Academic literature on the topic 'Technikon Witwatersrand'

This paper sets out to profile optometric gradu-ates in South Africa. The 2008 register of the Health Professions Council of South Africa (HPCSA) was used to identify the number of registered optometrists, their qualifications and institutions where they obtained their primary optometry qualification. The gender and racial profiles of these optometrists were obtained from the institutions where they qualified. A comparison of the profiles ofthe registered practitioners pre-democracy (1930-1994) and post-democracy (1995-2008) was made. Few (28.1%) of the optometrists were trained in the years 1930-1994, while the rest (71.9%) were trained from 1995-2008. During the period of1930-1994, 64.2% of the optometrists were males and 35.8% were females and from 1995 to 2008, the gender profile changed to 66.4% females and 33.6% males. In the pre-democracy period (1930-1994), almost three quarters (74%) of the registered optometrists were White, 15.3% were Indians, 7.9% were Black and 2.8% were Coloured. Many (56.9%) that were registered pre-1994 were trained at the Technikon Witwatersrand (TWR), 17.1% were trained at the University of Durban Westville (UDW), 11.9% at the Rand Afrikaans University (RAU), 6.7% at the University of the North (UNIN) and 7.4% had trained in institutions outside South Africa. The percentage of White optometrists post-democracy (1995-2008) decreased to 44.3%, while those of Indians increased to 22%, Blacks increased to 28.9% and Coloured to 4.8%. Almost half (48.2%) of the optometrists in the post-apartheid era (1995-2008) were trained at the University of Johannesburg (UJ), TWR and RAU, 21.5% at UDW and University of KwaZulu-Natal (UKZN), 23.7% at UNIN and the University of Limpopo (UL), 4% at the University of Free State (UFS) and others (2.6%) had trained outside South Africa. As at 2008, the majority (51.7%) of all registered optometrists were White, 22.2% were Black, 21.9% were Indian while 4.2% were Coloured and included 57.8% females and 42.2% males. The results of this study indicate that the number of females in all racial categories has increased post-democracy. Although the number of Black optometrists has increased in the post-democracy era, the increase does not yet reflect the national population distribution. Optometry departments need to improve on the equity targets.(S Afr Optom 2011 70(3) 123-128)

At Technikon Witwatersrand, Business Communication is offered as a service subject, which is compulsory for a variety of diplomas and the majority of students are obligated to do the course. Its broad intention is to assist students in developing their proficiency in English, enabling them to cope with studying at Technikon and preparing them for the workplace. Despite the fact that the course is designed to assist them, many students question why they have to do the course and whether it is simply a repetition of high school work. The study attempts to examine the implicit and explicit goals of Business Communication, to explore the process through which the goals have been developed and changed over the years (i.e. how the goals have been constructed), and to elicit and compare the perspectives of the different stakeholder groups as to the goals. Both a qualitative and a quantitative approach are used in the research design. Interviews with four fulltime lecturers were conducted and a self-designed questionnaire was administered to students. These were the main means of data collection. The data reveals that the goals of Business Communication are implied rather than explicit. Despite this, students and lecturers see the course as important. Recommendations are made to help the Department of Business Communication to reflect on their practice with particular emphasis given to material development and the application of OBE principles.

Thesis (MPhil)--University of Stellenbosch, 2004.
ENGLISH ABSTRACT: Self-directed learning is a teaching and learning strategy considered important in fostering lifelong learning. Students take responsibility for their own learning with or without the help of others. It is expected of higher education institutions to prepare students for the dynamic world of work so that graduates are multi-skilled individuals capable of working and the same time be lifelong learners. The aim of this study was to assess the readiness to engage in self-directed learning of radiography diploma students at the Technikon Witwatersrand. Assessing the students' readiness to engage in self-directed learning is the first step in the planning and implementation of self-directed learning. The Self-Directed Learning Readiness Scale was the instrument used to assess the students' readiness to engage in self-directed learning. The instrument is widely used to assess students' perceived attitudes towards self-directed learning. The scale was administered to a total of 133 students registered for the National Diploma Radiography: Diagnostics at the Technikon Witwatersrand in the year 2003. Of the 133 students, 51, 36 and 46 were in first, second and third year respectively. Data analysis revealed that the first year students' mean score on self-directed learning readiness was relatively higher than those of second and third year students. Assessment practices and prior exposures to self-directed teaching principles were identified as factors that had an influence on how the students perceived themselves to be ready to be self-directed. Results obtained from this study provide valuable information for the Department of Radiography at the Technikon Witwatersrand and any other institution in the preparation, implementation and conceptualization of self-directed learning as a teaching and learning strategy. Recommendations were that lecturers should assume self-directed learning approaches to the first year students from the onset while gradually introducing self-directed learning strategies to the second and third year students.
AFRIKAANSE OPSOMMING: Selfgerigte leer is noodsaaklik om 'n klimaat van lewenslange selfontwikkeling te bevorder. Hierdie leerstrategie verplig leerders om verantwoordelikheid vir hul eie vordering te aanvaar, met beperkte hulp van ander. Daar is 'n verwagting dat Hoër Onderwys studente sal voorberei om hul plek vol te staan in dinamiese werkstituasies. Daar word ook van gekwalifiseerde beroepslui verwag om op verskeie terreine 'n bydrae te maak tot hul gekose beroep en hulself lewenslank te ontwikkel. Die doel van hierdie studie was om die diplomastudente in Radiografie by Technikon Witwatersrand se gereedheid tot selfgerigte leer te evalueer. Hierdie evaluering word algemeen beskou as die eerste stap in die beplanning en implementering van so 'n leerstrategie. Die Gereedheidskaal vir Selfgerigte Leer (Self-directed Learning Readiness Scale) is gebruik om die studente se houding teenoor hierdie onderrigmetode te evalueer. Altesaam 133 geregistreerde Radiografie studente het aan die navorsing deelgeneem. Van die 133, was 51 eerstejaar-, 36 in hul tweedejaar- en 46 finalejaarstudente. Data analise het getoon dat die eerstejaars 'n hoër graad van gereedheid getoon het vir selfgerigte leer as die tweede- en derdejaars. Die toepassing van bepaalde beginsels van evaluerings en vorige blootstelling aan hierdie leermetode is geïndentifiseer as faktore wat tot hierdie resultaat gelei het. Die resultate van hierdie navorsmg het die Radiografiedepartement aan die Technikon Witwatersrand van waardevolle inligting voorsien in die beplanning, implementering en konseptualisering van selfgerigte leer. Daar word aanbeveel dat dosente 'n selfrigtinggewende benadering met eerstejaarstudente moet volg, terwyl die selfgerigte leerbenadering geleidelik in die tweede en derde studiejare ingefaseer word.

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

Patient satisfaction in health care is a combination of need, expectation and the experience of care. It is an intermediate outcome, and may reflect the standard of service the patient received at a health care facility. Health care which does not satisfy the patient, is less effective, because less satisfied patients do not comply with instructions, they take longer to follow up with appointments and they have a poor understanding of their medical condition (Wilkin, Hallam and Dogget, 1994; Al-Assaf, 1998). Many service providers are motivated by the aim of providing fundamental quality care for their patients and therefore, determining the level of patient satisfaction forms a very important part of managing and fulfulling the patients’ health care needs (Smith, 2001a). The aim of this study was to assess the level of patient satisfaction and gather data on patient behaviour at the Technikon Witwatersrand (TWR) Homoeopathy Clinic, as an approach to improve the quality of care at this facility. The information gathered was further intended to demonstrate the quality of health care delivered to the community. A sample group of one hundred patients was randomly selected from a population of two hundred and one patients who consulted the Technikon Witwatersrand Homoeopathy Clinic from February 2004 to May 2004. The patients’ degree of satisfaction with health care provided at the clinic was obtained by means of a telephonic interview (Appendix A), which explored the patient’s experience at the Technikon Witwatersrand (TWR) Homoeopathy Clinic. Most patients had a positive experience at the clinic. Factors that led to a favourable response were: the affordability of the clinic, the quality of the physical exam, the friendliness, the approachability of the senior I I homoeopathy student and the high level of satisfaction of patients regarding their treatment plan. Areas in which patients expressed dissatisfaction with were: the clinic’s accessibility, the accuracy of their diagnosis, the explanation of their medical condition and the explanation of the homoeopathic case taking procedure. Areas of health care delivery identified as problematic were: aspects of patient education in homoeopathy, patient education on their diagnosed condition and certain aspects of service delivery. Valuable information on patient behaviour and patient satisfaction was gathered by this study at the TWR Homoeopathy Clinic, which could be utilised to improve areas of health care delivery at the clinic.
Dr. N. Wolf Dr. S. van Es

Information regarding the type of patient seeking health care treatment at a homoeopathic practice or clinic in South Africa is hard to come by although awareness of complementary medicine has increased substantially over the last two decades. Most homoeopaths in South Africa are currently in private practice. The aim of the study is therefore to create a patient profile as a basis for evaluating the effectiveness and benefits of homoeopathy as a complimentary form of health care in South Africa. A patient profile was compiled using existing patient data files at the Technikon Witwatersrand (TWR) health clinic. A random sample of one hundred and thirty seven patient files was drawn from patients that visited the TWR health clinic during 2003. Disease conditions treated, gender, age, occupation, type of homoeopathic treatment and number of consultations was noted. The information was entered into a computer database program and analysed. Data was implicitly stratified according to date and gave a seasonal representation of conditions. The amount of money paid per consultation was noted in order to compare the cost of treatment to the patient on a year to year basis. Chi square tests and cross tabulation methods were used to analyse the data. A total of one hundred and thirty seven patient files were analysed. The mean age of the study group was thirty seven. More females visited the clinic than males. Working age adults made out the bulk of the patients. Diseases treated were mostly chronic respiratory, neurological, skin and musculoskeletal conditions. The majority of the patients visited the clinic only once. Patients visiting the TWR Homoeopathic health clinic were most often treated with polychrests of the 200th CH potency. The patient profile that was created compared favourably with patient profiles in similar studies in countries in Europe.
Dr. N. Wolf Dr. S.C. van Es

M.Tech.
In order to be competitive in the global village, most countries in the world have embarked upon the implementation of sound educational systems and South Africa is no exception. The economic empowerment of a nation depends on the success of its educational system, interalia on the strength of the teaching, learning and assessment strategies on which the system operates. Over the years there has been many studies undertaken for the sake of developing successful models in assessment methods. An attempt has been made through this study to investigate assessments strategies that could be used to enable students to take ownership of their learning, thus empowering them and helping them. The approach is based on the use of a variety of tools that will complement the aim of the study. In this regard rubrics and task lists were used in a series of assignments in the Communication Skills course offered to Engineering and Radiography students at the Technikon Witwatersrand. An analysis of the results exhibited a positive shift towards students' ability to become responsible for their own learning. This provides a springboard to examine the impact of this venture on the exit level performances of students in other subjects in the long run.

The problems existing at the School of Process and Mechanical Engineering may be linked to that fact that its organisational culture has not been diagnosed. Some of the issues facing the line managers at the School of Process and Mechanical Engineering are the low morale of staff; high staff turnover rates and tension within the School of Process and Mechanical Engineering. In addition, with the proposed merger between TWR, Rand Afrikaans University and Vista University, the current culture may need to change. Hence, the core focus of this study was to identify the existing organisational culture within the School of Process and Mechanical Engineering with a view to assist line managers in enhancing its effectiveness. The Competing Values Framework, together with the Organisational Culture Assessment Instrument (OCAI), was used to diagnose the culture within the School of Process and Mechanical Engineering. It was found that within the School of Process and Mechanical Engineering at present, the dominant culture is the hierarchy type culture and the preferred dominant culture should be the market type culture. The hierarchy type culture focuses on internal maintenance with a need for stability and control whilst the market type culture has an external focus with a need for stability and control. It was recommended that the School of Process and Mechanical Engineering change its current hierarchy culture towards the market type culture. The study was concluded by providing recommendations in order to facilitate a smooth transition from a hierarchy type culture to a market type culture.
Thesis (MBA)-University of Natal, 2003.