresponding increase in success rates as reflected in students' poor retention rates and unsatisfactory outcomes. One strand of explanation claims that students, for a variety of reasons, come to university `unprepared' and suffer an articulation gap in the transition between high school and university; the other explanation seeks to move away from the deficit perspective and puts emphasis on the need to enrich experiences of students to enable them to exercise agency and change constraining circumstances in order to succeed. This study reports on one programme, a grounding programme known as the Life, Knowledge and Action (LKA) in one South African university. One of the central purposes of the LKA is to enrich students' first year experiences through liberating dialogue embedded in its pedagogical architecture. A sequential mixed methods study was carried out. A survey of first year students who had been exposed to the LKA was first carried out. This was followed by a case study of purposively selected first year students. Findings show that LKA promoted dialogue in varied ways depending on the level of the pedagogical architecture. At Umzi level students as peers across disciplines exchanged ideas freely about their circumstances and social issues. At the Ekhaya level where the abakwezeli (facilitators) were active, power dynamics emerged between students and the facilitators which had the effect of diminishing dialogical moments. At village level, there was not much discussion; instead there was a lot of lecturing. Dialogue was limited to a few minutes of discussion at the end of the lecture. The other finding was that seen from Archer's lens of morphogenetic analysis, the `articulation gap' can be seen as a structural constraint, that can be addressed through liberating dialogue which enables the students to question the status quo. There was evidence that through dialogue in the LKA, students felt that it liberated them in the sense that it exposed them to different perspectives as well as enabled them to explore alternatives. It can be concluded that through an appropriately designed dialogical pedagogy, students can be empowered to transform the structural constraints to their education and create enablers that can help them succeed in their learning. There is evidence that within the LKA pedagogical architecture, the students have the opportunity to take responsibility for their learning and thus enabled to exercise agency. It is recommended that the processes that take place at each level of the LKA architecture must be further studied with a view to discovering mechanisms at work that may undermine the liberating thrust of the programme. As a liberating core curriculum, LKA must not be limited to first year students; consideration must be given to roll it out across the levels of the undergraduate offerings.
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Brown, Vanessa Jane Kathleen. "How university academics respond to the introduction of new quality policies in South African higher education." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/24941.
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This study explores the consequences for a historically black university (HBU) of the South African state’s focus on routine and strategic quality evaluation within a policy framework that views higher education as a lever for social change and economic development. It analyses the changing nature of academic work and probes the motivations and understandings of institutional managers and academics in an attempt to explain their responses to policy requirements. The theory of the Evaluative State is employed to examine the nature and consequences of overzealous responsiveness by a historically black university in transition in South Africa. It suggests that the changing relationship between state and university is characterised by contradictions and ambivalence, a result of the interplay between a strong sense of loyalty to the state on the one hand and a recognition of the failure of the state to recognise and reward achievements valued by the HBU. This study suggests that state steering, through the use of output evaluation and efficiency-directed performance indicators, has resulted in failure to achieve central policy goals of development, equity and social justice. The study is guided by one main research question: How do academics in a historically black South African university in transition engage with and implement internal and external quality assurance processes and policies? The literature review reveals significant gaps in understanding the consequences of the rise of the Evaluative State in higher education. A major limitation has been a lack of focus on higher education systems in developing countries and on the consequences of imposing neo-liberal frameworks upon local realities which require redress to remedy historically constructed economic and social disadvantage. The descriptions of academics and institutional managers that emerge in this study highlight stark differences between the two groups in perceptions of and approaches to quality improvement and university work. Significantly, institutional history, context and mission emerge as strong factors shaping academics’ and managers’ responses to change, factors that have largely been disregarded by state policy which focuses more on output achievement than on input variables.Thesis (PhD)--University of Pretoria, 2012.
Education Management and Policy Studies
unrestricted
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Grant, Rose. "A phenomenological investigation into lecturers' understanding of themselves as assessors at Rhodes University." Thesis, Rhodes University, 2005. http://eprints.ru.ac.za/300/.
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Brown, Robert Maxwell. "Drivers of student satisfaction and student loyalty in an Australian university setting." University of Western Australia. Graduate School of Management, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0060.
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[Truncated abstract] The Australian higher education sector has changed markedly in the last two decades. The size of the sector has swelled in size as new universities have been created from former Colleges of Advanced Education and Institutes of Technology, and succeeding governments have introduced policies that have embedded increasingly corporate and commercial practices into university administration. This has caused the creation of what are becoming known as ‘enterprise universities’. This thesis examines hypotheses arising from two fundamental questions. (i) Given the increasingly market-oriented higher education environment in Australia, will a model developed from the study of services marketing (which has developed since the 1970s as a distinct sub-branch of the Marketing discipline) show itself to be applicable to universities operating in the Australian sector? (ii) If so, are there demonstrable differences in the way in which ‘student customers’ respond in terms of the antecedents of customer satisfaction and customer loyalty within different types of university? . . . The study found that the model tested was highly appropriate for indicating the major antecedents of satisfaction and loyalty in this setting. It showed that the institutional image was a relatively stronger antecedent of perceived value and customer satisfaction than were elements of service quality, and that the model was effective in accounting for a large proportion of the variance found in students’ loyalty to their institution. It also found that there was relatively little difference between students attending different types of university in these matters. It argues that there is an important imperative for Australian universities to take a strategic image management approach to their marketing initiatives, and also issues related to the nature of higher education as a positional and public good.
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Son, Vo Thanh, and n/a. "Evaluation of the USLE (Universal Soil Loss Equation) to estimate soil loss from hobby farms and commercial pastoral properties around Murrumbateman, NSW, Australia." University of Canberra. Applied Science, 1993. http://erl.canberra.edu.au./public/adt-AUC20061108.171337.
Full textAbstract:
This thesis is an evaluation of the use the USLE to estimate soil loss from
two pastoral land uses - commercial properties and "hobby farms" in
Murrumbateman. Sensitivity analysis was used to evaluate the USLE
components. Sediment measurement in farm dams was taken to estimate
sediment yield from several sites, as an alternative approach to study soil
loss. The annual soil loss from entire study area was 0.25 t/ha/year whilst
these figures from commercial properties and hobby farms were 0.29
t/ha/year and 0.21 t/ha/year, respectively. The annual average sediment
yield from three catchments in hobby farms was 0.3 t/ha/year. The USLE
was found to be highly sensitive to slope steepness, ground cover and
stocking rates. The critical values were 16% for slopes, 35% for the ground
cover and 19 Dry Sheep Equivalent/ha for stocking rate. I tentatively
conclude that the USLE is sufficiently sensitive to detect differences in soil
loss between the two land uses. There is, however, a need to improve the
operation of the model in some respects. The use of farm dams for
estimating sediment yield also shows promise.
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Combrinck, Theodore Peter. "A pilot emperical investigation into student perceptions of service quality at the Department of Management of the University of the Western Cape." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&.
Full textAbstract:
This pilot research survey was undertaken as a result of the need to assess the service quality within Higher Education in general and the Department of Management at UWC in particular. This report focuses on the complexities of measuring service quality in higher education. The quality of service delivery within education is becoming more important as the competition for students increases.The literature was searched to find a suitable measure with a sound theoretical structure. This measure was then adapted for the department.
In a preliminary way this instrument was then applied to students in the department and initial results are reported on.
The results revealed that undergraduates overall were uncertain in their attitude to the service quality in the department. On the other hand, postgraduate students tended to rate the service quality rather more negatively (p <
0.004). Furthermore there were no gender differences except for tangibles (p = 000.5).
This pilot study could serve as a pilot study of the service quality in an academic environment. It is the main contention of this report that students themselves should be part of defining quality.
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Vember, Hilda Frances. "An evaluation of the influence of an HIV/AIDS peer education programme at a higher education institution in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80382.
Full textAbstract:
Thesis (PhD)--Stellenbosch University, 2013.Bibliography
ENGLISH ABSTRACT: South Africa is now in its eighteenth year of democracy. However, a major problem that we are facing is the scourge of the HIV/AIDS pandemic throughout Africa, with the most seriously affected areas being in Sub-Saharan Africa. Despite a National Strategic Plan (NSP) for HIV/AIDS, government authorities have been unable to stem the tide of daily HIV infections amongst all people. Education seems to be one of the most powerful weapons to fight this pandemic; hence it is expected of HEIs to respond to this problem in a meaningful manner in order to stem the tide of the HIV/AIDS pandemic on all university campuses. HEAIDS took the initiative to bring all role players in HEIs together to devise plans for how to deal with the pandemic at HEIs. Despite the fact that 22 out of the 23 higher education institutions surveyed by HEAIDS in 2008 were engaged in peer education training programmes, none of them monitored or evaluated these programmes. The aim of this study is to evaluate and establish the influence of a peer education programme amongst students at a selected HEI in the Western Cape. An evaluation research design was employed, using a mixed methods approach to collect data. A Logic Model was developed which assisted me with the evaluation design. I used Bandura's social cognitive theory (SCT) to assist me with the analysis and interpretation of the data. The study attempted to understand the key issues involved in the peer education programme, challenges faced by staff in the implementation of these programmes, how peer educators experienced the training programmes, as well as the experiences of other students who interacted with the peer educators. The quantitative data revealed that more work needs to be done with regard to behaviour change amongst peer educators. However, in this study, the qualitative data showed that peer educators need to develop more skills to empower themselves to facilitate workshops and to enhance their communication skills.
AFRIKAANSE OPSOMMING: Suid-Afrika is tans in sy agtiende jaar van demokrasie. Die probleem wat nog hierdie bedeling in die gesig staar, bly nog steeds die MIV en VIGS pandemie, waarvan die grootste problem in Sub-Sahara Afrika, is. Ten spyte van 'n omvattende nasionale plan teen MIV en VIGS kan die owerhede nog nie hierdie aaklige pandemie stuit nie, en word mense nog op 'n daaglikse basis daardeur geaffekteer. Opvoeding bly nog die grootste wapen waarmee hierdie pandemie beveg kan word, daarom word dit van die opvoedkundige instansies, veral universiteite, verwag om die voortou te neem met die bevegting van hierdie pandemie. "HEAIDS" het die inisiatief geneem om alle rolspelers by hoër opvoedkundige instansies bymekaar te bring om sodoende planne te beraam, hoe om te werk te gaan om die pandemie te bekamp. Ten spyte van die feit dat 22 uit 23 hoër opvoedkundige instansies deel was van die opnames wat in 2008 op hul kampusse, onder sekere portuurgroepe gedoen was, was geen analiese of evaluering gedoen nie. Die doel van hierdie navorsings projek is om portuurgroep opleidings programme te evalueer by n universiteit in die Wes-Kaap en om vas te stel wat die invloed van hierdie programme onder sekere portuurgroepe by hierdie hoër opvoedkundige instansie, het. Daar was van 'n evaluerings navorsing metode gebruik gemaak met gemengde maniere om die data in te vorder. 'n Logiese model was ontwikkel wat my gehelp het met die evaluerings ontwerp. Die Teoretiese raamwerk wat gebruik was om die data te intepreteer was Bandura se Sosiale Kognitiewe Teorie. Die studie het gepoog om die belangrike aspekte wat betrokke is by portuurgroep opleidings programme uit te beeld en om vas te stel watter uitdagings die personeel ondervind het met die implimentering van die opleidings programme. Ek wou ook vasstel hoe die portuurgroepe en die ander studente op kampus, hierdie programme ondervind het. Kwantitatiewe data het bewys dat meer gedoen moet word met betrekking tot die gedragsveranderinge van portuurgroepe. Kwalitatiewe data het bewys dat daar meer opleiding nodig is vir die portuurgroepe ten opsigte van vaardigheidsontwikkeling. Daar moet gefokus word op die ontwikkeling van kommunikasie metodes en die fasilitering van werkswinkels.
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Van, Wyk Berte. "A conceptual analysis of transformation at three South African universities in relation to the national plan for higher education." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49812.
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Thesis (PhD)--Stellenbosch University, 2004.ENGLISH ABSTRACT: This dissertation explores the notion of (higher) education transformation in relation to logically necessary conditions which guide the concept. These logically necessary conditions (constitutive meanings) include: equity and redress, critical inquiry, communicative praxis, and citizenship. I explore how instances of these logically necessary conditions manifest in institutional plans at the universities of Cape Town, Stellenbosch, and the Western Cape. My contention is that these institutional plans seem to be tilted towards the exclusive implementation of performance indicator measures which might undermine deep educational transformation. In turn, deep educational transformation requires that logically necessary conditions be framed according to an African philosophy of educational transformation. KEYWORDS: Higher education, education policy, transformation, conceptual analysis, logically necessary conditions.
AFRIKAANSE OPSOMMING: In hierdie proefskrif word die konsep (hoër) onderwystransformasie ondersoek soos dit logies in verhouding staan tot die voorwaardes wat die konsep rig. Hierdie logiesnoodsaaklike voorwaardes (konstitusionele betekenisse) sluit in: gelykheid en regstelling; kritiese ondersoek; kommunikatiewe praksis en burgerskap. Ek stelondersoek in oorlhoe voorbeelde van hierdie logiese-noodsaaklike voorwaardes in die institusionele planne van die universiteite Kaapstad, Stellenbosch en Wes-Kaapland manifesteer. Volgens my lyk dit asof hierdie institusionele planne neig na die eksklusiewe implementering van maatreëls wat optrede aandui wat in-diepte opvoedkundige transformasie mag ondermyn. Aan die ander kant vereis in-diepte opvoedkundige transformasie dat logies-noodsaaklike voorwaardes binne 'n Afrika filosofie van opvoedkundige transformasie vertolk moet word. SLEUTELBEGRIPPE: Hoër onderwys, opvoedkundige beleid, transformasie, konseptuele analise, logies-noodsaaklike voorwaardes.
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Luckett, Kathleen Margaret. "The quality assurance of teaching and learning in higher education in South Africa : an analysis of national policy development and stakeholder response." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1127.
Full textAbstract:
The context of this study is the introduction of a new national quality assurance
system for South African higher education by an agency of the Department of
Education. The purpose of the study is to conduct a critical policy analysis of the
Council of Higher Education’s Higher Education Quality Committee’s policy
formulation process. In doing so, the study seeks to understand how the quality of
teaching and learning practice might be enhanced through quality assurance.
In order to answer this question the study examines the literature on quality assurance
in higher education and proposes a simple conceptual framework for mapping
different approaches to quality assurance. The framework is based on a normative
judgment that communicative action is more likely to result in the improvement of
teaching and learning practice than instrumental action.
Approaches to policy analysis and evaluation research are explored and it is argued
that policymaking is a complex multi-faceted process requiring a pluralist research
design. This is attempted in the study where a range of research methods are
employed from within a critical social science paradigm.
The study analyses data gathered at each of the policy stages: setting the policy
agenda, policy formulation, policy adoption and policy reformulation, but stops short
of researching policy implementation in any depth. The study is therefore classified as
a formative, clarificatory evaluation. It seeks to evaluate the conceptualization and
design of instruments for quality assurance, stakeholder contribution to policy
development and stakeholder response to policy proposals. In particular the study
seeks to uncover the different values, discourses and ideologies that stakeholders
subscribe to in the policymaking process. The findings of the study show that the HEQC did attempt to work communicatively
and consultatively with the higher education community and that it was, in part, due
to its consultative efforts, that the final policy instruments were greatly improved. But
the study also shows that the consultative process was only partially successful, with
serious differences still existing between the HEQC and some stakeholder groups.
Different stakeholder approaches to quality assurance are traced to deeper historical,
cultural and ideological differences. The study suggests that these factors are likely to
hinder the smooth implementation of the HEQC’s policies.
The findings of the study also suggest that the challenge of designing a model of
quality assurance that caters adequately for both the improvement and accountability
purposes of quality assurance was not entirely met in this policymaking process.
Furthermore, the study suggests that because the HEQC’s policies were, from the
outset, conceived of as a means of furthering the state’s transformation agenda, its
idea of quality and its quality assurance procedures are beginning to work
ideologically. This has the effect of politicizing the implementation process and
undermining the HEQC’s efforts to improve the quality of teaching and learning
practice in South African higher education.
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Clarke, Linda Colleen. "A critical analysis of the examining of poetry in the English First Language Higher Grade course at senior secondary level in Cape Education Department schools." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003354.
Full textAbstract:
The study of poetry has become entrenched in most secondary school English syllabuses, including the English First Language Higher Grade syllabus of the Cape Education Department. This acceptance of poetry as a part of the formal academic programme has, however, been accompanied by a demand that could be considered contrary to the spirit of poetry: that an examination should conclude the study. The problem is exacerbated if this examination is set and controlled by an external body, since the nature and objectives of a standardised, mass examination frequently conflict sharply with the aims of studying poetry. The implications of such control over the examining of poetry go beyond this, however. These include the defining and narrowing of the course of study by means of lists of prescribed poems selected by a committee often far removed from the world of the candidates and the significant combined effect of these lists and the style of questioning adopted by the external examiners on methods of teaching. Furthermore, the influence of the external examination is not restricted to the final year of study; the approach to poetry during the entire senior secondary course (of three years) tends to conform to the pattern laid down by the final examination paper. This domination of the external examination over the study of poetry is acknowledged but not condoned. There is undoubtedly a need for further research into alternative ways of assessing a poetry course. In the face of reality, however, this study seeks to identify and analyse the many features of external control that influence the study of poetry; and to consider ways in which examinations in poetry can be devised, approached and used to the best effect in order to fulfil the aims of studying poetry. The most important of these aims are held to be the pleasure and enjoyment of personal engagement with a poem, where there is a meeting of minds, a generation and deepening of emotion and feeling, extension of awareness and stimulation of imagination.
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Hlengwa, Amanda Immaculate. "An exploration of conditions enabling and constraining the infusion of service-learning into the curriculum at a South African research led university." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006036.
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Drawing on critical realist philosophy as a meta-theoretical framework, this study explores the conditions that enable and constrain the infusion of service-learning in university curricula. In this study, four discipline-based cases are analysed within the context of an overarching case of one South African university. The study reports on case study research into four disciplines, broadly representing the disciplinary array offered at Rhodes University, a small traditional research-intensive university in South Africa – four cases are thus embedded within a larger over-arching case. Margret Archer’s analytical dualism is used as an analytical lens for the inquiry. It offers tools for examining the conditions for the emergence of service learning and the form it takes in each case. Archer’s framework requires the artificial separation of structural, cultural and agential mechanisms for analytical purposes in order to establish the dominant factors impacting on the infusion of service-learning in curricula. An analysis of the interplay between structure, culture and agency uncovers insights into the conditions that enable or constrain the adoption of service learning as a pedagogic tool in specific disciplines. Curriculum decision-making is a central consideration in this study. Basil Bernstein’s theory of cultural transmission provides an external language of description to theorise the pedagogic choices made in specific contexts. This body of theory provides analytical tools for generating nuanced explanations of the significance of knowledge and curriculum structures as enabling and constraining mechanisms when pedagogic decisions are made. The study shows that the nature of the discipline has a significant influence on the emergence of service-learning and the form it takes in each context. Key agents draw on available structural and cultural mechanisms to either maintain the status quo or they exercise their personal properties and powers to mitigate existing conditions. The first case examines the emergence of service-learning in a ‘hard pure’ discipline where structural and cultural conditions constrain the emergence of innovative pedagogic tools. In this case a key agent draws on a confluence of personal, structural and cultural emergent properties to initiate a service-learning course at the honours level. Factors that make service-learning possible in this case include the key agent’s seniority within the institution, his status as a prolific researcher, the possibilities for application of disciplinary knowledge, and a strong institutional discourse of service to society (RU in Society) and an institutional and departmental discourse privileging academic freedom. In the second case the conditions in the ‘hard applied’ discipline are largely enabling, however the emergence of service-learning is facilitated by the interplay of the following agential, structural and cultural emergent properties: corporate agency taking advantage of the outward focus of the discipline (a region in Bernsteinian terms) and drawing on what is termed the RU in Society discourse. The third case represents a ‘soft pure’ discipline, where service-learning does not emerge within the formal curriculum, but in a largely marginalised departmental outreach programme. This discipline is inward facing and although its knowledge base draws on challenges and phenomena in society, it remains at an esoteric level accessible mainly to the discipline community. Agents in this department draw on the insular structure of the discipline, in conjunction with the strong Academic Freedom discourse to develop a form of service-learning that furthers disciplinary aims, albeit within the context of limited engagement beyond the boundaries of the discipline and the institution. In the case of the ‘soft applied’ discipline the structural and cultural conditions are largely enabling. However the emergence of service-learning in this discipline relies on the advocacy of a powerful social agent in the department with an interest in socially equitable practice; she draws on the RU in Society discourse to promote direct engagement with communities beyond the university boundaries. The study is set in a research-intensive university and it is perhaps not surprising that the service-learning courses in three of the four cases are framed by research projects. This suggests that in the context of this kind of institution it may be imperative to draw on research activities as the basis of infusing service-learning in the curriculum. The findings of this study challenge the implicit assumption in policy documents that it is possible to institute service-learning in all disciplines.
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Dye, A. H. (Arthur H. ). "Knowledge production and research development in science and technology at higher education institutions in the Eastern Cape Province." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52315.
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Thesis (MPhil)--Stellenbosch, 2001.ENGLISH ABSTRACT: The aims of this study were to establish whether there had been discernable changes in the nature of knowledge production at higher education institutions in the Eastern Cape since the transition to democracy, and to relate these to international and national trends in the way knowledge is produced. In view of the emphasis in government policy on the development of science and technology, the study was focused on researchers in this area and on the administration of research in this context. The research was conducted through structured interviews with administrators and active researchers at the three technikons and five universities in the province. The study found that there had indeed been changes, both in the way research is managed, and in the nature of the research itself. Research has become more applied over the last five years and there has been a move towards multidisciplinary, multi-institutional research, although administrators tended to underestimate the extent of this change. Research management has also become businesslike with the establishment of dedicated Deans/Directors of research on most campuses. Administrators ascribe these changes to new government policies and to changes in the requirements of funding agencies. Researchers, however, generally ascribe the changes to factors more directly related to themselves, such as changes in institutional research policy, more opportunities for multidisciplinary work and to greater linkage with the private sector. The study also found that many of the changes were already underway some time ago and that there was a degree of proactiveness in the way some institutions had realigned their research. The study found that there are significant differences between formerly advantaged institutions and their historically disadvantaged counterparts. The latter are dominated by less well qualified staff and produce fewer research outputs than the former. Research cultures are less well developed and researchers complain of a lack of institutional support for research. Despite this, research continues to be a significant activity on these campuses. In general, staff at technikons are more positive about the future of research than their colleagues at universities, irrespective of historical advantage. The study found that knowledge production has assumed some of the characteristics of so-called Mode 2 knowledge production as a result of a variety of national and international influences, and historically advantaged institutions have been able to initiate adjustments to the way in which research is done in anticipation of new policies. Publication of government policy on science and technology and on higher education may have accelerated the change but did not initiate it. The historically disadvantaged institutions, however, appeared to have done little in anticipation of new policy and have been forced to be reactive to recent government initiatives.
AFRIKAANSE OPSOMMING: Die doel van die studie was om ondersoek na die voorkoms van waarneembare veranderinge in die karakter van die lewering van kennis by hoer-onderrig institute in die Oos- Kaap, na die oorgang van demokrasie, in te stel. Verder is gepoog om hierdie veranderinge in verband met internasionale en nasionale tendense, met betrekking to die wyse waarop kennis voortgebring word, te bring. In die lig van die regering se beleid aangaande die ontwikkeling van wetenskap en tegnologie was die studie op navorsers in hierdie rigting, sowel as die aanpassing van navorsing in hierdie konteks, gefokus. Die ondersoek was deur middel van gestruktureerde onderhoude met administrateurs en aktiewe navorsers aan die drie tegnikons and vyf universiteite in hierdie provinsie uitgevoer. Die ondersoek het aangedui dat veranderinge in die wyse waarop navorsing bestuur word en in die karakter van navorsing op sigself, inderdaad plaasgevind het. Navorsing het gedeurende die afgelope vyf jaar toenemend toepaslik geword en hoewel administrateurs geneig het om die omvang daarvan te onderskat, was daar 'n merkbare verplasing na multidissiplinere en multi-institution ale navorsing. Die administrasie van navorsing het ook, na die aanstelling van teogewyde Dekane/Direkteurs van navorsing by die meerderheid kampusse, toenemend bedryfsgerig word. Administrateurs skryf hierdie verplasing toe aan die nuwe staatsbeleid sowel as die veranderinge in die voorskrifte van befondsingsliggame. Op hul beurt skryf navorsers die varanderinge egter aan faktore wat meer op hulself van toepassing is, toe. Hierdie faktore sluitveranderinge in die institutionele beleid, die toename in geleenthede met betrekking tot multi-dissiplinere werk, sowel as die toename in skakeling met die private sektor, in. Dit is gevind dat verskeie van hierdie veranderinge al 'n geruime tyd onderweg is en dat daar 'n mate van pro-aktiwiteit met betrekking tot die wyse waarop sommige institute hul navorsing hers poor het, bestaan. Die studie het bevind dat betekenisvolle verskille tussen voormalige bevoorregte institute en hul histories onbevoorregte ekwivalente voorgekom het. U it die resultate het dit duidelik geword dat die personeel van die laasgenoernde institute oor die algemeen minder gekwalifiseerd is en dat 'n laer navorsingsopbrengs geproduseer word. Die navorsingskultuur is minder ontwikkel en navorsers is ontevrede oor die gebrek aan institutionele ondersteuning wat navorsing aanbetref. Ten spyte hiervan is navorsing voortdeurend 'n betekenisvolle akwitiwiteit op hierdie kampusse. Personeel verbonde aan tegnikons is oor die algemeen meer positief oor die toekoms van navorsing in teenstelling met hul kollegas verbonde aan universitiete, ongeag die historiese agtergrond. Die studie het ook bevind dat, weens die verskeidenheid nasionale en internasionale invloede en die oorspronklike aanpassings wat historiese bevoorregte institute tot stand laat kom het met betrekking tot die wyse waarop navorsing, met die oog op nuwe beleid, uitgevore word, die produksie van kennis van die eienskappe van "Mode 2" aangeneen word. Die bekendmaking van die staatsbeleid aangaande wetenskap en tegnologie en hoer-onderrig kon uit eie beweging hierdie veranderinge bespoedig het, maar het dit nie geinisieer nie. Histories onbevoorregte institute het tot dusver min werk gemaak van die vooruitsigte van die nuwe beleid en word genoodsaak om op onlangse regerings inisiatiewe te reageer.
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Macrae, Claire Elisabeth. "Examining of the novel in the senior secondary phase (English first language higher grade): a study of conflicting aims." Thesis, Rhodes University, 1989. http://hdl.handle.net/10962/d1001423.
Full textAbstract:
This study deals with the problems of external examining, the inflexible demands of which dominate and dictate to literature teaching in South African schools today. The aims of teaching literature are discussed, and it is suggested that the negative attitudes among pupils resulting from the present examining system defeat many of these aims. The opportunities for the enjoyment of literature are minimised by the process of preparation for external examinations. Creative teaching methods are abandoned in favour of coaching for specific types of questions, which are determined and limited by the practical constraints of a mass external examination. In catering to the demands for admininstrative reliability and efficiency, the educational validity and efficiency of the examinations are sacrificed. In Britain the Newbolt and Bullock Reports, among others, have made forceful recommendations for alternative approaches to external examining. Subsequently, much experimentation with internal examining, course-work and open-book examining has followed, aspects of which are discussed in this study. There has been limited experimentation in these areas in South Africa. The TED conducted a successful internal examining experiment in English literature, the results of which are considered in this thesis. The national English Olympiad open-book examination is a further example of the success of an alternative approach. By contrast, a comparison of examination papers set by the JMB and CED over the last ten years, shows clearly that the stated syllabus aims of teaching literature and the aims of examining the subject were wholly incompatible. Recommendations are made for the adoption of alternative examining strategies in order to address the shortcomings identified
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Stoll, J. A. E. "Mining in national parks : a case study : an integrated environmental evaluation of possible magnesite mining in Weetootla Gorge within the Gammon Ranges National Park, South Australia /." Title page, abstract and contents only, 1989. http://web4.library.adelaide.edu.au/theses/09ENV/09envs875.pdf.
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