Academic literature on the topic 'Academic achievement. South Africa, Western Cape'

International research has demonstrated that a considerable amount of children’s literacy development occurs prior to formal schooling and that emergent literacy skills at school entry are strong predictors of later literacy and general academic achievement. These findings have prompted vigorous early intervention programmes aimed at promoting emergent literacy development to optimise the development of conventional literacy. While there is considerable research conducted in developed countries, there is limited research on the emergent literacy skills of children in South African contexts. In the light of increasing evidence of poor literacy performance of South African children in the foundation phase of schooling it is imperative that appropriate and timely intervention be undertaken. However it is important that intervention be informed by baseline assessments of the children’s literacy competencies in the full spectrum of socio-cultural contexts in this diverse country. This study documents the emergent literacy competencies of 101 grade R (the year prior to grade 1, equivalent to kindergarten in the United States) learners attending schools in historically disadvantaged coloured communities on the Cape Flats in the Western Cape. An Emergent Literacy and Language Assessment protocol was developed for use with this population. The children’s performance on the assessment tool indicated that in general they possessed a reasonable repertoire of emergent literacy skills. Although they displayed adequate skills to support acquisition of print decoding skills necessary for fluent reading, weaknesses in the decontextualised language skills that have been found to support later reading comprehension, were evident.

A brain drain in the physiotherapy profession is a cause of major concern currently among physiotherapists in South Africa. The main aim of this study was to determine the future plans of 2nd to 4th year physiotherapy students registered at the three academic institutions in the Western Cape for the 1999 academic year. It also aimed at determining the reasons why graduates chose to stay or leave South Africa. The results of the study show that an overwhelming majority (86%) of the respondents considered leaving South Africa following graduation. The reasons listed for leaving included gaining experience, financial gain and job availability. It is hoped that the results of this study will stimulate relevant role players to investigate means of persuading our graduates to stay and work in the country.

Aim:The aim of this study was to determine the most common causes of hypophosphataemia (⩽0.5 mmol/l) in a hospital population in order to identify patient groups at risk of developing the condition.Methods:The study was conducted at Tygerberg Hospital, a tertiary care centre in the Western Cape, South Africa. All patients identified with a phosphate level ⩽0.5 mmol/l during an 18-month period were included in the study. Medical records of these patients were reviewed.Results:Of all the requests received for serum phosphate determination by the laboratory, 2% (861 out of 45 394 requests) were ⩽0.5 mmol/l. Thirty per cent (30%; n = 189) of the patients in the study population died during their hospital stay. Most (45%; n = 278) of the patients with low phosphate levels occurred in an intensive care setting, whereas 10% (n = 63) were most likely due to refeeding, and 6% (n = 35) had neoplastic disease. Sepsis was implicated as a contributing factor in 26% (n = 162).Conclusion:Severe hypophosphataemia is associated with a very high mortality (30%, n = 189). Patients with a high risk of developing hypophosphataemia include those in an intensive care unit (ICU), patients suffering from neoplastic diseases, possible refeeding syndrome and septic patients. Regular phosphate determination is recommended in these patients to facilitate early diagnosis of hypophosphataemia.

The aim was to establish the prevalence of large pericardial effusions in the Western Cape Province of South Africa, and to determine the incidence of various types of effusions. A total of 233 patients presented with large pericardial effusions. Each patient underwent tests for HIV, sputum smear and culture, blood culture, blood biochemistry and serological testing. Tuberculous pericardial effusions were diagnosed according to pre-determined criteria. Eighty-four patients (36·1%) were found to be HIV positive; 81 of these (96·4%) had tuberculous pericarditis. More than 65% of the study population was aged between 15 and 39 years. The prevalence of HIV amongst unemployed individuals was 49·0% compared to 30·0% amongst employed individuals. Tuberculous pericarditis was the most common cause of pericardial effusions (69·5%, n=162). It was concluded that tuberculosis (TB) is a leading cause of pericarditis in this province of South Africa. The prevalence of TB confounded by HIV co-infection is steadily increasing, burdening the health-care facilities.

The relationship between crime and tourism has not received much attention in the academic fraternity. Instead, extensive attention has been placed on the impact of tourism on economic growth, inequality, poverty and employment. To contribute to the scarce literature on crime-tourism, the researcher examined the impact of crime on tourists arrival in the Western Cape Province, South Africa. An Autoregressive Distributive Lag model was employed to examine whether crime reduces or increases the arrival of tourists in the Western Cape Province. The results show that robberies, car hijacking and unemployment minimizes the number of tourists in the province, while economic growth and prosecution per population increases the number of tourists in the province. The results further highlight that robberies, car hijacking and unemployment disequilibrium can be solved after 1 year 6 months, holding all other things constant. Based on these findings, the study recommends that the government provide more employment opportunities to prevent crime in the province.

Background. Skin cancer is a growing health concern worldwide. It is the most common malignancy in South Africa and places a large burden on the public healthcare sector. There is a paucity of published scientific data on skin cancer in South Africa. Objectives. To report the findings of biopsies performed in patients with suspected skin cancer attending the Tygerberg Academic Hospital (TAH) Dermatology outpatient department (OPD) in the Western Cape Province of South Africa. Methodology: A retrospective chart review identified all patients who underwent a biopsy for a suspected skin cancer diagnosis between September 2015 and August 2016 at the TAH dermatology OPD. Results. A total number of 696 biopsies from 390 participants were identified, of which 460 were histologically confirmed as malignant lesions. The proportion of clinically suspected skin cancers that were histologically confirmed as cancer was 68%. The most commonly occurring malignancies were basal cell carcinoma (BCC) (54.8%), squamous cell carcinoma (SCC) (18.9%), squamous cell carcinoma in-situ (SCCI) (8.0%), Kaposi’s sarcoma (KS) (6.7%), malignant melanoma (MM) (6.1%), and keratoacanthoma (KA) (4.6%). The number needed to treat (NTT) for all cancers diagnosed and for MM was 1.5 and 4 respectively. BCC (89.3%) and KS (67.7%) was the most common skin cancer in the white and black population respectively. The ratio of BCC to SCC was 2.03. Conclusion. This study provides valuable scientific data on the accuracy of skin cancer diagnosis, distribution and patient demographics in the Western Cape Province of South Africa, on which further research can be based. The study highlights the burden of skin cancer on this specific population group and calls for standardised reporting methods and increased surveillance of skin cancers.

This research applies the changing of cognitive mechanisms of University students through Entrepreneurship Education (EE). The study hypothesises that entrepreneurial orientation (achievement orientation, personal control, innovation and self-esteem) improves after completing the entrepreneurship module. The context of this research involves undergraduate commerce students from the University of the Western Cape (UWC) in South Africa. The study involves quantitative research using questionnaires through a longitudinal approach. The research design consists of a pre-test, post-test and post-test after the intervention. The impact of the training intervention was assessed over a 12 month period based on a randomised control design. This study indicates that entrepreneurial orientation was influenced through this Entrepreneurship module. The practical implications of this study emphasises the importance of training approaches that are based on empirical research. The uniqueness of this paper lies in the pedagogy used that allows the effectiveness of assessing a training program.

This special issue of Multilingual Margins on the theme of “Space/place matters” has its origin in a doctoral summer school organised in December 2016 by the Department of Linguistics and the Centre for Multilingualism and Diversities Research at the University of the Western Cape as part of a collaboration with the University of Oslo and three other South African universities – Stellenbosch University, University of Cape Town and University of the Witwatersrand – and financed by Research Council of Norway’s programme International Partnerships for Excellent Education, Research and Innovation (INTPART). Doctoral students based in Norway and South Africa attended the summer school, presented their research projects, and were encouraged to submit an article to Multilingual Margins. This was with a view to training budding scholars to deal with the peer-review process of academic publishing. This special issue is the material outcome of this process and includes three articles that have a common interest in unpicking the complex relationship between language and space/place.

Mentoring programs contribute to the development and retention of academics in dental education. To describe the perceptions of academic staff of the Faculty of Dentistry, University of the Western Cape, South Africa, about a funded pilot mentoring process. Cross-sectional, purposive sampling qualitative design. Twenty mentees who had engaged in the funded mentoring process were targeted for semi-structured interviews, to describe their perceptions about the ongoing mentorship process, experiences in other mentoring processes, and expectations about future formal mentoring in the faculty. Quantitative data was analysed descriptively, while content analysis of the qualitative data was performed to identify themes. Perceptions of eight mentees, aged 37 to 59 years and spent between 3 and over 20 years in the faculty, were categorized into two themes - ‘A welcome initiative’ and ‘Mentorship seen as a holistic experience’. The program provided the much-needed space where mentees felt they could seek guidance for their development. Expectations from a future formal program included assistance in meeting institutional and personal demands. Participants’ expectations were broader than what the pilot program offered, though

Thesis (MTech (Business Administration))--Cape Peninsula University of Technology, 2018.<br>This study investigates students’ perception of factors that contributed to dropouts at a selected FET college. Despite receiving government funding, drop-out continues to increase. An understanding of perceived factors influencing drop-out rate would help to develop and deploy retention strategy for FET college students. Previous studies on drop-out shows that students that have dropped out are more likely to be unemployed and living in poverty compared to those students that have successfully completed their programmes. In 2006 the Minister of Labour declared that FET Colleges in South Africa have a major role to play in assisting youth in gaining skills and thereby halving poverty and the unemployment rate by the year 2014. This declaration highlights the importance of FET colleges and amplifies the need for a strategy to maximise students’ retention and minimise drop-out rate. This study utilise a random sampling method to select respondents. Data were collected using a questionnaire with a quantitative approach and designed in a Likert scale format. The study was limited to students at West Coast FET College’s campuses namely: Atlantis, Vredenburg, Malmesbury and Citrusdal. One hundred and fifty students were used as respondents and data were gathered from the questionnaires. The findings derived from the data revealed that multiple factors are perceived to be the cause of high student dropout. These factors are lack of finances for transport and accommodation especially for the first years and social context of individual learners. The study concludes that although finance and social context of individual learner are perceived drop-out factors, other personal attributes like learners’ attitude to learning and commitment also plays a role in students drop-out and drop-out intention.

Large numbers of students tend to experience failure and dropout in their first year at university. The fundamental aim of this research was to explore protective factors that could foster resilience amongst first year students. It is hoped that resilience research can give young adults the skills and support to survive academic challenges with the help of the university. This study undertook to determine resilience traits that could contribute to academic success. Students who enrolled at the University of the Western Cape for the first time during the year 2003 participated in this study.

<p>In this thesis, I explore the benefit of electronic formative assessment on learner achievement. Studies had revealed the connection between throughput and assessment. There is great discrepancy between the throughput rate of Historically Disadvantaged Institutions (HDI) and Historically Advantaged Institutions (HAI), according to the National Plan for Higher Education. Previously, assessment was used primarily for summative and certification purposes. Now, with the introduction of Outcomes Based Education (OBE), a number of alternative forms of assessment can be used. In this study I establish the importance and necessity of frequent, electronic, formative assessments which would thereby improve learners&rsquo<br>achievement in the classroom.</p> <p>The white paper on e-education (DOE: 2003) states that e-education must be transformed so that information and communication technology (ICT) can be successfully integrated to &ldquo<br>ensure that all learners will be equipped for full participation in the knowledge society&rdquo<br>. Recent research has reported significant increases in learner achievement through educational technology with the use of learning management systems (LMS) software (Stephens, 2001, Buchanan, 2000, DeKock, 1994). This study was built upon this body of research on educational technology and how it can be effectively integrated into classrooms. This research would impact on learner achievement through the use of formative assessment to assist under-prepared learners to improve their summative scores. In particular, the effect of formative electronic assessment on learner achievement in the subject Business Information Systems, for first year accounting learners, in the Business Faculty at Peninsula Technikon was investigated. This quantitative study utilized the use of questionnaires and the control group design. The control group design, which consisted of the control and experimental groups was used on a group of learners who had been exposed to the treatment. The treatment for the experimental group comprised of using a formative on-line learning assessment. Independent variables included the treatment condition, race, gender and home language. Analysis of Variance (ANOVA) was used on assessment. Analysis firstly revealed that there was no statistically significant difference between achievement in the practical component between the experimental and the control group. The Kruskal-Wallis tests showed that there were no significant differences between genders. The control group performed better than the experimental group in the theory test. Secondly, analysis revealed statistically significant mean achievement differences between Coloured female with no prior computer usage (M= 78) and Black female with no computer usage (M=44). Based on these findings, implications of the results of this study, future avenues of research and implementation suggestions are offered.</p>

Thesis (MTech (Business Administration in Project Management))--Cape Peninsula University of Technology, 2017.<br>Students who are not academically strong are finding it very difficult to enter a tertiary institution. The requirements are of a high standard which results in many students not having the option to further their education. The government recognised that there was a problem in this area and that the country as a whole is lacking in people with the necessary skills to improve the country and its economy. The introduction of the Extended Curriculum Programme has given students the opportunity to enter a tertiary institution and prove to themselves that with a little guidance and an academically lengthened year they will be able to use their skills to improve their situations. The ECP has been integrated into universities in various departments allowing for a diverse amount of options for the students to choose from. The introduction of the ECP has levelled the playing fields and allows students from all walks of life to enter an institution; however it must be noted that there are minimum requirements which are determined by the students’ academic history. Many a success story has emerged from the ECP. The course is spread over four years as opposed to three and it allows the student to settle into the tertiary lifestyle. It might take a little longer but the aims and goals have the same outcomes. The aim of this study to see how effective the ECP is in the Electrical Engineering Department at a University of Technology and to make recommendations where needed.

Thesis (MEd)--Stellenbosch University, 2013.<br>Bibliography<br>ENGLISH ABSTRACT: This is an exploratory study of how school leaders can negotiate the various spaces in their schools in order to promote teacher motivation and, by implication, learner achievement. This research focuses on how three principals in the Western Cape Province have produced or re-appropriated spaces to create new, productive learning environments which positively engage the users of these spaces. According to section 4 of the Employment of Educators Act 76 of 1998 (PAM), all school leaders are expected to create a learning space that is conducive to teaching and learning. In order to know what such a leadership responsibility may entail, this study tries to capture the dynamic interplay between physical (perceived) and mental (conceived) spaces as embodied in social (lived) spaces in a school. It uses Lefebvre‟s spatial triad as its theoretical lens. Linked to the study‟s aim to investigate what the interplay is between the various Lefebvrean spaces in schools, is an examination of how school leaders can manage to negotiate the production of these spaces. For lived school spaces to have embodied meaning that is conducive to teaching and learning, they must be co-produced and co-owned by the users of that space. To illuminate the way in which school leaders can achieve this, the study draws on a model of transformational leadership. The qualitative study uses a focus group, individual interviews and observations of three schools that have all achieved recognition as schools with excellent learner achievement: a public primary school, a public high school and an independent high school. The main research findings are that each of the three school leaders instinctively followed a transformational leadership style, and produced spaces that encouraged professional interaction amongst their teachers as well as strong collegial support for their spatial changes. The staffrooms have been modernised and equipped with lush furniture, flat screen TV‟s, appealing decorations and stimulating pictures, all with the purpose of lifting the spirits and energy levels of the staff. In addition, teachers‟ professional meeting rooms and confidential workspaces have been established. Classrooms have been changed into inviting and functional 21st century ICT learning spaces, with flexible use of furniture and stimulating visuals. Outdoor learning spaces and safe “emotional zones” have been constructed At all three schools the entrances and receptions areas have been made into welcoming spaces in which learners can gather for meetings, and the schools‟ symbols and achievements are showcased. Clear signposting makes the visitor feel engaged. Braai areas for teacher and parent functions ensure that the school keeps parents involved. The main findings about the embodied spaces in the school are that the three school leaders have changed the physical spaces at their schools into new mental spaces which influence the perception, mood and motivation of the users of that space.<br>AFRIKAANSE OPSOMMING: Hierdie studie verken hoe skoolleiers die verskillende ruimtes in hul skole kan aanwend ten einde onderwysermotivering, en gevolglik ook leerderprestasie, te bevorder. Die navorsing konsentreer op hoe drie skoolhoofde in die Wes-Kaapse provinsie ruimtes geskep of heringerig het om nuwe, produktiewe leeromgewings teweeg te bring wat die gebruikers van hierdie ruimtes op 'n positiewe manier by onderrig betrek. Ingevolge artikel 4 van die Wet op Indiensneming van Opvoeders, Wet 76 van 1998 (PAM), moet alle skoolhoofde 'n bevorderlike ruimte vir onderrig en leer skep. Ten einde vas te stel wat sodanige leierskapsverantwoordelikheid behels, probeer hierdie studie die dinamiese wisselwerking tussen fisiese of waargenome (“perceived space”) en voorgestelde of veronderstelde (“conceived space”) ruimtes beskryf soos dit in die sosiale of belewingsruimtes (“lived spaces”) in 'n skool vergestalt word. Die navorsing gebruik Lefebvre se ruimtelike triade as teoretiese lens. Benewens die studiedoelwit om ondersoek in te stel na watter wisselwerking daar tussen Lefebvre se verskillende ruimtes in skole plaasvind, val die soeklig ook op hoe skoolleiers die skepping van hierdie ruimtes kan hanteer. Belewingsruimtes in skole sal slegs oor die nodige vergestalte betekenis beskik om onderrig en leer te bevorder indien die gebruikers van daardie ruimtes dit help skep en as hul eie aanvaar. Die studie put uit 'n model van transformasionele leierskap om lig te werp op hoe skoolleiers dít kan bereik. Hierdie kwalitatiewe studie gebruik 'n fokusgroep, individuele onderhoude sowel as waarnemings in drie skole wat bekend is vir hul uitnemende leerderprestasie: 'n openbare laerskool, 'n openbare hoërskool en 'n onafhanklike hoërskool. Die hoofbevindinge is dat elk van die drie skoolleiers instinktief 'n transformasionele leierskapstyl volg en ruimtes geskep het wat professionele wisselwerking tussen hul onderwysers sowel as sterk kollegiale steun vir hul ruimtelike veranderinge aanmoedig. Die personeelkamers is modern ingerig met gemaklike meubels, platskermtelevisies, aantreklike versierings en stimulerende prente, wat alles ten doel het om personeel se geesdrif en energievlakke te verhoog. Voorts is professionele vergaderlokale en vertroulike werkruimtes vir onderwysers tot stand gebring. Klaskamers is omskep in aantreklike en funksionele, 21ste-eeuse IKT-leerruimtes, met buigsame gebruik van meubels en stimulerende visuele elemente. Buitelugleerruimtes en veilige "emosionele sones" is ook geskep. By ál drie skole is die ingange en ontvangslokale in aanloklike ruimtes verander waar leerders vir vergaderings kan byeenkom en die skole se simbole en prestasies ten toon gestel word. Duidelike aanwysings betrek besoekers onmiddellik by die skoolomgewing. Braaigeriewe vir onderwyser-en-ouergeleenthede verseker ook voortdurende skakeling tussen die skool en ouers. Die hoofbevinding oor die belewingsruimtes in die skole is dat die drie skoolleiers die fisiese ruimtes by hul skole in nuwe geestesruimtes omskep het, wat die opvattings, gemoed en motivering van die gebruikers van daardie ruimtes beïnvloed.

Thesis (MTech (Business Information Systems))--Cape Peninsula University of Technology, 2016.<br>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.

<p>In virtually any field of endeavour today, access to information is a prerequisite for success. Libraries form the repositories with user-friendliness their mission. This has lead to the need for new ways to evaluate library performance. Astute library managers will plan for such developments, taking into account current and future trends that impact on library services. Library services are also affected, for example, by financial considerations and staffing problems. Further complicating matters are the demands of their clients who have developed increased expectations of improved service, and also a desire for more self-service opportunities. Such changes raise the question: &ldquo<br>to what extent can libraries apply business performance management techniques to assess their performance.&rdquo<br>This, then, is the research question for this study.</p> <p><br /> This work will evaluate library performance with the aim of improving service management. Its targets are the UWC library, and others, such as the Stellenbosch University, and the Cape Peninsula University of Technology. The application of selected service management techniques and measures used in business will be explored. These techniques include The Balanced Scorecard, critical success factors and service quality. The study also touches on transformation and change management. An obvious source of information about library management is the corps of managers. The secondary source of information is the community of library users.</p>

Research suggest that increasing employee commitment and satisfaction impacts on employee productivity and job performance, and has implications for job related behaviours such as absenteeism, turnover and tardiness. Moreover, literature also suggests that downsizing and cost-cutting negatively impacts on the satisfaction and commitment of employees and impacts on the effectiveness of organisations. The contention is that in order to reconcile the need to achieve high quality and organisational effectiveness in an environment of declining per capita resources and change, it will be necessary to secure a high level of commitment and satisfaction from all those employed in the higher education sector. This study sought to investigate the factors that produce commitment and satisfaction in academic and support staff respectively and to understand any important similarities and differences that may exist.

Thesis (MCur)--University of Stellenbosch, 2011.<br>ENGLISH ABSTRACT: Nursing education, including the individual nurse educator, has a responsibility to society and to students for providing quality education, for maintaining the highest academic standards, for the proficient use of teaching strategies and for ensuring adequate support to learners. These standards were threatened at a particular college in the Western Cape which instigated this study. This study aimed at investigating the academic factors that influenced learning at a particular nursing college in the Western Cape. The objectives included the following possible factors that may have contributed towards the unsatisfactory, academic performances of students: • Nursing as a career choice; • Selection criteria; • Approaches to learning; • Motivation and learning; • Language barrier to learning; and • Factors affecting the learning environment. A non-experimental, descriptive research design was applied with a quantitative approach. The target population (N = 963) consisted of nursing students following the course leading to registration as a professional nurse, according to the South African Nursing Council’s regulation 425, as promulgated by the Nursing Act 50 of 1978, as amended (Nursing Act 33 of 2005). Probability, stratified sampling was used to select the sample of participants (n = 174). A structured questionnaire, consisting of predominantly closed questions, was used for the collection of data. Ethical approval was obtained from Stellenbosch University to conduct this study. Permission to conduct the research was also obtained beforehand from the management of the nursing college being studied, whilst prior informed consent was obtained from each participant. Reliability and validity of the study were assured by means of a pilot study and through the use of experts in nursing research, methodology and statistics. Data was collected and captured by the researcher personally. The data was analysed with the support of a statistician and was expressed as frequencies and in tables and histograms. Descriptive statistics and post-hoc analyses, including tests for statistical associations, were performed. The outcomes from this study showed that third year students (n = 49/23%) spent the most time studying, whilst first years (n = 74/43%) and second years (n = 40/23%) only spent 2.3 hours studying per day. Academic support classes, when offered, were always attended by (n = 64/37%) and most times by (n = 72/42%). The majority of the participants were able to cope with the workload most of the time (n = 107/61%), whilst (n = 51/30%) and (n = 6/3%) of the participants indicated coping seldom and never, respectively. A significant relationship between the ages of participants and being able to cope with the workload (Spearman p-value = 0.02) existed. Results indicated that (n = 83/48%) of the participants received support with language problems, whilst (n = 75/43%) indicated that they did not receive support with language problems. The Afrikaans speaking participants coped the best with the workload (mean score = 1.72), followed by the English speaking students (mean score = 1.68), and lastly the Isi- Xhosa speaking learners (mean score = 1.65). Recommendations made by participants included the following: • Strict adherence to the selection criteria, which should help decrease the attrition rate. • English as a subject / module during the first year was proposed. • The promotion of the proficiency in English, through interaction between English speaking learners and students with English as second language, should be encouraged. • Regular updates of the contents of the curriculum. • The importance of identifying ‘at risk’ students and pro-actively introducing a mentorship programme. • Information technology needed to be improved in many aspects, such as accessibility of Web based communication. Results from the open ended questions showed that participants regarded the teaching strategies as boring. Large classrooms were also mentioned as a problem. Smaller classes were requested to enable more interaction in the class. In conclusion, this study showed that specific academic factors were influencing learning at the nursing college being investigated in the Western Cape. Therefore, recommendations were made in this study, which, if implemented, should result in an improvement in the overall academic performances of students.<br>AFRIKAANSE OPSOMMING: Verpleegkundige onderrig, insluitende die individuele verpleegkundige opvoeder, het 'n verantwoordelikheid teenoor die samelewing en teenoor studente om kwaliteit onderrig te verskaf, om die hoogste akademiese standaarde te handhaaf, om die effektiewe gebruik van onderrigstrategieë te bied en om die begeleiding van leerders te verseker. Hierdie standarde was gedreig by ′n seker verpleeg kollege in die Wes Kaap en dus was die studie geinisieër. Hierdie studie het ten doel gehad om die akademiese faktore, wat moontlik leer by 'n bepaalde verpleegkollege in die Wes-Kaap beïnvloed, te ondersoek. Die doelwitte het faktore, wat moontlik die akademiese prestasie van studente kon beïnvloed het, ingesluit: • Verpleging as 'n loopbaankeuse; • Keuringskriteria; • Benaderings tot leer; • Motivering en leer; • Taalhindernis; en • Faktore wat die leeromgewing affekteer. 'n Nie-eksperimentele, beskrywende navorsingsontwerp is toegepas, deur van ′n kwantitatiewe benadering gebruik te maak. Die teikenbevolking (N = 963) het uit verpleegkunde studente bestaan wat die kursus gevolg het wat tot registrasie as 'n professionele verpleegkundige lei, in ooreenstemming met die Suid-Afrikaanse Raad op Verpleging se regulasie 425, soos gepromalgeer deur die aangepaste Wet op Verpleging 50 van 1978 (Wet op Verpleging 33 van 2005). Daar is van waarskynlikheid-gestratifiseerde steekproefneming gebruik gemaak om die deelnemers te kies (n = 174). 'n Gestruktureerde vraelys, bestaande uit hoofsaaklik geslote vrae, is vir die invordering van data gebruik. Etiese goedkeuring is vooraf van die Universiteit van Stellenbosch verkry om hierdie studie uit te voer. Toestemming om die navorsing te doen is ook vooraf vanaf die bestuur van die verpleegkollege wat ondersoek is verkry, terwyl elke deelnemer sy/haar ingeligte toestemming verleen het. Betroubaarheid en geldigheid is deur middel van 'n loodsstudie verseker, tesame met die gebruik van kundiges in verpleegnavorsing, metodologie en statistiek. Data is deur die navorser persoonlik versamel en vasgelê. Die data is met die hulp van ‘n statistikus ontleed en is as frekwensies en in tabelle en histogramme illustreer. Beskrywende statistiek en post-hoc analises, insluitende toetse vir statistiese assosiasies, is uitgevoer. Die bevindings uit hierdie studie het daarop gedui dat derdejaarstudente (n = 49/23%) die meeste tyd aan hul studies bestee het, terwyl die eerste- (n = 74/43%) en tweedejaarstudente (n = 40/23%) daagliks slegs 2.3 ure aan hul studies spandeer het. Waar akademiese ondersteuningsklasse aanbieding is, is dit altyd deur (n = 64/37%) bygewoon en die meeste kere deur (n = 72/42%). Die meerderheid van deelnemers was meestal in staat om die werkslading te hanteer (n = 107/61%), terwyl (n = 51/30%) en (n = 6/3%) van die deelnemers, onderskeidelik, aangedui het dat hulle selde of ooit die lading kon baasraak. 'n Beduidende verwantskap tussen die ouderdomme van die deelnemers en hul vermoë om met die werkslading te kon volhou (Spearman p-waarde = 0,02), het bestaan. Resultate het daarop gedui dat (n = 83/48%) van die deelnemers steun met taalprobleme ontvang het, terwyl (n = 75/43%) aangedui het dat hulle nie steun ontvang het nie. Die Afrikaanssprekende deelnemers het die werkslading die beste hanteer (gemiddelde telling = 1.72), gevolg deur die Engelssprekendes (gemiddelde telling = 1.68) en laastens die Isi-Xhosasprekende deelnemers (gemiddelde telling = 1.65). Aanbevelings deur deelnemers het die volgende ingesluit: • Die streng nakoming van die keuringskriteria behoort die afname in die uitvloeitempo te help bevorder. • Engels as 'n vak / module gedurende die eerste jaar is voorgestel. • Die bevordering van Engels as spreektaal, deur die interaksie tussen studente met Engels as Moedertaal en Engels as tweede taal, behoort aangemoedig te word. • Gereelde opdatering van die die kurrikuluminhoud. Die belangrikheid om "hoë risiko" studente te identifiseer en ’n pro-aktiewe mentorskapsprogram daar te stel. • Inligtingstegnologie behoort in baie aspekte verbeter te word, soos bv toeganklikheid tot Web-gebaseerde kommunikasie. Die resultate tov die oop vrae het getoon dat deelnemers die onderrigstrategieë as vervelig beskou het. Groot klaskamers is ook as 'n probleem geïdentifiseer. Daar was versoeke vir kleiner klasse, ten einde beter interaksie tussen leerders en dosente te bevorder. Ter afsluiting het die studie getoon dat spesifieke akademiese faktore leer by die Wes- Kaapse verpleegkollege, wat ondersoek is, beïnvloed het. Dus is aanbevelings in hierdie studie gemaak, wat, indien geïmplementeer, 'n verbetering in die algehele akademiese prestasie van studente behoort te help bewerkstellig.

<p>Collection development in academic libraries is going through technology-driven changes relating to the new information technologies ,e.g. -Electronic databases, the Internet and CD-ROM's, joint published materials and audio-visual resources. Libraries are also facing declining budgets and spiralling costs. This research project looked closely at what collection development is and the impact it has on service rendering to undergraduates at the University of the Western Cape. It is also aimed at establishing if the librarians that formulate these policies understand what they (Collection Development Policies) are, and what they should entail.</p>