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1
Carey, Gemma Marian. "New Understanding Of 'Relevant' Keyboard Pedagogy In Tertiary Institutions." Thesis, Queensland University of Technology, 2004. https://eprints.qut.edu.au/15909/1/Gemma_Carey_Thesis.pdf.
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In current times, issues of curriculum relevance are driving a raft of reforms and reviews in higher education. The unmet needs of students in terms of employment outcomes, particularly in the area of the performing arts are increasingly a matter of concern. For tertiary music training institutions, the need to attach greater importance to student needs has forced a more critical reappraisal of curriculum priorities. An effect of this has been ongoing contestation and debate within music institutions about the nature and purposes of music curriculum as a university offering.
This thesis examines the implications of the above by undertaking an investigation into the relevance of keyboard curriculum, as it is currently understood in one tertiary institution, a Conservatorium of Music. It examines the contestation over student needs that is apparent within the curriculum of keyboard within such an institution. The aim is to improve the institution's capacity to respond appropriately to 'student needs' by better understanding issues about curriculum relevance. This is done by investigating how needs become articulated within this particular institution and curriculum domain and by investigating the effect these needs articulations have on the practices of those who teach and those who learn within this domain.
The study uses the conceptual work of Nancy Fraser (1989) and Elizabeth Ellsworth (1989) and a doctoral study by Erica McWilliam (1992), to focus on needs articulations or needs talk that is related to the needs of keyboard students within this Conservatorium. This talk, which is generated in management, staff and student texts, is examined as produced out of systems of language use that are employed within and outside the Conservatorium.
The analysis of the talk treats the contestations and struggle over student needs in the Conservatorium as products of, and productive of, power relations. The analysis reveals discourse communities that are not only fractured from within but which share very little common language. It demonstrates how systems of language use at work within the Conservatorium marginalise students at the same time as they permit the institution to continue its traditional work and practice. The study clearly demonstrates how the institution itself is actively producing 'failing' and 'blaming' students as discursive subjects. The conclusion is drawn that more attention needs to be paid to building shared communities that share a common discourse, rather than trying to wedge more 'relevant' material into the curriculum.
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Carey, Gemma Marian. "New Understanding Of 'Relevant' Keyboard Pedagogy In Tertiary Institutions." Queensland University of Technology, 2004. http://eprints.qut.edu.au/15909/.
Full textAbstract:
In current times, issues of curriculum relevance are driving a raft of reforms and reviews in higher education. The unmet needs of students in terms of employment outcomes, particularly in the area of the performing arts are increasingly a matter of concern. For tertiary music training institutions, the need to attach greater importance to student needs has forced a more critical reappraisal of curriculum priorities. An effect of this has been ongoing contestation and debate within music institutions about the nature and purposes of music curriculum as a university offering. This thesis examines the implications of the above by undertaking an investigation into the relevance of keyboard curriculum, as it is currently understood in one tertiary institution, a Conservatorium of Music. It examines the contestation over student needs that is apparent within the curriculum of keyboard within such an institution. The aim is to improve the institution's capacity to respond appropriately to 'student needs' by better understanding issues about curriculum relevance. This is done by investigating how needs become articulated within this particular institution and curriculum domain and by investigating the effect these needs articulations have on the practices of those who teach and those who learn within this domain. The study uses the conceptual work of Nancy Fraser (1989) and Elizabeth Ellsworth (1989) and a doctoral study by Erica McWilliam (1992), to focus on needs articulations or needs talk that is related to the needs of keyboard students within this Conservatorium. This talk, which is generated in management, staff and student texts, is examined as produced out of systems of language use that are employed within and outside the Conservatorium. The analysis of the talk treats the contestations and struggle over student needs in the Conservatorium as products of, and productive of, power relations. The analysis reveals discourse communities that are not only fractured from within but which share very little common language. It demonstrates how systems of language use at work within the Conservatorium marginalise students at the same time as they permit the institution to continue its traditional work and practice. The study clearly demonstrates how the institution itself is actively producing 'failing' and 'blaming' students as discursive subjects. The conclusion is drawn that more attention needs to be paid to building shared communities that share a common discourse, rather than trying to wedge more 'relevant' material into the curriculum.
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Niyonkuru, Richard. "Entrepreneurship education at tertiary institutions in Rwanda: a situation analysis." University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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This study explored the provision of entrepreneurship education at higher education institutions in Rwanda with special reference to the levels of provision, support mechanisms, course objectives, contents, teaching and assessment methods to ascertain whether they are appropriately developed to prepare students for entrepreneurship as a career option.
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Moller, Alison. "Strategies for sourcing IT skills for South African tertiary institutions." Thesis, Port Elizabeth Technikon, 2004. http://hdl.handle.net/10948/263.
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Traditional methods of IT recruitment in tertiary institutions need to be reviewed and more modern approaches analysed. A lot of successes and failures have been reported for each type of sourcing strategy in the IT sector. Many organizations have been liquidated due to poorly planned mergers, takeovers, and total outsourcing strategic shifts. The primary objective is to review the current IT sourcing strategies in tertiary institutions and to analyse and discuss the benefits and limitations of employing permanent IT staff, contract workers or outsourced staff.
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Tagai, Kuresa School of Education Studies UNSW. "Factors Affecting Faculty Morale in Seventh-day Adventist Tertiary Institutions." Awarded by:University of New South Wales. School of Education Studies, 1999. http://handle.unsw.edu.au/1959.4/32663.
Full textAbstract:
Using a multimethod approach, this study set out to examine the concept of faculty morale - what it is, what affects it, and how to improve it - in the setting of the four South Pacific tertiary institutions owned and run by the Seventh-day Adventist (SDA) Church. Based on three research questions and three major expectations, the study, done between October 1997 and March 1998, was carried out in two stages representing the two models of research - quantitative and qualitative. The study confirmed the multi-faceted and complex nature of morale as well as the close relationship between this concept and that of job satisfaction. While faculty morale appeared better in some institutions than others, the data reported in this study indicate that faculty morale overall seemed to have suffered due to a variety of factors. Most notable among these was the perceived leadership style of senior administrators as manifested through a range of activities and attitudes comprising their willingness or otherwise to share power with the faculty, to follow a satisfactory process of consultation, to allow adequate academic freedom, to promote faculty participation and representation in institutional policy- and decision-making, and to communicate openly with academic staff. Faculty satisfaction or dissatisfaction with the above and other aspects of their senior administrators' leadership style, along with their satisfaction or dissatisfaction with other aspects of their work, were the principal factors linked to faculty morale. The surprising absence of a significant relationship between faculty morale and a religious-oriented commitment among SDA faculty members suggests that religious commitment and morale may, to a large extent, operate independently of each other. Although religious commitment was shown to be very solid among SDA faculty members, the study indicates that this type of commitment has its limits and may be unrelated to commitment to a particular institution. Implications of these findings were drawn out for administrators of the SDA Church in the South Pacific and the on-site administrators and faculty at each of the four institutions studied. The study also contributed to the theoretical understanding of the concept of morale and proposed areas for further research.
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謝得慧 and Tak-wai Deborah Tse. "The fundraising culture in tertiary institutions: the case of HKU." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41012707.
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Tse, Tak-wai Deborah. "The fundraising culture in tertiary institutions the case of HKU /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41012707.
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Botha, Petrus Albertus. "Development of a holistic wellness model for managers in tertiary institutions." Thesis, Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-11222007-163310.
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Chan, Wan. "A study on the effective managers in tertiary education institutions in Macao." Thesis, University of Macau, 2009. http://umaclib3.umac.mo/record=b2147574.
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Moorosie-Molapo, Mabaphuthi Junior. "Investigating leadership styles in tertiary institutions in Lesotho: comparing and contrasting practices." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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The study investigated the leadership styles used in the Lesotho tertiary institutions. The research was undertaken at two institutions - Lerotholi Polytechnic and the National Teacher Training College. The population of the study is the lecturers and the leaders in the management position in the two institutions. The study discussed educational leadership and educational organizations and how they help towards the achievement of goals and objectives.
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Chitekedza, Ignatious. "Efficiency evaluation of South Africa tertiary education institutions using data envelopment analysis." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/4764.
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With an increasing number of students enrolling at higher education institutions in South Africa, it has become important to investigate whether these institutions are using their resources adequately. This study uses data envelopment analysis (DEA) to estimate the efficiency of 23 South African tertiary education institutions based on both teaching and research outputs. Using DEA we are able to rank South African universities according to their use of resources in these two areas. These rankings can identify institutions which are performing well and also those which require improvement. The effect that merging institutions has on this efficiency is also determined. Owing to the limited sample size, variable reduction techniques, including the efficiency contribution measure (ECM) and principal components analysis (PCA-DEA), were used to improve the discrimination of the analysis.
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Lin, Emily Shu-Ying. "Environmental education in pre-service teacher training programs in Canadian tertiary institutions." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0022/NQ49856.pdf.
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Tatnall, Arthur, and mikewood@deakin edu au. "A curriculum history of business computing in Victorian Tertiary Institutions from 1960-1985." Deakin University, 1993. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051201.145413.
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Fifty years ago there were no stored-program electronic computers in the world. Even thirty years ago a computer was something that few organisations could afford, and few people could use. Suddenly, in the 1960s and 70s, everything changed and computers began to become accessible. Today* the need for education in Business Computing is generally acknowledged, with each of Victoria's seven universities offering courses of this type. What happened to promote the extremely rapid adoption of such courses is the subject of this thesis.
I will argue that although Computer Science began in Australia's universities of the 1950s, courses in Business Computing commenced in the 1960s due to the requirement of the Commonwealth Government for computing professionals to fulfil its growing administrative needs. The Commonwealth developed Programmer-in-Training courses were later devolved to the new Colleges of Advanced Education. The movement of several key figures from the Commonwealth Public Service to take up positions in Victorian CAEs was significant, and the courses they subsequently developed became the model for many future courses in Business Computing. The reluctance of the universities to become involved in what they saw as little more than vocational training, opened the way for the CAEs to develop this curriculum area.
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Sikhosana, Regina Balengane. "Managing electronic resources at selected tertiary institutions in the Western Cape, South Africa." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2727.
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Thesis (MTech (Business Information Systems))--Cape Peninsula University of Technology, 2016.The aim of this research study is to explore the management of electronic resources used in libraries. Three tertiary institutions were used as case studies. The unit of analysis was the three libraries, with library employees (14) working and managing electronic resources being the unit of observation. Non-random, purposive sampling techniques were used. The finding of this study suggests that the participants do not use the Aleph integrated library system (ILS) optimally to manage electronic resources. Library employees do not keep up with current and new emerging technology trends in the library and academic environment. There is a lack of training, as well as understanding, of business processes and workflows. This is emphasised by a lack of knowledge of library system environments and, finally, the high cost of implementing the library systems. Electronic resource management (ERM) systems emerged in the early 2000s, and it became clear that traditional integrated library systems did not have sufficient capacity to provide efficient processing for meeting the changing needs and challenges of libraries at tertiary institutions. Libraries find it challenging to manage the wide range of licensed electronic resources, collaborating, cooperating and sharing resources with different libraries. The increasing number of electronic resource demands from users for remote or off campus access makes it difficult for libraries to manage electronic resources. As a result of this inability to manage the electronic resources, libraries are not effectively and efficiently using appropriate electronic resource systems to meet their business requirements.
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Charik, Kanokporn. "Computer classroom learning environments and students' attitudes toward computer courses in tertiary institutions in Thailand." Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/2505.
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This thesis is significant in that it is one of the first evaluations of a computer classroom psychosocial learning environment and investigation of associations between learning environment factors and students' attitudes at the tertiary level in Thailand. Both quantitative and qualitative methods were used in this study. Three questionnaires were employed to provide quantitative data: the College and University Classroom Environment Inventory (CUCEI), the Computer Laboratory Environment Inventory (CLEI), and the Attitude towards Computer and Computer Courses (ACCC). The three questionnaires were administered to 905 computer science students in order to investigate their perceptions of their learning environment and associations between this and their attitudinal outcomes. Overall, the results generated from scale internal reliability analysis, mean correlations and ANOVAs suggested that the modified Thai versions of the CUCEI, CLEl, and ACCC are valid and reliable instruments for measuring students' perceptions of computing laboratory learning environments in a Thailand university. The results of an application of the CUCEI and CLEI demonstrated that students had positiveperceptions about their computer classroom learning environment. The qualitative data obtained from student interviews supported the information from questionnaires and provided more detail about the computer classrooms. Measurements of students' attitudes indicated that students enjoyed their classes and thought they were useful. Regarding associations between students' attitudes and perceptions of the computer classroom, most scales of the Thai CUCEI and CLEI, were statistically significantly positively associated with the four scales of the Thai version of the ACCC. Importantly, there were significant negative correlations between scales of the CUCEI, and CLEI with the Anxiety scale.
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Jiang, Yan, and 蒋燕. "Exploring classroom-based assessment activities and learner roles in two tertiary institutions in Guangdong, China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/208617.
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Classroom assessment can be a powerful means of enhancing student learning, but there has been insufficient examination of how this potential can be realized, especially in the Chinese educational context. The student role in assessment is repeatedly emphasized in articles about learning and teaching, but surprisingly few studies have systematically investigated how to activate it in classroom practice. This study explores classroom-based assessment activities and learner roles in two tertiary institutions in mainland China.
A qualitative multiple-case design was adopted, involving four teachers and thirty-one students from four classes. Data were collected primarily through classroom observation and semi-structured interviews. Quantitative analysis was conducted to identify major patterns in assessment practices. Qualitative analysis was also conducted in order to reveal the participants’ perceptions.
The findings showed that a variety of assessment activities, from formal tests to informal teacher observation, were implemented in the four classes to varying extents. Teacher questioning and peer assessment were two prominent methods used. The learner role in teacher questioning was reported at three stages of the questioning process. At the initiation stage, convergent questions dominated and learners were placed in a passive position of knowledge reception. At the response stage, choral and individual answers were most common; the former possibly disguising learner difficulties and the latter acknowledging the student role through encouragement of independent thinking. At the evaluation stage, meaningful interventions were rarely composed to activate the learner role and move learning forward.
The learner role in peer assessment was found to be associated with the participants’ conceptions of this practice. The adherents viewed learners as active participants playing the central role in assessment; those supporting peer assessment but with reservations regarded learners as immature assessors capable of providing valuable comments but in need of teacher support; the opponents saw students as incompetent assessors and considered teachers to be the leaders in assessment.
Various factors were found to have interacted to shape the learner role in classroom-based assessment activities. These included teacher and student factors at the individual level, such as teacher beliefs and student academic competence; contextual factors at the classroom and institutional level, such as institutional culture; and contextual factors at the wider socio-cultural level, such as Confucian-influenced thinking.
The study enriches our knowledge about classroom-based assessment in the Chinese context and offers critical insights into the student role in this process. It contributes to the understanding of the role of teacher questioning in classroom interaction, as well as factors influencing the learner role in classroom-based assessment. Further, the study offers insights into peer assessment implementation in ordinary English courses and has implications for effective implementation of peer assessment in the Chinese context.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Croucamp, Adéle. "Developing a competency model for head of departments at tertiary education institutions in South Africa." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/6839.
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The increase in complexity of the Tertiary Education landscape has increased the pressure to perform. This forces employees on all management levels within Tertiary Education institutions to be highly competent and efficient. Excellent academic leadership is needed from all levels of management to reach strategic goals and to build the local and international profile of the university. The objectives of this study are firstly to determine which competencies are needed by Heads of Departments / Directors of Schools at South African Universities, and secondly to develop a proposed competency profile for Heads of Departments / Directors of Schools in Tertiary Education institutions in South Africa. Research design - A quantitative research approach adopting an explorative design was used and the data was collected via convenience sampling by way of an online questionnaire. Heads of Departments and School Directors completed the questionnaire (n = 37). Data from the questionnaire was analysed using descriptive statistics, t-tests and ANOVAs. The results of the descriptive statistics revealed that respondents considered the most relevant competency to have is Integrity, which falls within the Ethic and Values subscale. Leadership / Management Competencies as well as competencies from the Enabling Competencies subscale were identified as the 41st most relevant competencies. Functional competencies (Quality Assurance) only score from the 42nd place on the ranking order list. In a theoretical domain this study will prepare the ground for future studies, specifically those for developing training and development modules that will help to address the competencies that are lacking. In a practical domain this study will help universities to appoint more qualified Heads of Departments / School Directors and therefore establish a stronger and more efficient management structure to help the university to achieve strategic objectives.
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Charik, Kanokporn. "Computer classroom learning environments and students' attitudes toward computer courses in tertiary institutions in Thailand." Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=17342.
Full textAbstract:
This thesis is significant in that it is one of the first evaluations of a computer classroom psychosocial learning environment and investigation of associations between learning environment factors and students' attitudes at the tertiary level in Thailand. Both quantitative and qualitative methods were used in this study. Three questionnaires were employed to provide quantitative data: the College and University Classroom Environment Inventory (CUCEI), the Computer Laboratory Environment Inventory (CLEI), and the Attitude towards Computer and Computer Courses (ACCC). The three questionnaires were administered to 905 computer science students in order to investigate their perceptions of their learning environment and associations between this and their attitudinal outcomes. Overall, the results generated from scale internal reliability analysis, mean correlations and ANOVAs suggested that the modified Thai versions of the CUCEI, CLEl, and ACCC are valid and reliable instruments for measuring students' perceptions of computing laboratory learning environments in a Thailand university. The results of an application of the CUCEI and CLEI demonstrated that students had positiveperceptions about their computer classroom learning environment. The qualitative data obtained from student interviews supported the information from questionnaires and provided more detail about the computer classrooms. Measurements of students' attitudes indicated that students enjoyed their classes and thought they were useful. Regarding associations between students' attitudes and perceptions of the computer classroom, most scales of the Thai CUCEI and CLEI, were statistically significantly positively associated with the four scales of the Thai version of the ACCC. Importantly, there were significant negative correlations between scales of the CUCEI, and CLEI with the Anxiety scale.
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Kgagara, Murutluluga Reuben. "An assessment of the attitude towards entrepreneurship among higher education students in Sedibeng district / Kgagara M.R." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7371.
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Entrepreneurship has played an important role in economic prosperity and social
stability in many developed countries. Today South Africa as developing country is
faced with massive challenges of high levels of unemployment among the youth,
especially university graduates, due to lack of work experience, low skills base and
education. The formal labour market in South Africa is currently saturated, unable to
absorb the ever increasing number of labour force; hence, the decision by the
government to prioritise the development and support of small medium enterprises.
Beside all these interventions, South Africa is still ranked among the lowest of all
developing countries participating in the Global Entrepreneurship Monitor (GEM).
Today entrepreneurship is offered in most of the universities as part of the curriculum
but it is evident that levels of entrepreneurship are still not improving in the country.
There has been an upward trend in the number of young South Africans entering
higher education; this can be attributed to the poor market conditions for low–skilled
workers and the high monetary benefits to education. The daunting observation is
that while the graduate labour force is on the rise, a large number of graduates
possessing diplomas and degrees are finding it difficult to find employment.
Graduate unemployment in South Africa has been rising very fast since 1995 along
with national unemployment.
In this study the entrepreneur was used casually to refer to the owner or creator of a
new business, small, growing, and successful business. This includes any person
who sets up a small business, or changes from being an employee of an
organisation to being self employed, even though neither needs any significant
degree of innovation nor capital.
Risk taking and risk tolerance is one component of entrepreneurship that is very
critical, hence there is a need for more attention in the entrepreneurial education. In
the discovery perspective, cognition has impact on the chance that some people will
identify and seize the opportunity. Opportunity identification depends on prior
awareness and knowledge, whilst exploitation depends on having the necessary
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capabilities. Entrepreneurs should be able to read and recognise patterns for them to
recognise opportunities. Profile of an entrepreneur and skills required are technical
skills, perseverance, communication skills, managerial skills, leadership skills,
innovative skills, pro–activity, information seeking skills, and financial skills.
The primary objective of this study was to assess the attitudes and perceptions
towards entrepreneurship among students in a higher education institution in the
Sedibeng District of the Gauteng Province. The empirical study was conducted
among the population and recommendations on entrepreneurial education were
compiled.
The survey was conducted using a self–completion questionnaire method, whereby
questionnaires are handed out to respondents for self–completion and returned to the
researcher immediately. In an effort to encourage high response, the questionnaire
was accompanied by a cover letter which assured the respondents of confidentiality.
An attitude scale to test the prevalence of entrepreneurial attitudes and perceptions
among the respondents was used. The Likert scale was used whereby the
respondents were asked to rate a particular issue on a scale that ranged from
strongly disagrees to strongly agree.
The majority of the respondents are predominantly young Africans, from low income
families with only few parents that made it to university level, and mostly not involved
in entrepreneurship. The gap exists with regard to equipping the respondents with
entrepreneurial education and training. The university and other stakeholders should
create an environment that is supportive towards entrepreneurial activities. There are
still many business opportunities that need to be explored in South Africa but the
biggest challenge remains the access to knowledge and information with regard to
available support structures.
Tertiary institutions should: Develop start–up capital systems for students whilst
studying. The curriculum design should support employability skills such as
languages, starting your own businesses, presentation skills, creativity and
leadership abilities, specific qualifications focusing on business creation should be
developed, case studies should focus more on opportunity orientated ideas and
business and lecturing staff should be empowered to support entrepreneurial
activities in their respective fields. Databases of possible business ideas should be
developed.
A conceptual research model that will support accelerated youth entrepreneurship
should be developed in the country and research institutions should be contracted to
populate this research model. Furthermore, government regulations should be tested
regarding their impact on youth entrepreneurship development as a standard item.
Fresh approaches are thus needed to stimulate youth entrepreneurship in rural
areas. Therefore, policies and programmes to encourage youth entrepreneurship in
these areas should be researched.
National competitions for youth entrepreneurs should be encouraged and visible
events should be organised such as enterprise weeks at tertiary educational
institutions. Tertiary institutions can also investigate the possibility of business hives
for students or allowing students businesses to operate on campuses for the
duration of their studies.Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.
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Ntontela, Zintle Asiyena. "The impact of organizational culture of employees' behaviour within tertiary institutions in the Eastern Cape region." Thesis, University of Fort Hare, 2009. http://hdl.handle.net/10353/219.
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According to Nel, van Dyk, Haasbroek, Schultz, Sono and Werner (2004:19), organizational culture is simply the manner in which things are done in an organization. It is also known as the personality of the organization. Irrespective of what is called, the culture of the organization develops overtime, and employees are often not even aware of its existence. Organizational culture is, however, of particular importance to management because it helps them understand how employees feel about their work. Culture involves general assumptions about the manner in which work should be done, appropriate goals for the organization as a whole and for departments within the organization, and personal goals for employees. It is particularly the latter that makes the nature of the psychological contract of special importance in the pursuit of organizational success. It is represented by formal goals, structures, policy and communication. Shaw (1997:15) agrees with Nel et al (2004) that organizational culture composes of the shared values which are important concerns and goals shared by people in the organization that tend to influence the behaviour of the employees. These values persist overtime even with changes in group membership. In the light of the above literature, I’m conducting a research for a masters’ degree in Industrial Psychology at the University of Fort Hare, the topic being “The impact of organizational culture on employees’ behaviour within tertiary institutions in the Eastern Cape Region”. This study seeks to investigate: 1) Determine the extent of influence of organizational culture on employees’ behaviour. 2) Identify how management enforces such a culture into the workplace. 3) Determine the significance of creating organizational culture and its implementation. This questionnaire was designed, in this regard, by the researcher to assess the above mentioned objectives. This questionnaire was distributed to the Nelson Mandela Metropolitan University and the University of Fort Hare.
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Bonnema, Jeanne. "Information needs and source preference of prospective learners at tertiary institutions an integrated marketing communication approach /." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-05072007-170508.
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蔡淑嫻 and Suk-han Alexandra Choi. "Performance management in tertiary institutions in Hong Kong: the case of the University of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31966809.
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Tewelde, Yigzaw Samuel. "A generic campus grid computing framework for tertiary institutions : the case of the University of Stellenbosch." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50248.
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Thesis (MPhil)--Stellenbosch University, 2005.ENGLISH ABSTRACT: Prior to the invention of Personal Computers the scope of research activities was limited by the pre-existing capabilities of problem solving mechanisms. However, with the advent of PCs and inter-networking thereof, the new tools (hardware and software) enabled the scientific community to tackle more complex research challenges and this led to a better understanding of our environment. The development of the Internet also enabled research communities to communicate and share information in real time. However, even the Internet has limitations of its own when it comes to the need of sharing not only information but also massive storage, processing power, huge databases and applications, expensive and delicate scientific instruments, knowledge and expertise. This led to the need for a networking system that includes these above-mentioned services, using the Internet infrastructure, semantic web technologies and pervasive computing devices, which is so called Grid Computing. This research study deals with a Generic Campus Grid Computing framework, which mobilizes the available idle/extra computing resources residing in the faculty-computing centres for use by the e-community on CPU-intensive or Data-intensive jobs. This unused computing capacity could be utilized for Grid computing services; hence, the already available resources could be more efficiently exploited. Besides, this could be a huge saving when compared to the cost of acquiring supercomputers by these institutions. Therefore, this research study intends to establish a simple and functional Generic Campus Grid Computing Framework at this stage, with the consent that subsequent research studies could deal with further assessment in a more detailed perspective and practical implementation thereof.
AFRIKAANSE OPSOMMING: Voor die uitvinding van die Persoonlike Rekenaar is die omvang van navorsingsaktiwiteite beperk deur die voorafbestaande vermoëns van probleemoplossingsmeganismes. Met die verskyning van PR's en die daaropvolgende internetwerking daarvan, het die nuwe gereedskap (hardeware en sagteware) die wetenskaplike gemeenskap in staat gestel om meer komplekse navorsingsuitdagings aan te pak. Dit het gelei tot groter begrip van ons omgewing. Die onwikkeling van die Internet het navorsingsgemeenskappe ook in staat gestel om in reële tyd te kommunikeer en inligting te deel. Nietemin, selfs die Internet het gebreke wanneer dit kom by die behoefte om nie slegs inligting te deel nie, maar ook massiewe stoorruimte, verwerkingskrag, baie groot databasisse en toepassings, duur en delikate wetenskaplike toerusting, kennis en kundigheid. Dit het gelei tot die behoefte aan 'n netwerksisteem wat bogenoemde dienste insluit, deur gebruik te maak van Internet-infrastruktuur, semantiese web tegnologieë, en alomteenwoordige rekenaartoestelle. Hierdie sisteem staan bekend as "Grid Computing" of te wel Rooster Komputasie. Hierdie navorsingstudie handel oor 'n Generiese Kampus Rooster Komputasie Raamwerk wat die ongebruikte, ekstra komputasiebronne, wat beskikbaar is in fakulteite se rekenaargebruikersareas, mobiliseer vir gebruik deur die e-gemeenskap op SVE-intensiewe of Dataintensiewe toepassings. Hierdie ongebruikte komputasie kapasiteit kan aangewend word vir Rooster komputasie dienste; gevolglik kan die beskikbare bronne dan meer effektief benut word. Verder kan dit lei tot groot besparings wanneer dit vergelyk word met die koste om superrekenaars aan te koop deur die betrokke instansies. Dus, op hierdie stadium stel hierdie navorsingstudie dit ten doel om 'n eenvoudige en funksionele Generiese Kampus Rooster Komputasie Raamwerk te skep met dien verstande dat daaropvolgende studies sou kon fokus op verdere assessering met 'n meer gedetaileerde perspektief en met praktiese implementasie.
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Van, Druten Mark. "The response of management at two tertiary education institutions in South Africa to water conservation recommendations." Master's thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/4812.
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Bibliography: leaves 29-31.This paper presents the results of an investigation of two case studies at tertiary education institutions in the Western Cape of South Africa, in which water audits were implemented. The two institutions are the University of Cape Town and the University of Stellenbosch. The study was initiated following the poor response of one institution to water conservation recommendations. This study emanates from the findings of a more comprehensive Baseline Report, which highlighted the fact that many public organisations and institutions possess the potential for water and cost savings which could be realised by implementing viable water-use audit recommendations. Furthermore, there is growing support and need for improving water-use efficiency due to the ever-increasing demand and limited supplies of water in the Western Cape and South Africa in general.
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Choi, Suk-han Alexandra. "Performance management in tertiary institutions in Hong Kong : the case of the University of Hong Kong /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25139538.
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Mapundu, Michael Tonderai. "Electronic portfolios to enhance the learning experience of scholars at private tertiary institutions in south africa." Thesis, Vaal University of Technology, 2016. http://hdl.handle.net/10352/383.
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The purpose of this study was to investigate the use electronic portfolios (e-portfolios) in private tertiary institutions in South Africa to enhance the learning experience of scholars. The study adopted an interpretive ontological stance and subjective epistemological stance as the researcher sought to understand how-portfolios can be used to enhance learning. The focus was on understanding people in a social setting though employing field research to collect and interpret data.
Action research, in this case employing a pre-test, intervention and post-test limited to a single cycle, was selected as strategy. The empirical part of the study was conducted during the first semester of 2014 (January to May) at a private tertiary university in Gauteng, South Africa. A pre-survey has been conducted before implementation and a post-survey after the implementation of e-portfolios to test the attitude of the participants, where after the results were compared. The pre-test was administered before creating e-portfolios and the post-test towards the end of the semester after developing and maintaining e-portfolios. Questionnaires were used to obtain information such as the attitude of the respondents on learning, assessment, reflection, collaboration and interpersonal communication through the use of e-portfolios. Questionnaires served as the main data collection tool throughout the survey.
The sample was selected from first and second year students in the Information Technology faculty, with the sample size n=48. The researcher further collected data through observing subjects and conducting group interviews that were recorded to augment the questionnaire approach and verify the results through triangulation. The questionnaires were distributed to the participants who were given thirty minutes to complete. Responses were made using a five-point Likert scale and open-ended questions. The response rate was outstanding as all 48 subjects participated in the study.
The researcher used a mixed-methods approach for this study; SPSS 22.0 was used for quantitative data analysis and thematic analysis was employed for the qualitative data. Reliability for quantitative data was determined using Cronbach’s alpha. Regression analysis was done as well as correlations to determine relationships and associations. To further cement relationships, t-tests and Spearman’s correlation coefficient were employed. Trustworthiness for qualitative data and justification for credibility, dependability, transferability and confirmability were discussed.
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The results revealed that e-portfolios could be used effectively at private tertiary institutions to enhance the learning experience of scholars as evidenced by the significant statistics obtained in this study.
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Hussain, Farzana. "The implementation of total quality management at a tertiary education institution / Hussain F." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7363.
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The purpose of this study was to investigate the total quality management of the academic administration services’ post–graduate department within the Potchefstroom Campus of the North–West University, in terms of the following:
– The implementation of TQM at the University
– The organisational profiles of the University
– How the organisation’s goals and missions are structured around the needs of its customers
– Total Quality Management is a concept generally used throughout organisations providing tertiary education in South Africa. There are, however, some universities that do not use TQM. This study investigates the use of TQM within a tertiary education institution at the post–graduate administration department.
The results of the problems experienced through the implementation of TQM are reported in this study.Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.
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Shipalana, M. L. "Turnover of health care professionals at Polokwane and Mankweng Tertiary Hospital in Limpopo Province." Thesis, University of Limpopo (Turfloop Campus), 2013. http://hdl.handle.net/10386/1322.
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Thesis (LLM (Public Administration)) --University of Limpopo, 2013Turnover of health care professionals is a global challenge and has severely affected developing countries. South Africa as a developing country is not exceptional on the problem of turnover rate of health care professionals. The high vacancy rate became evident in the recent years. The health institutions depend on the health professionals in providing quality health care services. The challenges that are facing the health institutions include lack of a clear understanding by managers of the factors that are contributing to high turnover rate of health care professionals as well as the formulation of effective recruitment and retention strategies. The prevailing of the rapid changes in the internal and external environment make it difficult for the health institutions to develop and implement recruitment and retention strategies in an effort to minimise high turnover of healthcare professionals. The purpose of this study is to analyse the factors that are contributing to turnover of health care professionals at Polokwane and Mankweng Tertiary Hospital in Limpopo Province. The study also provides recruitment and retention strategies that the management may apply them to minimise the high turnover of health care professionals. The population sample was randomly selected from Polokwane and Mankweng Tertiary Hospital. Data was collected and analysed from a total number of 150 respondents. A structured questionnaire was used as an instrument for the collection of primary data. In this regard, factors such as lack of medical equipment, poor management style, poor working conditions and high workload are found to be critical factors that are affecting quality health care service and eventually the morale of employees, and resulting into turnover of health care professionals
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Smart, Warren. "The measurement of the performance of New Zealand tertiary education institutions and the demand for their services." Click here to access this resource online, 2009. http://hdl.handle.net/10292/761.
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This thesis explored the measurement of performance of New Zealand tertiary education institutions (TEIs) and the demand for their services. This involved analysing the research performance of New Zealand universities, analysing the productive efficiency of New Zealand TEIs and examining the choice of provider by bachelor’s degree starters. Bibliometric data was used to measure the research productivity of New Zealand universities. This showed that following a fall during the early 2000s, the research productivity of New Zealand universities increased following the introduction of the Performance-Based Research Fund (PBRF). A multi-dimensional analysis of university research performance between 2000 and 2005 showed that no individual university was top in all four of the performance measures assessed. The overall performance of three universities, Massey University, Lincoln University and Auckland University of Technology, were noticeably below that of the other five universities. Data Envelopment Analysis (DEA) was then applied to input and output data of New Zealand TEIs to analyse their productive efficiency. In 2006, polytechnics that had: low levels of bachelor’s degree provision, were not regionally based, had a high proportion of subcontracting and were larger institutions, achieved higher levels of pure technical efficiency. The analysis showed that several polytechnics could improve their technical efficiency by reducing their scale of operations. In polytechnics, higher technical efficiency was associated with better financial performance. A number of technically efficient polytechnics struggled financially, indicating that the overall efficiency of the polytechnic sector was not high, or the funding model they operate under is not appropriate. The analysis also showed that decreasing bachelor’s degree provision, poor financial performance in the previous year, an increase in provision of community education, was associated with higher growth in total factor productivity between 1996 and 2006. The application of DEA to Australasian university data between 1997 and 2005 showed that New Zealand universities performed relatively well in terms of relative pure technical efficiency, compared with their Australian counterparts. However, the total factor productivity of New Zealand universities increased at a lower rate, on average, than that of the Australian Group of Eight and newer Australian universities. The application of DEA to a dataset of the participating TEIs in the PBRF showed that polytechnics had lower technical efficiency, on average, than other TEIs. The choices of bachelor’s degree starters in 2006 were analysed for evidence of a lack of parity of esteem between university and polytechnic degrees. The results showed that a lack of parity of esteem between polytechnic and university degrees may be influencing student choices. Students from higher deciles schools, with higher secondary school qualifications, Asians, students who travel for study, were all more likely to enrol in a university to start a bachelor’s degree. There was less clear cut evidence of a lack of parity of esteem between selected groupings of New Zealand universities. However, there did appear to be a lack of parity of esteem between the four older metropolitan universities and the two newest universities, with signs the former were held in higher esteem.
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Koch, Aneen. "A conceptual model for a co-operative education management information system for tertiary institutions in South Africa." Thesis, Cape Peninsula University of Technology, 2007. http://hdl.handle.net/20.500.11838/1698.
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Thesis submitted in fulfillment of the requirements for the degree
Doctor of Technology : Office Management & Technology
in the Faculty of Business
at the Cape Peninsula University Of Technology
2007In this research all references to technikons relate to the present Universities of Technology. Since this study was conducted relating only to courses that offer an experiential leaming component, it is to be noted that these courses are offered mainly by the previous Technikon sector, prior to the amalgamation of technikons with certain universities and colleges. The specific research problem is defined and the background to this problem explained. Both the research problem and objectives are formulated. No efficient Management Information System for co-operative education based on web-technology currently exists in South Africa. By means of a study based on the present needs of co-operative education practitioners in South Africa, and comparing the latter to certain existing management information systems for co-operative education internationally, the objectives of the research are addressed. Initially some critical activities are identified and used to map out possible sub-systems. Literature is reviewed relating to technologies relevant to this research, such as the Web, Internet and lntranets. It outlines some information technologies available to organisations and the educational environment. The literature also highlights most of the processes within a management information system. Furthermore, it summarises the initial considerations needed to develop a management information system in this context. To focus more pertinently on the problem a management information system relating to education is investigated. Various existing management information systems in education in the UK, USA and RSA are reviewed. Specific reference is made to management information systems in general education in Australian schools. These investigations then focus on one element of education, namely co-operative education. Possible cooperative education sub-systems are mapped out from identified critical activities. These sub-systems were instrumental in developing the pilot study and the final questionnaire. The research methodology and the techniques applied to address the research objective, are discussed. Aspects such as reliability, validity, quantitative vs qualitative research, the final measuring instrument, target population, administering the questionnaire and data capturing, are addressed. The development of the questionnaires and a two-dimensional matrix of the measuring instrument are explained. The responses to the various elements on each of the questionnaires are reported on and the data is interpreted and grouped to form a synthesis. From the synthesis, conclusions and recommendations relating to all three sub-systems (students, employers and short courses), are listed. These results of the questions as reported on and the interpretations recorded are analysed. These relate to each question as well as to all the literature reviewed. The conclusions and recommendations are supported by detailed crossreferences to each chapter. Some comparison of local (South African) and international preferences is included. The main objective of this study was to develop a scientifically-established model of an adequate management information system for co-operative education, which will comply with the needs of the South African Co-operative Education. In summary then : • A survey was undertaken of good international practice, from which a set of desirable "elements", "components" or "sub-systems" was established. Hereafter they are referred to as "sub-systems". • These sub-systems were taken as the foundation for a questionnaire, where in respondents were asked to consider the importance and detail of the subsystems. • The questionnaire was reviewed for its effectiveness and completeness, refined, and then deployed to 325 respondents nationally. Internationally 77 delegates responded. • An analysis of their responses was used to develop a set of desirable characteristics of a co-operative education management information system in South Africa.
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Aladi, Clement. "Automating School Fees Transactions in Nigerian Universities and Tertiary Institutions: A Systems Engineering and System Management Approach." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/943.
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This project uses system engineering and system management principles to analyze the problem of transactions in Nigerian universities and tertiary institutions. System management principles shall be used to highlight the imperfections in the transaction method currently in use especially the disconnect between the bank and the institutions using their services. It will explore other payment systems available in the country. This project will provide a recommendation of how to implement a better payment option through automating the process of school payments by using a system with a cloud-based educational software at the school bursary office and through the online payment processing on the school website. The system software will enable cashiering and payment management: centralized data, automated reports, and inventory controls. It will generate automatic invoices and receipts. This system will bridge the disconnect between the bank and the school since students would not need to deposit cash directly into the school account but into their accounts and then pay with their debit cards. The system will provide debit card encryption and protection using the Secure Socket Layer technology.
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Knipe, Paula Kezia. "The link between gender inequality and food security among female students at tertiary institutions in South Africa." University of Western Cape, 2019. http://hdl.handle.net/11394/7589.
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Magister Legum - LLMThis study explores the nexus between gender inequality and food security through the lens of female students at tertiary institutions in South Africa. It aims to highlight the gendered dimensions of the political, socio-economic and cultural structures contributing to South Africa’s national food crisis. In so doing, it argues that legislation on the right to food with specific gender considerations is essential for ensuring food security for female students on campuses in particular and women in general.
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Adeniyi, Oluwafunmilola Foluke. "Hungry for knowledge, hungry for bread: Realising the right to food of students in South African tertiary institutions." University of Western Cape, 2021. http://hdl.handle.net/11394/8177.
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Doctor Legum - LLDMany of the disadvantaged groups which are impacted by a high burden of poverty and are thereby food insecure in South Africa, have over the years received attention from the government, resulting in many interventionist schemes to guarantee their right to food. These include for instance, social grants for children, the disabled and the elderly, as well as school meals for primary and high school students. Unfortunately, one of such groups has hitherto received little or no attention -that is, students in South African tertiary institutions. Food insecurity among students in tertiary institutions links back to the trajectory of poverty- students in tertiary institutions are food insecure mainly because they come from homes which are food insecure. This is proven in the disparity between the numbers and severity of food insecure students in historically advantaged universities and historically disadvantaged universities in South Africa.
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Wiseley, Adelle Dyane. "Factors affecting the retention of adult students within an indigenous tertiary institution." Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/1161.
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This study sought to identify influences on the retention of Māori students, and adult students in general within Te Wānanga o Aotearoa. Te Wānanga o Aotearoa is a Māori-led tertiary institution in New Zealand. A mixed method research design was employed and data were collected by qualitative methods (focus group) and quantitative methods (72-item questionnaire). Inductive and deductive analytic techniques were employed including Rasch Rating Scale model estimations (Andrich, 1978). Seven retention variables were identified. These were student retention attitudes and behaviours, kaiako (teacher) characteristics, whānau (family) features, integration processes and institutional culture, employment and financial situation, student motivation, and pre-enrolment and induction processes. The variables were qualified and quantified by plotting item difficulty measures and person ability measures on the same scale. Additionally, associations between variables were examined by a multiple regression analysis and analysis of variance. Student retention attitudes and behaviours were shown to be positively associated with kaiako (teacher) characteristics and student motivation. Also the ethnicity of the student (Māori or non-Māori) was shown to weakly account for variance in integration processes and institutional culture.After highlighting the key factors affecting the retention of students at Te Wānanga o Aotearoa, four propositions were made regarding ways to improve their retention. These were: Kaiako (teachers) need retention related training; External motivation for kaiako (teachers) will improve student retention; Improved student retention requires a change in institutional culture; The measurement of retention attitudes and behaviours could provide data essential for increasing retention. The study has led the way for future research in the following areas: Using the student voice to provide a grounded view of retention; Researching the area of kaiako (teachers) and pedagogy with regards to their ability to positively affect retention; Researching the role of whānau (family) features to effectively configure support programmes to positively affect retention; Identifying significant factors that contribute to adult students feelings of pressure, negatively affecting their retention.
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Booysen, Lene. "Educational interpreting in undergraduate courses at a tertiary institution : perceptions of students, lecturers and interpreters." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97131.
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Thesis (MA)--Stellenbosch University, 2015.ENGLISH ABSTRACT: In recent years, there has been an increase in the use of educational interpreting at tertiary institutions in South Africa. Various pilot studies, as well as long-running interpreting projects at North West University, University of the Free State, and the University of Johannesburg have shown that educational interpreting is a viable way of implementing a multilingual language policy and accommodating various languages in the classroom. Educational interpreting has also been researched at Stellenbosch University (SU) in recent years and following the success of a 2011 pilot project at the Faculty of Engineering, the university plans to implement the service in other faculties as well (see Stellenbosch University Language Policy 2014). The study reported in this thesis was conducted at SU and was interested in the perceptions of interpreting held by the three main role players in the interpreting service. The main focus of the study was on examining perceptions of interpreting held by second year Engineering students who attended lectures in which educational interpreting was used as mode of delivery. The data collected on these perceptions was also contextualised by findings from data collected on students’ language backgrounds (including language use, language attitude and actual and perceived language proficiency). As a secondary aim, the study was interested in the perceptions held by lecturers and interpreters working in the Faculty of Engineering. Findings indicated that students generally had positive perceptions of interpreting and felt that interpreting was a good way to accommodate various languages at SU. It also proved useful to collect data on students’ language backgrounds in order to contextualise the results of the interpreting questionnaire, as important nuances emerged which were not apparent when these results were considered on their own. This lead to the insight that feedback from students regarding their experience of the interpreting service should be contextualised in terms of their language backgrounds, as this would lead to more valuable and useful feedback. Finally, lecturers and interpreters both showed positive perceptions of interpreting, with a marked progression in perception of the role of the interpreter in the classroom becoming apparent as experience of educational interpreting increased. The most important suggestion to follow from this finding was that students and lecturers should be made (more) aware of what interpreting entails, how interpreters are trained and how they prepare for lectures, as this should lead to more positive perceptions and increased use of this service.
AFRIKAANSE OPSOMMING: Opvoedkundige tolking het oor die afgelope paar jaar baie gewild geword by tersiêre instellings. Verskeie loodsprojekte en gevestigde tolkprogramme by NWU, UVS en UJ het bewys dat opvoedkundige tolking ‘n lewensvatbare manier is om meertalige taalbeleide te implementeer, en om die gebruik van verskeie tale binne die klaskamer moontlik te maak. Opvoedkundige tolking word ook by SU nagevors en sedert die sukses van ‘n loodsprojek gedurende 2011 by die Fakulteit van Ingenieurswese het die gebruik van opvoedkunidge tolking in klaskamers begin toeneem. Die studie het belang gestel in die persepsies van tolking van die drie hoofrolspelers van die tolkdiens. Die primêre fokuspunt van die studie was om die persepsies van tolking van tweedejaar-ingenieurswesestudente wat lesings gehad het met opvoedkundige tolking te ondersoek. Die data wat oor hierdie persepsies ingesamel is, is ook gekontekstualiseer deur bevindinge wat gemaak is uit die beskouing van data oor die studente se taalagtergrond (insluitende taalgebruik, taalhouding, en werklike en waargenome taalvaardigheid). Die sekondêre fokuspunt van die studie was om insigte te verkry oor die persepsies van tolking van dosente by die Fakulteit van Ingenieurswese, asook van die tolke wat die ingenieursmodules getolk het. Soos reeds genoem het die Fakulteit van Ingenieurswese reeds sedert 2011 sekere modules aangebied deur middel van opvoedkundige tolking. Teen die tyd wat data ingesamel is in die tweede semester van 2013 was dit moontlik om data te verkry van tweedejaar-ingenieurswesestudente wat reeds vir amper twee semesters aan opvoedkundige tolking in hul klaskamer blootgestel is. Die bevindinge van die studie het oor die algemeen aangetoon dat studente ‘n positiewe persepsie gehad het van tolking, en dat hulle gevoel het tolking ‘n goeie manier is om verskeie tale by die universiteit te akkommodeer. Die gebruik van data oor studente se taalagtergrond as konteks vir die bespreking van die persepsiedata was ook baie handig, aangesien belangrike nuanses vorendag gekom het wat nie duidelik was toe die persepsiedata op sy eie beskou is nie. Dosente en tolke het beide ‘n positiewe persepsie van die tolking getoon, met ‘n duidelike progressie wat plaasgevind het in hul persepsie van die rol van die tolk in die klaskamer namate die omvang van hul ervaring met opvoedkundige tolking vermeerder het.
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Mohd, Zahari M. S. "A study of factors moderating Malaysian hospitality students selection of tertiary education institutions, programme and subsequent career intentions." Lincoln University, 2004. http://hdl.handle.net/10182/1577.
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This study explores the moderating variables that influence a student's decisions to enter into a hospitality management programme and subsequently pursue a career in the hospitality industry. It also examines how these factors are implicated in or modify a student's career commitment over time. The sample includes students enrolling in various three year (6 semester) diploma and undergraduate programme offered by Malaysian hospitality institutions of higher learning over the academic years of 2002- 2003. This includes four public or government funded institutions with several branch campuses, and six private institutions. Predominantly the data for this study based are on self completion questionnaires with some additional insight particularly about respondents' direction of industry employment provided by means of qualitative responses. The initial comparisons are made between students in the public and private institutions and these are followed by an extensive series of analyses examining the differences and similarities of respondents' rating in the two rounds of data collection with reference to a range of independent variables. Also reported are how these ratings change over time. Significant differences were found in terms of parental socio-economic background between students who enrolled in the private and those in the public hospitality institutions. Nevertheless, for the key issues as to whether parental backgrounds lead to differences in respondents' attitudes and values about a career in hospitality this was not seen as an influencing determinant for both institutions. Further, the independent variables of gender, ethnicity, religion and geographical upbringing, secondary school background and prior experience do not clearly show causation of how students reports their views about the dimensions investigated in this study. In fact, students' levels of intention and commitment towards career are apparently not directly related to these independent variables. However, despite no clear pre-tertiary education indicators of likely disaffection being identified, a very clear picture emerged in this study that there is a declining sentiment among Malaysian hospitality students towards employment in the hospitality industry and reduced intention to pursue such a career. These weakened employment intentions are formed during the educational programme and are probably at least partially a result of the maturation process with varying consequences and implications for the students, hospitality institutions, industry and the government.
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Tsarwe, Stanley Zvinaiye. "The gendered appropriation of the mobile phone for online health information by youths in Zimbabwean tertiary learning institutions." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/738.
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The study uses domestication of technology and Cultural Studies theories to investigate how youth in three institutions of tertiary learning in Harare, Zimbabwe are accessing health-related information online using their smart phones. The study critically examines how youths deploy these digital media technologies to construct their identities in a context where social and political power is unevenly distributed. To understand these issues, the study uses a triangulated research design comprising a social survey, in-depth individual interviews and field observation for data collection. Results from this data gathering showed that the use of digital media technologies differ across gender, at least in terms of the distribution of online health seeking practices between male and female youths. According to the survey results, more women tend to use their mobile phones to access health-related information. Data from the individual in-depth interviews showed that the most significant site of social change (social disruption) relates to how digital media facilitates emerging new identities (i.e. identity in the broader sense as well as health-related and sexual health identities). For both young men and young women, mobile phones are used precisely for image management, peer acceptance and the desire to define respective feminities and masculinities within their social networks. Both male and female youths assert they are able to access a variety of information online, and some of this information would not easily accessible when sought from traditional structures such as their parents. This way, youth feel that digital media technologies allow them to cultivate their own preferred identities outside the purview of parental authority and social control. Drawing on postmodern literature, such emerging identities are predicated on cultural volatility, unpredictability, decentralisation and refusal to fixation and conformity to socially constructed identities about being a youth, or being a young Zimbabwean woman or man, for example. Thus, the use of mobile phones and mobile Internet by youths in Zimbabwe to access health-related information has sociopolitical significance, because it allows young people to fashion preferred identities that resists entrenched regimes of social power. For young people in Zimbabwe, online health seeking practices precisely reflects attempt towards negotiating with and circumvent the structural limitations of either an expensive health care system or the general curiosity associated with growing up. That way, it is arguable that youth use digital media technologies to help them exercise some level of social autonomy and agency in dealing with everyday life. Individual in-depth interviews demonstrated that mobile phones and mobile Internet can thus be seen as opening up more spaces for youth to learn more about issues about growing up, sexuality and adolescents that a conservative society such as Zimbabwe traditionally consider as ‘inappropriate’ for youth consumption. They argued that the inability of parents to discuss with them issues about growing up often result in them “finding out on our own” using digital media technologies to satisfy the desire to wean themselves from what they view as arbitrary and asymmetrical social power. The study demonstrated that youth use the mobile phone to challenge the social world of adults and to show resistance to it, thereby strengthening a subculture as well as constructing an identity. However, despite the positive attributes of social capital, connectivity and personalised experience afforded by the mobile phone, the mobile phone is sometimes a source of conflict in relationships between young men and women; that is, between unmarried partners. Young women reported that their boyfriends often force them to disclose who they communicate with using their mobile phones. They also reported that their boyfriends often did some random surveillance of their social media contacts and activities. Thus, whilst one of the mobile phone’s most powerful attribute is its ability to offer personalised experience, as well as offer synchronised and unlimited access to distant connections, results from in-depth interviews showed that some unwritten expectations and norms dictated that young men closely watch their ‘girlfriends’ social media activities, including their online search activities. As a result, privacy as well as the much touted relationship between mobile phone and women’s autonomy becomes contested arenas. Even at young ages, and before marriage, women are socialised to show subservience to their partners by allowing them access to their mobile phones.
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Everson, Vanessa Marguerite. "And ever shall be? A model for teaching French as a foreign language in South African tertiary institutions." Doctoral thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/8227.
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Includes abstract.Includes bibliographical references (p 335-371).
The assumption underpinning the thesis is that the current teaching of French at South African universities caters imperfectly for learner needs and fails to reflect pedagogical practice and learning theories appropriate to the twenty-first century. Firstly, so as to contextualise that teaching, the Western European legacy of secondand foreign-language teaching is examined briefly from earliest times to the latter part of the twentieth century. Particular attention is given to changes in practice and learning theories over time with the aim of understanding the roots of the teaching of French while detecting possible lasting influences on that teaching. Secondly, current practice (curriculum, pedagogy, and assessment) at fourteen South African universities offering undergraduate courses in French is analysed critically against the backdrop of more recent learning theories; these are found to have little resonance in current practice. The analysis informs the model which is then proposed for the teaching of tertiary-level French at South African institutions. The starting point for the model is the acknowledgement that in South Africa French is a foreign language and must be taught as such. Consideration is given to the learning environment, as well as to ideology and constraints which exert influence on the teaching of French. With the proposed model a certain concept of language, society and learning/teaching strategies is advocated, while the roles of the learner, teacher, didactic material, and the mother tongue are clearly positioned within that concept. The model proposes a pedagogy and curriculum, which are learner-centred, taskarticulated and outcomes-based and which are anchored in constructivism and democratising ideology. Finally, reasons are given as to why the adoption of such a model would add value to the teaching of French at South African universities.
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Pretorius, Jaco. "A Work System Theory Approach to the Study of Knowledge Integration : the University of Pretoria." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/58983.
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Industries, as well as the governments of the world, scrutinise higher education institutions. Although Higher Education is the most stable of all the educational levels, the demand for greater relevance of these institutions in today’s society is a matter of certainty. South Africa’s economy is strongly dependent for its growth on finance, real estate and business services. This fast growing sector demands a knowledge-based economy for sustainable growth. In order to stay relevant and to be sustainable, research is imperative. The new responsibility to produce more research has led to a transition phase that puts universities constantly on the defence. This study considers the effect of producing more and more research and the race to be the top research university in South Africa. Challenges are numerous, including Government’s pressure on universities be more independent of state funds.
The University of Pretoria serves as exemplar to study the effect and consequences of the transition from a knowledge management perspective. The researcher implemented the Work System Theory of Steven Alter to analyse the elements of the research work system. The study has been conducted on two levels: The Research Information Management System (RIMS) database of the Department of Research and Innovation Support (DRIS) was analysed to obtain a broad overview of the research conducted by University of Pretoria researchers between 2006 and 2009. On the second level, the top researchers from faculties on the main campus were identified and interviewed during 2014 and 2015 in order to obtain an individual perspective. The findings and gap analysis showed that although the University of Pretoria is considered one of the top research institutions, many gaps exist that inhibit the dissemination of knowledge throughout organisations and that changes need to be implemented. The fields of Economic Geography and Information Systems were applied to get a better understanding of knowledge integration in the knowledge management field. The study culminated in a research framework derived from strategic, tactical and operational input by top researchers. Aspiring researchers can use the framework to understand the environment in which research needs to take place and to improve their personal strategies to enhance their research output.Thesis (DPhil)--University of Pretoria, 2017.
Geography, Geoinformatics and Meteorology
DPhil
Unrestricted
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Tsematse, Keitumetse. "Exploring perceptions of termination of pregnancy among psychology Honours students at a higher education institution in the Western Cape, South Africa." University of the Western Cape, 2018. http://hdl.handle.net/11394/6799.
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Magister Psychologiae - MPsychThe South African Choice on Termination of Pregnancy (CTOP) Act (no. 92 of 1996) regulates the process of termination of pregnancy in the country. However, research has shown noncompliance to the stipulation leading to clandestine practices, ostracism and lack of knowledge regarding the Act. The aim of this study was thus to explore perceptions of Psychology Honours students toward termination of pregnancy as well as to investigate their knowledge of the CTOP Act and assess how far the legislature informs their perceptions, if at all. Although CTOP Act legislation stipulates pre and post CTOP counselling, evidence suggests that few women seeking termination of pregnancy (TOP) rarely receive counselling as envisaged. Numerous challenges were indicated as factors affecting the implementation of this stipulation. Considering this evidence, the way that prospective mental health care professionals such as Psychology Honours students’ – perceptions toward TOP were regarded pivotal in engaging with the implementation of the TOP legislature. A qualitative exploratory research design was used to explore and describe the perceptions that Psychology Honours students have toward TOP. Individual interviews with 15 students from a historically disadvantaged university in the Western Cape were conducted and recorded. The collected data was transcribed verbatim and thematically analyzed using Braun and Clarke’s model of Thematic Analysis. The results from the collected data reveal complex perceptions toward TOP. Participants reflected gradual modification of their perspectives due to exposure to different contexts and views in tertiary institutions, different friends and social engagements. Most participants indicated a religious background, however, indicated deviation from religious prescriptions pertaining to TOP.
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Thinane, Sedibeng Gloria. "Job insecurity, job satisfaction, organisational commitment, burnout and work engagement of personnel after an incorporation of tertiary educational institutions / Gloria Thinane." Thesis, North-West University, 2005. http://hdl.handle.net/10394/2451.
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van, Rensburg Rachel Janse. "Resource Description and Access (RDA): continuity in an ever-fluxing information age with reference to tertiary institutions in the Western Cape." University of the Western Cape, 2018. http://hdl.handle.net/11394/6380.
Full textAbstract:
Magister Library and Information Studies - MLISAlthough Resource Description and Access (RDA) has been discussed extensively amongst the ranks of cataloguers internationally, no research on the perceptions of South African cataloguers was available at the time of this research. The aim of this study was to determine how well RDA was faring during the study's timeframe, to give a detailed description regarding cataloguer perceptions within a higher education setting in South Africa. Furthermore, to determine whether the implementation of RDA has overcome most of the limitations that AACR2 had within a digital environment, to identify advantages and/or perceived limitations of RDA as well as to assist cataloguers to adopt and implement the new standard effectively. The study employed a qualitative research design assisted by a phenomenological philosophy to gain insight into how cataloguers experienced the implementation and adoption of RDA by means of two concurrent web-based questionnaires. The study concluded that higher education cataloguing professionals residing in the Western Cape were decidedly positive towards the new cataloguing standard. Although there were some initial reservations, they were overcome to such an extent that ultimately no real limitations were identified, and that RDA has indeed overcome most of the limitations displayed by AACR2. Many advantages of RDA were identified, and participants expressed excitement about the future capabilities of RDA as it continues toward a link-data milieu, making library metadata more easily available.
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Janse, van Rensburg Rachel. "Resource Description and Access (RDA): continuity in an ever-fluxing information age with reference to tertiary institutions in the Western Cape." University of the Western Cape, 2018. http://hdl.handle.net/11394/6267.
Full textAbstract:
Magister Library and Information Studies - MLISAlthough Resource Description and Access (RDA) has been discussed extensively amongst the ranks of cataloguers internationally, no research on the perceptions of South African cataloguers was available at the time of this research. The aim of this study was to determine how well RDA was faring during the study's timeframe, to give a detailed description regarding cataloguer perceptions within a higher education setting in South Africa. Furthermore, to determine whether the implementation of RDA has overcome most of the limitations that AACR2 had within a digital environment, to identify advantages and/or perceived limitations of RDA as well as to assist cataloguers to adopt and implement the new standard effectively. The study employed a qualitative research design assisted by a phenomenological philosophy to gain insight into how cataloguers experienced the implementation and adoption of RDA by means of two concurrent web-based questionnaires. The study concluded that higher education cataloguing professionals residing in the Western Cape were decidedly positive towards the new cataloguing standard. Although there were some initial reservations, they were overcome to such an extent that ultimately no real limitations were identified, and that RDA has indeed overcome most of the limitations displayed by AACR2. Many advantages of RDA were identified, and participants expressed excitement about the future capabilities of RDA as it continues toward a link-data milieu, making library metadata more easily available. As this research has revealed a distinctly positive attitude from cataloguers' two main matters for future research remains, being: ? Why South African participants in this study voiced almost no perceived limitations to RDA as a cataloguing standard. Future research might be able to relay information regarding this trend, especially in the light that it was not a global phenomenon. ? A deeper look might have to be taken at how participants' experienced RDA training as this phenomenon might be closely linked to the reasons why the participants did not mention more limitations.
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Adams, Bridget. "A description of the self-perceived roles of registered nurses in student health services in selected tertiary institutions in South Africa." Master's thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/2967.
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Shen, Jin. "Mother tongue reliance and avoidance strategies in second language learning : a study of English majors at four tertiary institutions in P.R. China /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23294541.
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Frankie, Lauren Jodi. "Attitudes towards individuals with disability amongst students and employees in a higher education institution in the Western Cape." University of the Western Cape, 2016. http://hdl.handle.net/11394/5642.
Full textAbstract:
Magister Commercii (Industrial Psychology) - MCom(IPS)Even though attitudes have been studied for many years, attitudes toward individuals with disabilities still remain an important issue, today (Geskie & Salasek, 1988; Popovich, Scherbaum, Scherbaum & Polinko, 2003). With the relationship between numerous demographic factors and attitudes toward those with disabilities being inconsistent across existing research and the absence of research conducted in the South African context this research study investigated whether variables such as gender, age, education level, exposure to a person with a disability or having a friend or family member with a disability had an effect on attitude towards disability. The population of this study constituted students from the Economic and Management Sciences (EMS) Faculty and Support Staff in a Higher Education Institution in the Western Cape. A non-probability convenience sample method was utilised of which 140 respondents completed two questionnaires. Namely, a Biographical questionnaire and the Affective Reactions Subscale of the Disability Questionnaire (Popovich et al. (2003). Statistical analyses included both descriptive and inferential statistics (the t-Test and ANOVA). According to the findings of this research study, significant relationships do not exist between variables such as gender, age, educational level, amount of contact and exposure to or having a friend or family member with disability and staff and student attitudes toward those with disabilities in a Higher Education Institution in the Western Cape. A few limitations related to the study were recognized and it is recommended that a combination of quantitative and qualitative research approaches be implored as well as other faculties and Institutions in the Western Cape be used to contribute to greater representativeness and generalisability for future research. Also, to establish organisations or institutions as employers and institutions of choice among those with disabilities, organisations and institutions are to better market disability facilities and accommodations. It is also proposed that students and staff with disabilities should be encouraged to fully participate in the design and event management of disability awareness campaigns.
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Young, Bradley J., and n/a. "Evaluating the Integration of Learning Technology at Zayed University: A Case Study of a Laptop University in the United Arab Emirates." Griffith University. School of Education and Professional Studies, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060804.162650.
Full textAbstract:
In the West there has been a substantial quantity of scholarly work about the integration of learning technologies at tertiary institutions and these works have at times been assigned a noteworthy role in governmental policy development. Although generalised statements have been made on the need for the effective integration of learning technology at national institutions of higher education situated in the Middle East, the issues surrounding the practical adoption of such technology are often more varied and complex than is usually supposed. Indeed, no substantive discussion of the subject has yet been undertaken for an institution situated within the United Arab Emirates (UAE). Yet, there is a clear need for such an analysis which has the potential to influence government policy in the UAE, thereby improving teaching and learning at a time of dramatic political change. The purpose of this study is to evaluate, through detailed investigation, the factors associated with the integration of learning technologies as they relate to the teaching and learning environment of Zayed University (the University). It examines the background of the University and the role technology plays within its curriculum, placing it within the unique political, social, and religious contexts of the UAE. In particular, what are the critical issues involved in the effective integration of technology into such a culturally distinctive higher education environment? An answer to this question involves exploring: (i) the role of technology as expressed in the University's visions and goals; (ii) the outcomes-based curriculum model and the role technology plays in supporting it through an electronic portfolio (ePortfolio) model; and (iii) the level of technology integration within the professional practice of Faculty. Instrumental to the findings of this research is the researcher's design and implementation strategy for a technology integration portfolio (TIP) model. In sum, this thesis presents information, implications and recommendations obtained from an evaluation of the current practices relating to the integration of learning technology into the University curriculum. It is from this information that a clear picture emerges of the present role of technology, at the same time providing possible directions for the next stage of the University's evolution. Indeed, this work responds in a practical way to the possibilities and problems involved in the formulation, implementation and efficient working of further learning technology initiatives at the University. Moreover, the findings of this thesis could also be transferred to other higher educational settings in the UAE that share similar curriculum models and goals for technology integration.
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Essenko, Nadia. "Burnout of support staff in universities in the North-West Province / N. Essenko." Thesis, North-West University, 2003. http://hdl.handle.net/10394/258.
Full textAbstract:
Tertiary institutions in South Africa are being called to account for the quality of education
that they provide. Evidence suggests that staffs at all levels are working longer hours than in
the past in order to adhere to the above-mentioned requirement. Non-academic personnel in
universities are the key performers to establish service quality. They know that they have to
support academic staff in their main roles of research and teaching at institutions of higher
education. Different support personnel groups within a university experience distinct
problems.
The nature of the support personnel's work is continuous and demanding. Support personnel
must deal with the dilemmas inherent in simultaneously administering, supervising
instruction, being accessible, delegating and accepting responsibility. Multiple personal and
professional qualities seem to be needed to carry out the job successfully. Not surprisingly,
then, support personnel in tertiary institutions can be extremely prone to experience burnout
and occupational stress.
The objective of this research was to determine the relationship between burnout, strain and
job characteristics and to determine whether dispositional optimism moderates the effect of
job characteristics on burnout. A stratified random sample (N = 334) was taken of personnel
working in universities in the North-West province. The Maslach Burnout Inventory -
General Survey, the Health subscales of ASSET and the Life Orientation test (revised edition)
were used as measuring instruments. Descriptive and inferential statistics were used to
analyse the results.
The results of the study showed that work overload and certain task characteristics (for
example, no possibilities for independent thought and action) caused personnel to experience
exhaustion as well as cynicism, which resulted in strain. On the other hand, certain task
characteristics (for example, variety in work, adequate management and job security) were all
linked to higher professional efficacy, which, in turn, resulted in less experienced strain.
Exhaustion and cynicism, both of which are dimensions of burnout, were also significantly
correlated. Dispositional optimism, however, was related to lower exhaustion and professional
efficacy, which resulted in less experienced strain and burnout. Therefore, it seems that
optimism moderates the effects of job characteristics on exhaustion.
Recommendations were made for future researchThesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2004.
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Atuahene, Francis. "A Policy Analysis of the Financing of Tertiary Education Institutions in Ghana: An Assessment of the Objectives and the Impact of the Ghana Education Trust Fund." Ohio University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1160006095.
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Lebotse, Keitumetse G. "Buffer for universities or agent of government? Examining the roles and functions of the Tertiary Education Council in higher education in Botswana." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4275.
Full textAbstract:
Magister Educationis - MEdThe purpose of the study is to understand the roles, functions and perceived performance of the Tertiary Education Council (TEC) in higher education governance in Botswana. The study describes the relationship between the government, the TEC and higher education institutions in Botswana. The main objectives of the study are to: a) Examine the roles and functions of the TEC in Botswana’s higher education regarding policy formulation, quality assurance and coordination in the planning and development of tertiary education. b) Explore potential tensions between the roles and functions of the TEC and those of some of its stakeholders. c) Establish the performance of the TEC in relation to the three functions of policy formulation, quality assurance and coordination in the planning and development of tertiary education. The study is located within the broader framework of higher education governance. It examines the different models of higher education governance (such as state control, state interference and state supervision models) and the relationship involved between different stakeholders in governance of higher education. Furthermore, the framework focuses on the implications of the dynamics of higher education governance on the roles and functions of buffer bodies. The study adopted a single case study approach and it was designed to allow for the use of multiple sources of evidence. Data was collected through a review of both institutional and policy documents, semi-structured interviews with eight informants from the TEC and the Ministry of Education and Skills Development, as well as a survey targeting institutional heads of higher education institutions in Botswana. The use of qualitative and quantitative methods of data collection provided useful and in-depth data and allowed for triangulation. The data was analysed both quantitatively and qualitatively. The findings of the study reveal that there are differing conceptions of the TEC’s role in higher education in Botswana. Whereas the TEC sees itself as ‘middleman’ between the government and higher education institutions, the higher education institutions conceptualise the role of the TEC as an extension of government. The differing views on the TEC’s role, as either buffer or agent, result in different expectations of the roles and functions of the TEC. In addition, the study revealed that Botswana’s higher education system is characterised by fragmentation and duplication of roles, which limit the mandate of the TEC, thereby creating tensions between the TEC and other constituencies in the Botswana higher education system. The study thus contributes to the understanding of the roles and functions of the TEC in the governance of higher education in Botswana. It also contributes to the understanding of the relationship between the different stakeholders involved in the governance of higher education and the implications of this relationship on the roles and functions of buffer bodies. Overall, the study shows the complexities involved in the governance of higher education in a young and evolving system of higher education, and in a context in which the roles and functions of the key players are contested and inconsistently understood.