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Charlesworth, Matthew. "An investigation of an undergraduate course module on the ethical aspects of information systems." Thesis, Rhodes University, 2005. http://eprints.ru.ac.za/199/.
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Marc, Rosales R. "A Modified Delphi Study to Determine QSEN Informatics Competencies Recommended for Associate Degree Nursing Curricula." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1492195505156655.
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Rogers, Christian. "A Study of Student Engagement with Media in Online Training." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1364393833.
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Gomana, Lindokuhle Gcina, and Kerry-Lynn Thomson. "Towards a framework for the integration of information security into undergraduate computing curricula." Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/13691.
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Information is an important and valuable asset, in both our everyday lives and in various organisations. Information is subject to numerous threats, these can originate internally or externally to the organisation and could be accidental, intentional or caused by natural disasters. As an important organisational asset, information should be appropriately protected from threats and threat agents regardless of their origin. Organisational employees are, however, often cited as the “weakest link” in the attempt to protect organisational information systems and related information assets. Additionally to this, employees are one of the biggest and closest threat-agents to an organisation’s information systems and its security. Upon graduating, computing (Computer Science, Information Systems and Information Technology) graduates typically become organisational employees. Within organisations, computing graduates often take on roles and responsibilities that involve designing, developing, implementing, upgrading and maintaining the information systems that store, process and transmit organisational information assets. It is, therefore, important that these computing graduates possess the necessary information security skills, knowledge and understanding that could enable them to perform their roles and responsibilities in a secure manner. These information security skills, knowledge and understanding can be acquired through information security education obtained through a qualification that is offered at a higher education institution. At many higher education institutions where information security is taught, it is taught as a single, isolated module at the fourth year level of study. The problem with this is that some computing students do not advance to this level and many of those that do, do not elect information security as a module. This means that these students may graduate and be employed by organisations lacking the necessary information security skills, knowledge and understanding to perform their roles and responsibilities securely. Consequently, this could increase the number of employees who are the “weakest link” in securing organisational information systems and related information assets. The ACM, as a key role player that provides educational guidelines for the development of computing curricula, recommends that information security should be pervasively integrated into computing curricula. However, these guidelines and recommendations do not provide sufficient guidance on “how” computing educators can pervasively integrate information security into their modules. Therefore, the problem identified by this research is that “currently, no generally used framework exists to aid the pervasive integration of information security into undergraduate computing curricula”. The primary research objective of this study, therefore, is to develop a framework to aid the pervasive integration of information security into undergraduate computing curricula. In order to meet this objective, secondary objectives were met, namely: To develop an understanding of the importance of information security; to determine the importance of information security education as it relates to undergraduate computing curricula; and to determine computing educators’ perspectives on information security education in a South African context. Various research methods were used to achieve this study’s research objectives. These research methods included a literature review which was used to define and provide an in-depth discussion relating to the domain in which this study is contained, namely: information security and information security education. Furthermore, a survey which took the form of semi-structured interviews supported by a questionnaire, was used to elicit computing educators’ perspectives on information security education in a South African context. Argumentation was used to argue towards the proposed framework to aid the pervasive integration of information security into undergraduate computing curricula. In addition, modelling techniques were used to model the proposed framework and scenarios were used to demonstrate how a computing department could implement the proposed framework. Finally, elite interviews supported by a questionnaire were conducted to validate the proposed framework. It is envisaged that the proposed framework could assist computing departments and undergraduate computing educators in the integration of information security into their curricula. Furthermore, the pervasive integration of information security into undergraduate computing curricula could ensure that computing graduates exit higher education institutions possessing the necessary information security skills, knowledge and understanding to enable them to perform their roles and responsibilities securely. It is hoped that this could enable computing graduates to become a stronger link in securing organisational information systems and related assets.
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Addam, Billey Bright Kwadwo. "Integrating information and communications technology (ICT) into teaching and learning: the case of mathematics, science and technology education in one higher education institution." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1019736.
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This study explores the integration of Information and Communication Technologies (ICT) into teaching and learning within one Higher Education institution. The main question driving the study was: How is ICT integrated in the teaching and learning of mathematics, science and technology education (MSTE) in a Bachelor of Education programme? This is a case study of lecturers and students in Mathematics, Science and Technology Education. It makes use of questionnaires, interviews, field notes and document analyses to collect data. MSTE lecturers and students were assumed to be well versed in ICT usage and, therefore, well placed to assess its integration into teaching and learning. There were five main findings: First, that Mathematics, Science and Technology Education lecturers showed some ambivalence in their ontological and epistemological orientation to using ICT. Some leaned towards the instruction paradigm and used ICT as a tool for the transmission of knowledge; others leaned towards the learning paradigm, showing an awareness of the need to elicit discovery through ICT. Secondly, that lecturers’ understanding of ICT integration was oriented towards teaching and learning from technologies rather than with technologies. Thirdly, that processes of ‘pedagogical evolution’ were taking place, in terms of which there was a gradual but perceptible shift in the teaching and learning practice of both students and lecturers. Fourthly, there was no evidence to show that lecturers used ICT to promote innovative and creative teaching; in fact, students appeared to be more creative in using ICT resources, than lecturers. Fifthly, and finally, lecturers did not assign ICT-based tasks that promote conceptual understanding. They assigned tasks that asked students to extract and reproduce information from computers, without demonstrating understanding. When used in this way, ICT can, in fact, be de-skilling. From these findings, it can be concluded that ICT integration cannot be understood without exploring the ontological and epistemological orientations, as well as the theoretical orientations, at play in the teaching and learning situation. It is on the basis of these that people, that is, lecturers and students, make use of, ICTs to achieve desired goals. It is therefore recommended that, for the improvement of integration, there should be a greater emphasis on developing and sharing pedagogical expertise concerning ICT use in teaching and learning. It is recommended that a country-wide research survey should be undertaken, based on probability sampling and focussing on pedagogical issues in ICT integration in teaching and learning.
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Tsang, Currie, and 曾嘉勵. "Higher education in information technology & its impacts on a changingurban job market: case study: Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31974922.
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Li, Ling. "Culture as inhibitors of change : an ethnographic study on the impact of culture on teachers' ICT adoption in a university faculty in China." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709258.
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Khan, Gillian. "Investigating the need for costing and estimating in information technology academic programs at technikons." Thesis, Peninsula Technikon, 2005. http://hdl.handle.net/20.500.11838/1380.
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Thesis (MTech (Information Technology))--Peninsula Technikon, 2005"This study was initiated to determine whether cost estimation is a necessary skill for an Information Technology (IT) consultant. The historic poor record in the software industry for delivering software projects within budget has highlighted a need for IT students to receive adequate preparation for future experiences in the world of work especially if they were to become self-employed. The literature revealed that a variety of employability skills are required when preparing students for entrepreneurship. In IT there is a particular need for project management skills when the entrepreneur is responsible for all aspects of the software project. Cost estimation is a key function of project management.
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Marais, Debbie. "Information Technology (IT) with a human face : a collaborative research project to improve higher nutrition training in Southern Africa /." Thesis, Link to the online version, 2008. http://hdl.handle.net/10019.1/1252.
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Wessels, Philippus Lodewikus. "A framework for the integration of information technology in the education of professional accountants at South African universities." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1349.
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Thesis (PhD (Accountancy))--University of Stellenbosch, 2006.ENGLISH ABSTRACT: The accountancy profession operates within an environment that is changing at a rapid pace. It is the responsibility of the profession to ensure that all its members (including future members) meet the expectations placed on them by the users of their services. Professional accountants need to stay relevant in this changing environment that may require them to change or adapt the services they offer to their clients. It is the responsibility of professional accountancy bodies to strategically plan for these changes to ensure that members that join the profession posses the required knowledge and skills to be relevant and to stay relevant within the environment they operate in. One of the key drivers of change in the environment has been identified as the advances in information and communication technologies. Information and communication technologies have an impact on the role that accountants play in the environment (i.e. what they do) as well as on how they perform their role (i.e. how they do it). The main aim of this research was to determine if, and to what extent, students, that have completed their formal education and enter the profession as trainee accountants, possess the knowledge and skills to enable them to interact with and use information technology to be regarded as competent accountants within the South African business environment. Accountants are educated in South Africa at universities that offer programmes that have been accredited by a professional accountancy body as well as through practical training offered by training organisations. During this education process, accountants are imparted with the knowledge and skills as prescribed by the professional accountancy body so that they can join the profession as competent accountants. This research showed that there are serious shortcomings in the formal education of students regarding information technology that results in students entering the profession as trainee accountants not being competent in using information technology. The reasons for students not being competent in information technology are: • the lack of clear guidance on the IT skills required of students completing their formal education because of professional accountancy bodies setting IT syllabi that are too vague and/or concise; • ignorance of the demands on trainee accountants as to the IT skills they require to be competent in the South African business environment; and • the lack of proper IT training offered by South African universities that deliver trainee accountants that possess a limited range of IT skills that may not be relevant to the environment students will function in. Through a survey the perceptions of role-players at South African universities on the strategies that universities would have to employ to ensure that the students they deliver to profession, acquire the relevant IT skills to be competent in the use of information technology, were determined.
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Noordin, Mohamad Fauzan Hj. "IT skills and knowledge in Malaysian universities." Thesis, University of Wales Trinity Saint David, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683155.
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Ryterband, Astrid. "The pros and cons of using technology in primary education." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2665.
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The aim of this thesis is to examine computer technology as an educative tool in primary education and to discover how it's affecting instruction and learning. The writer of this thesis believes that the integration of literacy and computer technology can be successful, provide that government, administration, faculty, parents and students work together.
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Wyngaard, Joanne. "The role of technology in the teaching, training and learning of hospitality students." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2363.
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Thesis (MTech (Tourism))--Cape Peninsula University of Technology, 2016.This study investigated the role of ICT in the teaching, training and learning of hospitality students at The International Hotel School (IHS), and was conducted in the form of a case study based on the teaching, training and learning techniques used at the three campuses of The International Hotel School (IHS) in South Africa, and involved purposive and stratified random sampling. It was conducted over an 18 month period, using survey questionnaires, focus group discussions, and interviews. The researcher had, over a considerable period while in the classroom, observed a trend by students to increasingly use the internet to source information while studying, rather than spending time in a classroom being taught the required information. Based on observations of how students chose to learn, the researcher also deduced that there needed to be a shift from traditional face to face teaching and learning in a classroom environment, in order to accommodate the changing learning needs of students. The aim of the research was thus to define the role of ICT within hospitality studies at the IHS and gauge the impact of teaching, training and learning on the current hospitality curriculum, as well as the long- term initiatives within the hospitality field. A sub-objective was to enhance the learning process of students by making use of ICT to assist the learning process and make the learning material more interactive. This would assist both the student and the lecturer. The findings, based on the responses from students and academic staff at the Cape Town Campus of the IHS, and the interviews and focus group discussions with all IHS staff suggest the recognition for a move to the use of ICT’s in the formal educational process at the IHS. The results of the study lead to the recommendations for a change towards the role of ICT in the teaching and learning process.
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Sabalele, Tabisa. "The potential use of e-learning to support teaching, learning and assessment in Information Systems at Walter Sisulu University." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1006209.
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This research is an investigation of the potential means to make the Information Systems (IS) course more accessible to Walter Sisulu University (WSU) students. As some IS students at this institution are unable to attend classes on a regular basis, this study aims to establish if and how the WSU Accounting Department (which offers the IS course) could use e-Iearning to support the teaching, learning and assessment of IS. This qualitative study was approached from an interpretive perspective. The study has undergone one cycle of an action research approach. The methods used in the study include surveys, an expert review and focus group interviews. The data was elicited from participants using questionnaires and an interview schedule. A staff questionnaire was used to elicit information from IS staff from four contact universities in South Africa to determine their experience of using Information and Communication Technology (ICT) for e-learning in an IS course. A student questionnaire was used to determine the WSU IS students' reasons for absenteeism, their learning needs, and their current computer access and skills. Data from both of these surveys informed the development of the WSU IS pilot website. An expert review questionnaire ascertained the subject expert's opinions about the newly developed WSU IS pilot website. The website was found to be of good quality with respect to the four aspects that Harvey and Green (J 993 cited in Lomas 2002) use to define quality. Some modifications were made to the WSU IS pilot website as a result of the expert's comments. After the website was used by the IS students, two focus group interviews were conducted to determine the students' perceptions of the value of the website. The data was analyzed, interpreted and linked to the literature surveyed. The main findings indicate that the WSU IS pilot website could be part of a more globalised higher education offering than the paper-based IS course offered before. However, the staff and the student surveys revealed that ICT has opened the gap in equity at the higher education institutions, highlighting that access to a university does not mean equal access to lectures and computers. The WSU IS pilot website endeavoured to capitalise on students' physical access to computers by supporting epistemological access to the curriculum, by encouraging them to exercise control over their learning. This study has ideally enabled the Accounting Department to deliver its services to students and this in turn will hopefully help WSU retain its part-time students and improve the student pass rates.
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Cabrales, Eusebio Jose. "Assessment of the Current Status of Informatics in Colombia's Universities and Society." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc278429/.
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This study tries to delineate the paradigms of opinion among Colombian Computer Industrialists with respect to the role of informatics in national development especially (1) their estimation of the performance of the informatics in the modernization process, (2) the perceptions on which this attitude was based, (3) their ability to integrate the informatics instruction into the development process, (4) their ability to establish the need of doctoral programs in informatics into the development process, and (5) their ability to recognize the importance of the network communication as a medium of knowledge exchange among higher education institutions.
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Calitz, André Paul. "A model for the alignment of ICT education with business ICT skills requirements." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1418.
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The Information and Communications Technology (ICT) skills shortage is of national and international concern. Modern business practices require the implementation of new technologies supported by a workforce with current and diversified ICT skill-sets. Acquiring suitable ICT skills has become a difficult task and employers are seeing government intervention at all levels. The school system in South Africa is under increased pressure and is faced with continuously declining matriculation pass rates, specifically in subjects such as science and mathematics. Schools are experiencing a decline in the number of scholars (learners) enrolling for the Information Technology (IT) school curriculum. The IT curriculum at school level is being criticised; under-prepared teachers are blamed and lack of suitable facilities highlighted. Surveys conducted amongst grade 9 and grade 12 scholars in the Eastern Cape have shown that scholars are not considering careers in ICT. Teachers, career/guidance counsellors and parents contribute to scholars' career decisions and are not encouraging scholars to pursue careers in ICT. Tertiary institutions in South Africa and internationally, are experiencing a decline in student enrolments and in pass and throughput rates. Industry is holding tertiary institutions responsible for not providing the “correct” ICT graduate skill-sets and passing an insufficient number of quality ICT graduates desperately required by industry. The accreditation of computing degree programs, such as Computer Science (CS), Information Systems (IS) and Information Technology (IT), collectively referred to as CIT, offered by tertiary institutions is becoming an international requirement. The ICT industry is constantly changing and new job requirements and new career opportunities are frequently introduced. Graduates entering the ICT industry should have acquired knowledge about ICT career tracks in order to specialise and choose a suitable career path. Tertiary CIT degree programs should further be linked to specific career tracks and provide a multi-disciplined education to graduates. ii ICT graduates working in industry utilise skills obtained in under-graduate and post-graduate CIT degree programs. The ICT graduates have also obtained valuable skills working in industry, including business skills and soft skills. ICT skill surveys have identified the graduate skills gap, indicating ICT skills industry requires from graduates completing tertiary level qualifications. ICT graduates working in industry, for example indicated that programming in some cases is over-emphasised at school and tertiary level and that soft skills are ignored by tertiary institutions. An ICT Graduate Skills Classifications Framework is developed to address the graduate ICT skills gap and highlight important business skills, soft skills, technical skills and programming skills required by industry. In this thesis, an Industry ICT Value Chain Model is further developed that suggests a holistic approach to the problems experienced at all levels of ICT skills development, including government, industry, tertiary education institutions and at school level. Results from a number of research surveys conducted along the proposed Industry ICT Skills Value Chain Model indicated that problems exist at all stages in the value chain and that the problems can only be addressed involving government, industry and tertiary institutions collectively. A number of interventions is required and the support from industry is essential in achieving overall success in addressing the ICT skills shortage in South Africa. A proposed Industry ICT Skills Value Chain Model that can be utilised to address the ICT skills shortage in South Africa is presented.
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Chuvessiriporn, Suttichai. "Hospitality Students' Attitudes and Behavioral Intentions toward Learning and Using Computer Technology." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2279/.
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Following Ajzen/Fishbein's 1980 Theory of Reasoned Action, influences of hospitality students' external variables (age, gender, university classification, and work experience) on computer attitudes, and relationships between computer attitudes and intentions to learn and use computers were tested. A sample of 412 hospitality students completed two measurements: Loyd/Gressard's 1984 Computer Attitude Scale, and Behavioral Intentions to Learn and Use Computers. Males and females had positive computer attitudes. Graduates had more positive computer attitudes. No interaction effect existed between gender and classification. No relationships existed between age and work experience on computer attitudes. Computer attitudes positively correlated with intentions to learn and use computers. Results supported the Theory of Reasoned Action. External variables partially influence attitudes and attitudes influence intentions.
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Wong, Chi-kong, and 黃志剛. "A structured learning activity: using web browsing & publishing for the development of independent learning, ITcompetence & higher-order thinking." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960510.
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Peterson, Cynthia Lynn. "Using computer technology to enhance science education." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2109.
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Mbane, Nombeko Precious. "Secondary school learners' perceptions of the value of integrating ICT into the curriculum: an exploratory study in the Grahamstown circuit." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003647.
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According to the Draft White Paper on e-Education (DoE, 2003), the objective of ICTs in education is to build digital and information literacy so that all learners become confident and competent in using technology to contribute to an innovative and developing South African society. International researchers have acknowledged that little is known about learners’ perceptions of their own learning, but that learners are aware of how technology can be used and have the potential to contribute ideas about ICTs can be used to support their learning. To add to this growing body of research, this study sought to establish secondary school learners’ experiences and perceptions of the value of integrating ICT into the curriculum and the extent to which they believe that ICT is meaningfully integrated into the curriculum. Although some of the schools do not have the necessary ICT infrastructure, this did not preclude the learners from having opinions about the potential benefits and drawbacks of ICT. The findings display the learners’ perceptions on ICT use within the curriculum and how this relates to the available infrastructure in schools.
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Chipo, Dzikite. "The implementation of information and communication technology (ICT) intergrated teaching and learning in textiles and clothing programmes at one University of Science and Techology in Zimbabwe." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2127.
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Textiles and Clothing programmes in universities worldwide experience numerous challenges in effectively implementing ICT integrated teaching and learning. The aim of this study was to explore how ICT integrated teaching and learning was implemented in Textiles and Clothing programmes at one university of Science and Technology in Zimbabwe, with a view to developing a suitable model to enhance effective implementation. The study was informed by the Activity theory and triangulated by the Technological pedagogical content knowledge framework (TPACK) and the Functionality framework. The study made use of the interpretive research paradigm, the qualitative approach and intrinsic case study design, to generate the necessary data. The participants of the study were purposively and quota sampled from the Textiles and Clothing department of the selected university of Science and Technology, and consisted of seven lecturers, three administrators, two ICT technicians and thirty-two students. Four methods were used to generate data namely in-depth interviews, focus group interviews, participant observation, and document analysis. After coding, data were analysed for content using thematic analysis. The study established that there were no specific ICT hardware and software packages acquired by the universityfor the Textiles and Clothing programmes. Instead, general design related softwares such as CorelDraw, Photoshop, Adobe Illustrator and Mac Paints were used to support the implementation of ICT integrated teaching and learning. The findings of the study further revealed that lecturers lacked thorough technological pedagogical knowledge to apply a variety of ICT in the teaching and learning of students. The study established that there was lack of an effective mechanism for providing monitoring and evaluation as the peer review and evaluation mechanism that was used in the Textiles and Clothing programmes did not identify the specific indicators for the implementation of ICT integrated teaching and learning. Among the conclusions emanating from the findings were that the Textiles and Clothing programmes suffered serious shortage of suitable ICT hardware and subject-specific ICT software applications to facilitate the teaching of practical components thereby compromising the effective implementation of ICT integrated teaching and learning to foster effective skill acquisition in relation to ICT among students. It was also concluded that lecturers were finding difficulties in implementing ICT integrated teaching and learning as they lacked thorough technological-pedagogical-content knowledge and skills that would enable them to select appropriate technological resources and technological pedagogical strategies to teach students appropriate content. The study recommended that the Textiles and Clothing department, through the support of the university, should acquire subject related educational hardware and software like Gerber or Lectra to teach the practical courses of the programmes. The university should organise professional development programmes focussing on TPACK to assist lecturers to develop competences in ICT necessary for implementing ICT integrated teaching and learning. A model was proposed to enhance the effective implementation of ICT integrated teaching and learning into the Textiles and Clothing programmes at the University.
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Sutherland, G. "A curriculum framework for an introductory programme in the national diploma: Engineering at the Vaal University of Technology." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1368.
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Thesis (PhD (Curriculum Studies))-- University of Stellenbosch, 2009ENGLISH ABSTRACT: The aim of this study was to develop a curriculum framework for engineering introduction programmes offered at a higher education institution, using a case study design. The South African government is attempting to redress the social inequalities which prevailed in the education sector during the apartheid era. One of their efforts has involved the widening of access to diverse groups in society in order to increase participation within the higher education sector. However, many students attempting their higher education studies are academically under prepared. This is mainly due to insufficient life skills, communication skills, numeric skills and literacy skills. The lack of these skills has inspired various international and national higher education institutions to develop academic programmes aimed at bridging the gap that exists between secondary schooling and higher education. Introduction programmes for prospective engineering students have to ensure high-quality curriculum development procedures in order to secure these students’ academic success throughout their engineering studies. This, in turn, leads to quality graduates and addresses the huge shortage experienced by the industry. An overview of the contextual and conceptual views on curriculum development is given against the backdrop of the current higher education legislation in South Africa. The overview regarding curriculum development links the introduction programme curriculum to generic learning outcomes specifically set at the National Qualification Framework Level 4. It suggests the application of continuous assessments, in line with outcomes-based education criteria, together with quality assurance in order to fit the Higher Education Quality Committee and the Engineering Council of South Africa’s accreditation criteria applicable to higher education institutions. During the design and methodological stages, it was established, by means of a theoretical investigation, that the first phase of this study determines whether students that successfully completed the introduction programme perform academically better than students entering the diploma programmes directly. The theoretical investigation also established that the second phase of this study determines if the diploma students dropped out of the programme for reasons other than academic performance. A triangulation approach was used to increase the validity of the empirical part of the study and to enhance the rigorous use of both quantitative and qualitative data. The study results shed light on the need for introduction programmes. In addition, it proposed a curriculum framework for improved engineering introduction programmes at the Vaal University of Technology.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om kurrikulumraamwerk vir oorbruggingsprogram vir ingenieurswese-studente in hoër onderwys te ontwikkel. Die kurrikulumraamwerk is ontwikkel deur middel van gevallestudie wat die implementering van oorbruggingskursusse in die ingenieurswese indringend ondersoek het. Die huidige Suid-Afrikaanse regering poog om die sosio-politieke wanbalanse as nalatenskap van apartheid, uit te wis. Dit word gedoen deur middel van inisiatiewe waarin onder meer hoër onderwys prominente vennoot is wat aan diverse samelewing gelyke geleenthede bied. Die huidige, meer toeganklike bedeling in hoër onderwys in Suid-Afrika het groot toename van studente uit histories agtergeblewe gemeenskappe tot gevolg gehad. Die meeste studente wat in hierdie konteks die hoëronderwyssektor betree, blyk in groot mate onvoorbereid te wees vir hoër onderwys vanweë hul gebrek aan lewens-, kommunikasie-, numeriese en taalvaardighede. Hierdie tendens kom ook op internasionale vlak voor. Dit het inisiatiewe ten opsigte van akademiese ontwikkeling op nasionale sowel as internasionale vlak genoodsaak. Die doel van akademiese ontwikkeling is primêr om die gaping tussen die skool en hoër onderwys te oorbrug. Oorbruggingskursusse moet van hoë gehalte wees om sodoende te kan verseker dat voornemende studente vir hoër onderwys, en vir die doel van hierdie studie meer spesifiek ingenieurstudente, van groter akademiese sukses verseker kan wees. Die suksesvolle implementering van oorbruggingskursusse vir ingenieurswese-studente behoort in groot mate tot beter gehalte gegradueerde te lei en bydrae te lewer tot die vraag na ingenieurswese-studente vir die nywerheidswêreld. Kontekstuele en konsepsuele beskouings ten opsigte van kurrikulumontwikkeling in die hoër onderwys in Suid-Afrika word deur generiese leeruitkomste bepaal. Hierdie uitkomste is op vlak 4 van die land se Nasionale Kwalifikasieraamwerk vasgepen. Dit het ook tot gevolg dat alle programme volgens amptelike Departement van Onderwys-dokumente aan deurlopende assessering onderwerp moet word, dat die gehalte van die kursus onderworpe is aan die gehalteversekeringskriteria van die vi Hoëronderwys se Gehaltekomitee (‘HEQC’) en dat dit moet voldoen aan die vereistes van die Ingenieursraad van Suid-Afrika. Teoretiese raamwerk is tydens die ontwerp- en metodiekstadium van die studie daargestel. Die doel van hierdie eerste fase van die studie was om te bepaal of diplomastudente wat die oorbruggingskursusse suksesvol voltooi het, akademies beter gepresteer het as daardie studente wat nie die oorbruggingskursus gevolg het nie. Die tweede studiefase het bepaal of die diplomastudente hul studies vir redes gestaak het wat moontlik nie met akademiese sukses verband hou nie. Die navorsing het van triangulasie gebruik gemaak, ten einde die doeltreffende gebruik van sowel kwantitatiewe as kwalitatiewe data te verhoog. Die resultate van die studie werp lig op en onderstreep die behoefte aan oorbruggingskursusse. Die navorsing beveel kurrikulumraamwerk aan vir die ontwerp van verbeterde oorbruggingskursusse in die ingenieurswese aan die Vaal Universiteit van Tegnologie.
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Dalvit, Lorenzo. "Multilingualism and ICT education at Rhodes University: an exploratory study." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003556.
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In South Africa, the linguistic hegemony of English over the African languages in the academic field reproduces unequal power relationships between their speakers. The present study shows that an intervention shaped by a counterhegemonic ideology can change the attitudes of Black university students, key players in spearheading social change. Usign statistical analysis and survey methodologies, this research explored the hegemonic role of English as the only language of learning and teaching (LoLT) in the discipline of Computer Science (CS) at Rhodes University. The study found that those speakers of an African language who are the most disadvantaged by the use of English as LoLT are also the most likely to resist a more extensive use of their mother tongue as an alternative. A group of such students were involved in the development and use of an online glossary of CS terms translated, explained and exemplified in an African language (isiXhosa). This experience increased the support for the use of African languages as additional LoLT, even in the Englishdominated field of study of Computer Science. This is an initial step towards promoting linguistic equality between English and African languages and social equality between their speakers.
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Van, der Linde P. L. "A comparative study of three ICT network programs using usability testing." Thesis, [Bloemfontein?] : Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/186.
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Thesis (M. Tech. (Information Technology)) -- Central University of technology, Free State, 2013This study compared the usability of three Information and Communication Technology (ICT) network programs in a learning environment. The researcher wanted to establish which program was most adequate from a usability perspective among second-year Information Technology (IT) students at the Central University of Technology (CUT), Free State. The Software Usability Measurement Inventory (SUMI) testing technique can measure software quality from a user perspective. The technique is supported by an extensive reference database to measure a software product’s quality in use and is embedded in an effective analysis and reporting tool called SUMI scorer (SUMISCO). SUMI was applied in a controlled laboratory environment where second-year IT students of the CUT, utilized SUMI as part of their networking subject, System Software 1 (SPG1), to evaluate each of the three ICT network programs. The results, strengths and weaknesses, as well as usability improvements, as identified by SUMISCO, are discussed to determine the best ICT network program from a usability perspective according to SPG1 students.
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Taljaard, Marinda. "Using E-learning to support IT education in a university environment a case study approach." Thesis, University of Port Elizabeth, 2003. http://hdl.handle.net/10948/d1015740.
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At the University of Port Elizabeth (UPE), the End User Computing course (EUC) acts as a service course for many departments. This implies that many students are forced by their curricula to register for this course. The ever-increasing numbers in EUC place a considerable load on existing human and physical resources. In lecture groups of 120 –160, students rarely get the attention they need, and the pace at which the content is delivered (too slow or too fast) may also inhibit the learning process. During an initial investigation into E-learning at UPE in 1999, a prototype virtual classroom was developed. There were, however, a number of problems with this prototype. Firstly, it was implemented using a number of different technologies, which made it difficult to extend and maintain. Secondly, it only addressed some aspects of an E-learning environment, which proved insufficient for the EUC course. In the existing EUC course at UPE, the students are already exposed to some E-learning concepts, as a section of their skills training component is handled by using multimedia software in a simulated environment. The objective of this project was to extend the E-learning component further to determine the advantages and disadvantages of using E-learning to support information technology (IT) education in a contact-university environment. This project included a literature search and survey of existing E-learning environments at other universities. This research was used to develop a draft framework for an E-learning environment. The framework was used to select a tool to create an E-learning environment at UPE. An experiment was designed using this E-learning environment to support two IT courses at different year levels. The results of the experiment were analysed using qualitative and quantitative methods to determine the impact of using E-learning to support IT education at UPE. The results of this research show that E-learning can be used to support IT education at UPE. More success, however, was achieved at postgraduate level than at first-year level. Making use of Elearning increased student satisfaction and promoted active learning, while providing benefits like convenience, communication, flexibility and scaffolding. We conclude, therefore, that E-learning can provide a flexible approach to IT education in a university environment in the future.
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Crafford, S. "A curriculum framework for consumer learning at a higher education institution." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/3173.
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Thesis (PhD (Education)--University of Stellenbosch, 2006.287 leaves printed as single pages, preliminary pages i-xxii and numbered pages 1-253. Includes bibliography and appendixes. Digitized at 600 dpi grayscale to pdf format (OCR), using a Bizhub 250 Konica Minolta Scanner.
ENGLISH ABSTRACT: This study is aimed at developing a curriculum framework for consumer learning at a higher education institution, using a case study design. To determine the need for consumer learning at the Cape Peninsula University of Technology - the "bounded context" of the study - a situation analysis was conducted as the first phase of curriculum development. Methods to triangulate data included the use of quantitative and qualitative research methods, together with a thorough literature study. The two sets of empirical data were obtained from two research instruments, namely self-administered survey questionnaires and semistructured interviews with learning facilitators (lecturers) at the institution. The survey amongst first-year students was used to assist in the needs assessment for curriculum development at the CPUT and to determine the knowledge, skills, values and attitudes of first-year respondents regarding consumer rights and responsibilities, as well as other consumer-related issues. This not only provided data to analyse the situation, but also assisted in the planning and development of a curriculum framework for consumer learning. The researcher used semi-structured interviews to determine the views and perceptions of learning facilitators regarding the importance of consumer learning, and to gauge the need for such learning at the institution. Aspects relating to the contents, teaching strategies, level of introduction, potential for critical crossfield outcomes development, benefits and major obstacles in the implementation and/or integration into the curriculum were also investigated. The two-tiered situation analysis indicated that students expressed a clear need for consumer learning at the Cape Peninsula University of Technology, especially regarding the areas of consumer rights and responsibilities. The importance of consumer learning and the "readiness climate" from the perspective of the learning facilitators was also clearly established. The study culminated in the development of a curriculum framework for consumer learning that is compatible with the requirements of the South African Qualifications Authority and the Higher Education Qualifications Framework in South Africa. Key findings reported in the form of a curriculum framework could serve as a guideline for the planning and implementation of a consumer learning programme at the Cape Peninsula University of Technology.
AFRIKAANSE OPSOMMING: Hierdie studie is onderneem met die doel om 'n kurrikulumraamwerk vir verbruikersleer aan 'n hoëronderwysinstelling te ontwikkel. 'n Gevallestudiebenadering is gebruik om die sosiale verskynsel van verbruikersleer te ondersoek. Om die behoefte aan verbruikersleer aan die Kaapse Skiereilandse Universiteit van Tegnologie - die konteks van die studie - te bepaal, is 'n situasie-analise onderneem as die eerste fase van kurrikulumontwikkeling. Metodes van triangulasie in hierdie navorsing sluit die benutting van kwantitatiewe en kwalitatiewe gegewens in, asook 'n literatuurstudie. Die twee stelle empiriese gegewens is verkry vanuit 'n selfgeadministreerde opnamevraelys aan studente en onderhoude met leerfasiliteerders (dosente) aan die instelling. Die doel van die opnamevraelys was om te help met die behoeftebepaling vir kurrikulumontwikkeling aan die Kaapse Skiereilandse Universiteit van Tegnologie, en veral om die kennis, vaardighede, waardes en houdings van eerstejaarrespondente met betrekking tot verbruikersregte en -verantwoordelikhede te bepaal. Dit het nie alleen insig in die situasie-ontleding gegee nie, maar het ook gehelp met die beplanning en ontwikkeling van 'n kurrikulumraamwerk vir verbruikersleer. Die doel met die gebruik van semi-gestruktureerde onderhoude in hierdie studie was om die navorser in staat te stel om die sienswyse en persepsies van leerfasiliteerders met betrekking tot die belangrikheid van verbruikersleer, asook die behoefte daarvoor by die instelling te bepaal. Aspekte wat verband hou met die inhoud, onderrigstrategieë, vlak van bekendstelling, potensiaal vir kritieke uitkomsontwikkeling, voordele en vernaamste struikelblokke in die implementering en/of integrasie van die kurrikulum is ook getoets. Die situasie-analise dui daarop dat studente aan die Kaapse Skiereilandse Universiteit van Tegnologie 'n behoefte het aan verbruikersleer, veral met betrekking tot die bevordering van verbruikersregte en -verantwoordelikhede. Die belangrikheid van verbruikersleer en die "gereedheidsklimaat" daarvoor vanuit die perspektief van die leerfasiliteerders is ook bevestig. Die resultaat van die navorsing het gelei tot die ontwikkeling van 'n kurrikulumraamwerk vir verbruikersleer wat versoenbaar is met die vereistes van die Suid-Afrikaanse Kwalifikasie-Owerheid en die van die Hoëronderwys Kwalifikasieraamwerk in Suid-Afrika. Sleutelbevindings in verband met verbruikersleer is ook in die raamwerk opgeneem. Hierdie bevindings kan as 'n riglyn dien vir die beplanning en implementering van 'n verbruikersleerprogram aan die Kaapse Skiereilandse Universiteit van Tegnologie.
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Maholwana-Sotashe, Nikiwe Laura. "Challenges faced by secondary school teachers in integrating ICT into the curriculum: a multiple case study in the Grahamstown Circuit." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003326.
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The integration of Information and Communication Technology (ICT) into the curriculum has become the major issue worldwide. The education system does not only pursue the integration of ICT into the curriculum because of its popularity in the market system, but because of the role it is perceived to play in the changing curriculum (encourages active construction of knowledge). According to White Paper 7 e-Education policy (2004:17) every South African learner should be able to use ICTs confidently and creatively to develop the skills and knowledge they need to achieve personal goals and to be full participants in the global community by 2013. The central role played by teachers in teaching and learning requires them to have a holistic understanding of ICT integration. Furthermore they should be able to analyse when ICT integration is appropriate according to what is expected from the learner in the teaching and learning process. Drawing on the evidence from a survey of nine secondary schools in the Grahamstown Circuit of the Eastern Cape, this study examines how teachers from three different types of secondary schools: Former Department of Education (FDET) schools, Former House of Representatives (FHOR) schools and Former Model C (FMC) schools perceive the integration of ICTs in the curriculum. The salient ideas of how teachers perceive the integration of ICTs into the curriculum emerge from what they view as benefits of using ICT and what they view as challenges of integrating ICT into the curriculum. Contrary to expectations, the degree of ICT integration within the curriculum did not correspond directly with the availability of sufficient hardware, software or Internet connectivity at the participating schools.
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Braga, Paulo Divino Cesar. "Uso da tecnologia da informa????o e comunica????o no processo de ensino e aprendizagem: estudo de um curso superior de ci??ncias cont??beis." FECAP - Faculdade Escola de Com??rcio ??lvares Penteado, 2015. http://132.0.0.61:8080/tede/handle/tede/553.
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Previous issue date: 2015-06-08Information and Communication Technologies (ICTs) are increasingly present in professional activities including teaching. In view of this aspect of the present work was proposed in order to evaluate the relationship between the professional profile, including teachers` titration and age of the Accounting course in a Higher Education Institution (HEI) and yours practices of education, especially the use of information and communication technologies. The research was conducted with Accounting Course teachers, who teach in a state higher education institution located in Aparecida de Goi??nia - Goi??s. A questionnaire was applied, adapted and validated to teachers. The quantitative data analysis was performed using the R program; through the analysis of the results, it was observed that 50% of teachers (50%) are males and (50%) were female, over age 40 years (60%). The information on knowledge level reported by teachers was intermediate in 100% of respondents. Everyone has access to the internet and use it to access electronic mail and bibliographical research (100%), followed by the use of social networks (64,28%). There was no grating between the practices adopted and the titration and the age of the teacher, in general it was found that teachers embrace conservative and traditional educational procedures, but seek to use ICT in their practices. 50% of the teachers try to include in accounting software in their practices, citing the need for professional training of accounting able to work with ICT, considering the current changes which passes the profession. As regards, the reported difficulties include difficulty in using existing technologies (64.28% who had no academic training for teaching practice) and inadequate infrastructure for their use in academic activities. Teachers have positive attitudes towards ICT (want to use) and familiarity with using computers, but agree that more investment in the infrastructure of the institution and training would increase the adoption of technology appropriately in academic activities.
As Tecnologias da Informa????o e da Comunica????o (TIC) est??o cada vez mais presentes nas atividades profissionais, inclusive dos docentes. O presente trabalho foi proposto com o objetivo de analisar e identificar a utiliza????o das TIC pelos docentes de um curso de Ci??ncias Cont??beis de uma Institui????o de Ensino Superior, determinando uma poss??vel rela????o entre a utiliza????o destas pr??ticas ?? titula????o ou idade dos docentes. A pesquisa foi conduzida com professores do Curso de Ci??ncias Cont??beis que lecionam em uma Institui????o de Ensino Superior de cunho estadual, localizada em Aparecida de Goi??nia - Goi??s. Procedeu-se ?? aplica????o de um question??rio validado e adaptado aos docentes. A an??lise dos dados quantitativos foi realizada por meio do programa R. Por meio da an??lise dos resultados obtidos, observou-se que 50% dos docentes s??o do sexo masculino e (50%) do sexo feminino, com faixa et??ria superior a 40 anos (60%). O n??vel de conhecimento sobre inform??tica relatado pelos docentes foi intermedi??rio em 100% dos respondentes. Todos t??m acesso ?? internet e a utilizam para acesso ao e-mail e pesquisam informa????es na web (100%), seguido pela utiliza????o das redes sociais (64,28%). N??o houve rela????o entre as pr??ticas adotadas e o t??tulo do profissional e a idade do professor, de uma maneira geral constatou-se que os professores adotam procedimentos pedag??gicos tradicionais, por??m tentam utilizar/inserir as TIC em suas pr??ticas, 50% dos docentes tentam incluir software da ??rea cont??bil em suas pr??ticas e citam a necessidade da forma????o do profissional da contabilidade apto a trabalhar com as TIC, considerando as mudan??as atuais a qual passa a profiss??o. No que concerne ??s dificuldades relatadas incluem a dificuldade em utilizarem as tecnologias existentes e a infraestrutura inadequada para suas utiliza????es nas atividades acad??micas. Os docentes s??o proativos frente ??s TIC (querem utilizar) e possuem familiaridade com uso da inform??tica, mas concordam que com maior investimentos na infraestrutura da institui????o e forma????o profissional aumentariam a ado????o das tecnologias de forma adequada nas atividades acad??micas relacionadas ?? forma????o do contador.
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Zanoni, Eliane. "É possível um curso superior de tecnologia em marketing propor em seu currículo o consumo sustentável?" Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21530.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This study, developed in the context of the research line of the New Technologies in Education, by the Education Program: Curriculum, of the Pontifical Catholic University of São Paulo, aims to reflect on the directives of the General National Curricular Guidelines for the organization and operation of Superior Courses of Technology about the conscious consumption and socially responsible to subsidize the construction of the Pedagogical Projects of the Superior Courses of Technology in Marketing. The research had as general objective to analyze the existence of the formation of professional awareness of the social-environmental consequences of consumerism in the curriculum of the superior course of technology in marketing. For this analysis, topics related to curriculum, superior courses of technology, and superior course of technology in Marketing, as well as marketing and consumption were addressed. The methodology includes a bibliographical study of the topics addressed and a documentary research based on the analysis of the legislations and institutional documents of the course in focus. The results of the research allowed to know in a broader way the conceptions about what the General National Curricular Guidelines for the organization and the operation of the superior courses of technology alude about the consumption consciously and socially responsible to subsidize the construction of the Pedagogical Projects of the superior courses of technology in Marketing. In tune, it identified the elements of formation directed to the conscious consumption from the curriculum of the superior course of technology in Marketing researched, pointing out the main practices used and how they present themselves. Finally, the possibilities of improvement in the curriculum of the Marketing course, directed to the formation of a professional that, besides the function of studying and proposing indiscriminate ways of selling, is concerned with the formation of values of conscious and socially responsible consumption
Este estudo, desenvolvido no contexto da linha de pesquisa Novas Tecnologias em Educação, do Programa Educação: Currículo, da Pontifícia Universidade Católica de São Paulo, visa refletir sobre os direcionamentos das Diretrizes Curriculares Nacionais Gerais para a organização e o funcionamento dos cursos superiores de tecnologia sobre o consumo consciente e socialmente responsável para subsidiar a construção dos Projetos Pedagógicos dos cursos superiores de tecnologia em Marketing. A pesquisa teve como objetivo geral analisar a existência da formação de consciência profissional das consequências socioambientais do consumismo no currículo do curso superior de tecnologia em marketing. Para esta análise, foram abordados temas relacionados ao currículo, aos cursos superiores de tecnologia e sobre o curso superior de tecnologia em marketing, bem como sobre marketing e consumo. A metodologia contempla um estudo bibliográfico dos temas abordados e uma pesquisa documental a partir de análise nas legislações e documentos institucionais do curso em foco. Os resultados da pesquisa permitiram conhecer de forma mais ampla as concepções acerca do que as Diretrizes Curriculares Nacionais Gerais para a organização e o funcionamento dos cursos superiores de tecnologia referenciam sobre o consumo consciente e socialmente responsável para subsidiar a construção dos Projetos Pedagógicos dos cursos superiores de tecnologia em Marketing. Em sintonia, identificou os elementos de formação direcionados ao consumo consciente a partir do currículo do curso superior de tecnologia em Marketing pesquisado, apontando as principais práticas utilizadas e como estas se apresentam. Por fim, as possibilidades de melhoria no currículo do curso de Marketing, direcionada à formação de um profissional que, além da função de estudar e propor formas indiscriminadas de vender, preocupa-se com a formação de valores de consumo consciente e responsável socialmente
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Buchwald, Leigh John. "Curriculum for enterprise networking specialist at Citrus College." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/3019.
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The purpose of the project was to develop a single-semester curriculum for Citrus College. The curriculum was directed at adults returning from the workplace to update their skills, and college students that are enrolled in the information technology (IT), or computer science (CS) tracks.
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Jooste, Susina M. "A curriculum framework for continuing professional development in culinary studies." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/645.
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Mashingaidze, Kenneth Tatenda. "Adopting and contextualising international computing curricula: a South African case." Thesis, 2017. https://hdl.handle.net/10539/24400.
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Submitted in partial fulfilment of an M.Com. degree in Information Systems, Faculty of Commerce, Law and Management, University of the Witwatersrand,
March 2017Purpose – The aim of this research is to examine one case of the adoption and contextualisation of an international computing curriculum at a South African university in order to improve the understanding of this process for literature as well as practice. An international computing curriculum is a curriculum developed by international professional and scientific bodies such as the Association for Information Systems (AIS), Institute for Electrical and Electronics Engineers (IEEE) or the Association for Computing Machinery (ACM). Design/methodology/approach – The research adopts an interpretivist approach and follows an exploratory research design using qualitative methods to gather data and directed content analysis for data analysis. The research site is a traditional South African university which has used the IS2010 curriculum as a guideline for their undergraduate Information Systems degrees. The site was chosen using convenience sampling. Data was obtained through interviews with staff at the Information Systems department as well as university documentation. Findings - The research indicates that university objectives, university context and industry skills needs have shaped the way the university has adopted and contextualised the IS2010 curriculum. The research also indicates that there are two types of challenges that were encountered: challenges caused by IS2010 and existing challenges that affected IS2010. The major challenges caused by IS2010 were the absence of important elements related to teaching and learning, particularly pedagogy. The challenges that affected the adoption of IS2010 but were not caused by IS2010 were challenges that the university was already facing. These include the language of instruction, institutional culture, staff shortages and students’ cultural and educational background. Originality and Practical contribution – Most of the research on this area focuses on African countries other than South Africa. Researchers have argued that it is important to conduct this kind of research on an individual country level because of the unique nature of the challenges facing each country. This research is an attempt to conduct such research specifically for South Africa. The research findings have shed light on how a South African university may adopt and contextualise an international computing curriculum and the challenges the university might face in doing so. This will in turn help computing educators in addressing such challenges and provide some guidance on how to go about doing so. The research also puts forward a conceptual framework that can be used to research computing curriculum contextualisation in South Africa.
GR2018
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van, Jaarsveldt Liza Ceciel. "Information technology competence in undergraduate public administration." Thesis, 2010. http://hdl.handle.net/10500/4831.
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This research was selected after the South African Minister of Public Service and Administration, Minister Geraldine Fraser-Moleketi’s, statement in the Budget vote speech of 2002 that government spent an estimated R3 billion per annum on Information and Communication Technology (ICT) goods and services, but that only 20 percent of public servants are computer literate. In 2004, this was illustrated again by the Minister who stated that the government will be recruiting new skilled personnel and that the recruitment will take place primarily from African countries, India and Iran. During 14 to 17 November 2005 the Minister lead a delegation to India with the specific purpose of reaching agreements between the two countries for assistance by the Indian public service through the transfer of Indian public servants, as well as training interventions and mentorship programmes for South African public servants.technology is one of the key strategies that governments can use to reform and improve public service delivery. Large amounts of information are required to deliver public services, for example pension and unemployment administration. However, to make proper use of and benefit from information technology public servants will need information technology skills and knowledge.
It is generally accepted that universities provide Public Administration education to students that will become the future workforce in the public service. It is the duty of a university to provide scientifically inspired career education to students. Universities undertake to provide the knowledge as well as higher education to students in order to function effectively in the workplace. A student studying for a career should be able to gain knowledge about the field of study and gain the necessary skills to be used in practice. Thus, students in Public Administration should not only have knowledge about the subject Public Administration, they should also be able to act as professional public servants that can serve the public. The question can however be asked whether the curricula provided to undergraduate Public Administration students at South African universities comply with the needs of the public work force when considering the use of information technology competencies?Public Administration and Management
D. Litt. et Phil. (Public Administration)
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Van, Jaarsveldt Liza Ceciel. "Information technology competence in undergraduate public administration." Thesis, 2010. http://hdl.handle.net/10500/4831.
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This research was selected after the South African Minister of Public Service and Administration, Minister Geraldine Fraser-Moleketi’s, statement in the Budget vote speech of 2002 that government spent an estimated R3 billion per annum on Information and Communication Technology (ICT) goods and services, but that only 20 percent of public servants are computer literate. In 2004, this was illustrated again by the Minister who stated that the government will be recruiting new skilled personnel and that the recruitment will take place primarily from African countries, India and Iran. During 14 to 17 November 2005 the Minister lead a delegation to India with the specific purpose of reaching agreements between the two countries for assistance by the Indian public service through the transfer of Indian public servants, as well as training interventions and mentorship programmes for South African public servants.technology is one of the key strategies that governments can use to reform and improve public service delivery. Large amounts of information are required to deliver public services, for example pension and unemployment administration. However, to make proper use of and benefit from information technology public servants will need information technology skills and knowledge.
It is generally accepted that universities provide Public Administration education to students that will become the future workforce in the public service. It is the duty of a university to provide scientifically inspired career education to students. Universities undertake to provide the knowledge as well as higher education to students in order to function effectively in the workplace. A student studying for a career should be able to gain knowledge about the field of study and gain the necessary skills to be used in practice. Thus, students in Public Administration should not only have knowledge about the subject Public Administration, they should also be able to act as professional public servants that can serve the public. The question can however be asked whether the curricula provided to undergraduate Public Administration students at South African universities comply with the needs of the public work force when considering the use of information technology competencies?Public Administration and Management
D. Litt. et Phil. (Public Administration)
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Naidoo, Segarani. "The impact of the digital divide on information literacy training of Extended Curriculum Programme students at the Durban University of Technology." Thesis, 2011. http://hdl.handle.net/10321/687.
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Submitted in fulfilment of the requirements of the Master of Technology Degree in Library and Information Studies, Durban University of Technology, 2011.This study investigated the impact of the digital divide on information literacy (IL) training of Extended Curriculum Programme (ECP) students at the Durban University of Technology (DUT). There are students entering the tertiary education environment in South Africa who have never used the Internet or have little or no knowledge of technology. Hence South African higher education institutions have a heterogeneous mix of both digitally advantaged students and digitally disadvantaged students. The objective of this study was to investigate the impact of the digital divide on IL training of ECP students at the DUT and to recommend guidelines for teaching and learning of IL that would accommodate both digitally advantaged and digitally disadvantaged students. The sub-objectives of the study were: to identify in what ways the digital divide impacts on the IL training of ECP students; to identify innovative teaching and learning methods to accommodate the diversity of students in the IL classroom; and to recommend guidelines for teaching and learning of IL in the ECP that accommodates the digital divide among participating students. Hence, the three population sets for the study were: DUT ECP students of 2010, Subject Librarians teaching IL to ECP students and the DUT ECP Coordinator. The study employed a mixed method approach in its research design. Data was collected from ECP students by means of a questionnaire, an interview schedule was used to collect data from Subject Librarians involved in teaching of the IL module to ECP students and lastly, a separate interview schedule was used to collect data from the ECP Coordinator. Qualitative data that was collected from the survey questionnaire was analysed using SPSS (Version 18.0) whilst qualitative data collected from the interviews and from the questionnaires was analysed thematically using content analysis. The findings of this study reveal that the digital divide does impact on IL training in ways such as, slowing down the progress of IL lessons; basic computer skills need to be taught in the IL classroom and that disadvantaged students find it difficult to follow online lessons while advantaged students already have the expertise to access online information. Based on these findings the study recommends that computer literacy training precede IL training; that various creative teaching and learning methods, such as, group work, games, online tutorials and interactive websites be incorporated into IL training to accommodate both digitally advantaged and digitally disadvantaged students in the IL classroom.
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Human, Nadia Emelia. "The role of a responsive curriculum in optimising learning in higher education." Thesis, 2017. http://hdl.handle.net/10500/23263.
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Higher education has been challenged to respond to the inequalities of the past. This required an education system that is more responsive to the needs of underprepared students. The question that arises is whether Higher Education Institutions (HEIs) curricula create opportunities for students to adhere to the demands of the world of work and to assist students to take responsibility for their own learning. The purpose of this study is to investigate the role of a responsive curriculum in optimising learning in higher education. An interpretative and descriptive qualitative approach was used in which semi-structured interviews and document analysis served as data collection techniques enabling the researcher to gain more depth in understanding the reality of the responsiveness of curricula used in the Department of Informatics at a Higher Education Institution in Gauteng. The study revealed that there is a dynamic but complex relationship between a responsive curriculum and optimisation of learning. Although the investigated curricula, responds to aspects of the knowledge domain, the findings seemed to indicate that there was not always a clear indication that the curricula fully respond to the needs of the students and industry. The findings further suggest that although content knowledge of the curricula plays a crucial role in the development of students, the needs of industry, society and students should also be met.
Although the study’s results cannot be generalised due to the small sample, the researcher is of the opinion that more can be done to improve the state of the current curricula. Inclusive curriculum development training should be provided to all stakeholders (lecturers, students and industry). This descriptive study concludes with the suggestion of using a responsive curriculum model that would enable curriculum developers to design a responsive curriculum allowing students to experience optimal learning in higher education.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
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"A comparative analysis of the computer science & information systems curricula and employer's perception in Hong Kong." Chinese University of Hong Kong, 1995. http://library.cuhk.edu.hk/record=b5888317.
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by Lau Yuk-kam, Eileen.Thesis (M.B.A.)--Chinese University of Hong Kong, 1995.
Includes bibliographical references (leave 60).
ABSTRACT --- p.ii
TABLE OF CONTENT --- p.iv
LIST OF TABLES --- p.vi
ACKNOWLEDGMENTS --- p.vii
CHAPTER
Chapter I. --- INTRODUCTION --- p.1
Organization of the Report --- p.3
Chapter II. --- METHODOLOGY --- p.4
Literature Review --- p.4
Data Collection --- p.5
Curricula Information --- p.5
Job Advertisement --- p.6
Data Analysis --- p.7
Chapter III. --- LITERATURE REVIEW --- p.8
Computer Science (CS) Curriculum --- p.8
Information System (IS) Curriculum --- p.10
Differences between CS & IS Curricula --- p.14
Related Works --- p.15
Chapter IV. --- RESULTS --- p.17
Computer Related Curricula in Hong Kong --- p.17
Computer Related Job Market in Hong Kong --- p.25
Chapter V. --- ANALYSIS --- p.29
Design of Computer Curricula by Local Universities --- p.29
Employers' Perception of CS & IS --- p.31
CS & IS Job Mis-match --- p.34
Appropriateness of Universities in Preparing Graduates --- p.35
Computer Science Curricula --- p.35
Information Systems --- p.36
Chapter VI. --- CONCLUSION & FUTURE WORK --- p.38
Future Work --- p.39
APPENDIX --- p.41
BIBLIOGRAPHY --- p.60
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Botes, Vida Lucia. "The perception of the skills required and displayed by management accountants to meet future challenges." Thesis, 2005. http://hdl.handle.net/10500/1935.
Full textAbstract:
In the 21st century change is inevitable and management accounting has not been immune to the changing business environment. The morphogenic change, has been brought about because of three distinctly identifiable drivers of change namely rapidly advancing communications and information technology, the onslaught of globalisation and an increased emphasis on the knowledge worker in organisations.
Questions have been raised by business leaders about management accountants ability to keep pace with the challenges, as well as higher education's ability to provide graduate management accountants with the required skills for the new business environment.
A triangulation method was used to conduct an investigation into the perception of the skills required and acquired by South African management accountants to meet the challenges of the changing business environment. As the fundamental nature of the study implied performance measurement, a balanced scorecard was employed to report on and measure if academia is delivering what practice wants.
The study found that tertiary management accounting education has been slow to adopt the changes of the business environment and that a gap does indeed exist between what practice want and educators teach. Information obtained from the customer, learning and growth, internal business process and financial perspectives of the balanced scorecard was used to develop a framework for curriculum design. Academics involved in curriculum design should take note of the recommendations listed in this research in order to ensure that qualifications remain relevant to an ever-changing business environment.Financial Accounting
D.Comm.
39
Ekpo, Christiana Okobi. "Investigating the responses of architectural programmes in South African universitites of technology curricula to sustainable building practices." Thesis, 2015. http://hdl.handle.net/10210/13984.
Full textAbstract:
M.Tech. (Architectural Technology)Curricular changes in architectural studies are necessary to allow for the incorporation of newer concepts and ideas which will equip graduates with the skills required for contemporary professional practice. This study was carried out to investigate the incorporation of sustainable building (SB) knowledge into the undergraduate curricula of Departments of Architecture at Universities of Technology in South Africa. The study rationale, current status of sustainable building teaching to diploma students, levels of awareness and training in sustainability as well as obstacles to the incorporation of SB into teaching curricula were investigated. A sample size of 8 architecture lecturers and 17 architecture students from three universities of technology, at third year and BTech levels were surveyed using a questionnaire. The third year and BTech classes were chosen for this survey because the researcher assumed that they have more knowledge about curricular structure and content than the junior classes (first and second year). Results showed that architecture departments in all the universities investigated currently teach sustainable building concepts (theory, design and technology) and that there appears to be a fair awareness of sustainability and green building practices among the lecturers and students. However, curricula in these universities were either inadequate or poorly conceptualised. General comments from respondents indicated that much more needs to be done to improve the teaching and learning of SB in the universities surveyed. The study showed that students are not adequately exposed to regular and affordable sustainability-related workshops, seminars, symposiums, excursions and field trips, possibly because of cost implications as these tend to be generally expensive. The findings also revealed among others, that the level of study at which SB is formally introduced to students, the number of lecturers involved, as well as the number of lecture hours for teaching SB, all varied considerably between the institutions. A benchmark exercise with the University of Maryland (UMD) in the USA revealed that structural and conceptual changes have to be made in the curricula and behavioural adjustments among students and lecturers in South African Universities of Technology are necessary to measure up with global trends.
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Rautenbach, Eunice. "Developing curricula for English for occupational purposes : a case study at a university of technology." 2014. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001608.
Full textAbstract:
D. Tech. Language PracticeThe focus of this study was to determine how best to develop EOP curricula. This was accomplished by doing an EOP wants and needs analyses, including all stakeholders. A case study was conducted at a University of Technology, and a Pragmatist approach was used, utilising both quantitative and qualitative research methodologies. The wants and needs, which would form the basis of an EOP curriculum, emerged as themes from the analysis. There was a particular focus on: the students, because EOP is learner-centred; authenticity of learning materials per field of specialisation; and, collaboration among departments rendering language services and service-requesting departments in the university. The conclusion drawn was that English proficiency plays a central role in the success of learning EOP. Direct feedback from industry, regarding student wants and needs, emerged as essential in planning a curriculum.
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"The use of information technology in initial teacher education in historically black universities in the Northern Province." Thesis, 2012. http://hdl.handle.net/10210/5138.
Full textAbstract:
D.Ed.The use IT is increasingly becoming a reality in education in South Africa (SA). Despite this very few historical black universities (HBU's) utilize it in the training of their student teachers. For this reason the use of IT by student teachers in the historical black universities in the Northern Province has been disappointing. This study raises questions for investigation regarding the use of information technology in initial teacher education (ITE) in the Northern Province (South Africa), which ultimately enabled the researcher to generate an approach for the implementation of IT in initial teacher education in Universities in the Northern Province. In order to reach possible solutions for the stated problem and to suggest an approach for the implementation of IT in ITE, a literature study on information technology in initial teacher education was undertaken. An empirical study was also conducted which included: • Interviews with deans of the schools of education (faculties of education) in the two Universities in the Northern Province. • HOD's of the department of Educational Practice (The department of Curriculum Studies and Teachers Education). • Lecturers in the faculties of Education (School of Education) • HED & UED student teachers at these two universities. • Computer Centre Personnel at these two institutions. • Colleges of Makhado and Mokopane were also visited with a view to observe what was happening in terms of IT training and, to interview rectors and lecturers responsible for IT training.
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Steen, Tangikina 'Utumeimoana Moimoi. "Students' adjustments to use of information technology (IT) in their university studies." 2003. http://arrow.unisa.edu.au:8081/1959.8/25015.
Full textAbstract:
The current thesis is concerned with investigating students' adjustments to the use of IT in their university studies, through three specific foci: Viz, (a) to document students' patterns of IT usage, (b) to identify factors which influence students' use of IT in a university environment, and (c) to investigate problem solving strategies that students use when encountering difficulties in IT. Three empirical studies were conducted. The current thesis found that given appropriate opportunities, students do make successful adjustments to use of IT during their university studies. Although indigenous students rated their competencies lower than non-indigenous students, no significant differences were found between ethnicity and the types of problem solving strategies that students used in IT.thesis (PhD)--University of South Australia, 2003.
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Smit, Petrus Erasmus Johannes. "Kognitiewe vaardighede in technikononderrigprogramme vir die veranderende tegnologiese arbeidsmark." Thesis, 2015. http://hdl.handle.net/10210/14906.
Full textAbstract:
D.Ed. (Science Curriculum)The main problem investigated in this research is the identification of cognitive skills required for the present day labour market which should be included in technikon instructional programs. The aim of this research 'is to identify those cognitive skills which are relevant to the work/labour milieu of the technikon, and to describe the importance of these skills in the context of the teaching program ...
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Kotecha, Kajal Harsukhlal. "The impact of technology on work-life conflict among academics." Thesis, 2014. http://hdl.handle.net/10210/11867.
Full textAbstract:
M.Com. (Human Resource Management)The use of Information Communication Technologies (ICTs) to work after regular working hours has become prevalent in the academic profession. Although ICTs are known to enhance work flexibility, they also seem to encourage academics to use ICT devices after hours for work-related purposes. This consequently questions the work flexibility, which is enabled by ICTs, and the potential impact that this has on the work–life conflict (WLC) experienced by academics. The primary objective of this study was to investigate the phenomenon of technology assisted supplemental work (TASW) and the implications that this has on the WLC experienced by academics at a higher education institution in South Africa. In addition, the moderating roles of gender, marital status and whether or not the respondents had children were factors, in these academics‟ personal lives, which were taken into consideration in investigating the relationship between TASW and WLC. The study adopted a quantitative research approach, and made use of an online survey, composed of three sections, to collect data. Section A included demographic-related questions, while Section B contained questions from a pre-existing WLC scale, and Section C comprised of a pre-existing scale used to assess TASW. The sample consisted of academics from a higher education in South Africa (n = 216). The results of the research engaged in revealed a significant relationship between TASW and WLC. Regarding the relationship between TASW and the three forms of WLC, the results revealed that TASW is significantly and positively related to time-based and strainbased WLC. There is no significant relationship between TASW and behavioural-based WLC. TASW is a significant predictor of WLC. Furthermore, the results revealed that gender, children and marital status all significantly moderated the relationship between TASW and WLC. This study contributes further knowledge to the emerging field of research relating to TASW in a South African context. In addition, this study also emphasises the implications of using ICTs and their potential to encourage academics to extend their working hours. This study therefore questions the benefits of this work flexibility that many academics are privileged to have from using ICTs.
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Singh, Fiona. "Information technology in nursing education: perspectives of student nurses." Diss., 2018. http://hdl.handle.net/10500/25575.
Full textAbstract:
The purpose of this study was to explain and describe the perspectives of student nurses at a private nursing education institution (NEI) in the province of KwaZulu-Natal (KZN), South Africa, on the use of information technology (IT) in nursing education.
A quantitative, non-experimental descriptive research design was selected to determine the respondents’ perspectives on IT and identify challenges that they encountered. The target population included all student nurses registered at the private NEI for the Bridging Programme for Enrolled Nurses leading to registration as a General Nurse (R683) and the Advanced Diploma in Medical and Surgical Nursing Science with specialization in either Critical Care, Trauma and Emergency, or Perioperative Nursing (R212). The researcher developed and used a structured self-administered questionnaire for data collection.
Data was analysed using descriptive and inferential statistics. The study highlighted that the respondents acknowledged the importance and benefits of IT in nursing education and the profession, but encountered challenges in using IT. The study found that the respondents owned at least one IT device, used IT frequently for study and work purposes, reported IT competence, and had positive attitudes to IT. The researcher made recommendations to improve the use of IT in nursing education and for further study.Health Studies
M.A. (Nursing Science)
46
Dlamini, Ricky Nhlanhla. "Investigating the antecedents to teaching green information technology (Green IT) : a survey of student teachers in Swaziland." Diss., 2018. http://hdl.handle.net/10500/25357.
Full textAbstract:
Summary in English, Afrikaans and ZuluThe natural environment is important for human existence and the ubiquity of Information Technology (IT) has negatively impacted on the natural environment. Green IT offers to address these negative effects. However, since Green IT practices are often not common knowledge, it is vital that they are taught to others. Teachers typically have the skills and opportunities to teach many people. The research problem was the lack of research focusing on the teaching of Green IT in the context of the urgent need for it and teachers’ limited knowledge and competencies relating to Green IT. The study employed a survey research strategy, involving exploratory factor analysis, ANOVA and structural equation modeling (SEM). The main findings indicate that allocating time and resources to improve student teachers’ level of awareness, perceived behavioural control and person-related beliefs would positively influence their intention to teach Green IT, and, in turn, their Green IT teaching.
Die natuurlike omgewing, wat so noodsaaklik is vir menslike voortbestaan, word negatief beïnvloed deur die alomteenwoordigheid van inligtingstegnologie. Groen IT-praktyke kan gebruik word om sodanige negatiewe effekte in te perk, maar aangesien die nodige kennis nie alombekend is nie, moet dit aan ander oorgedra word. Onderwysers het beide die vaardighede en die geleenthede om inligting aan groot groepe mense oor te dra. In dié geval was die navorsingsprobleem ‘n gebrek aan studies wat fokus op die dringende noodsaaklikheid van Groen IT-onderrig, asook onderwysers se beperkte verwante kennis en vaardighede. ‘n Opname is gebruik as navorsingstrategie, met eksploratiewe faktorontleding, variansie-ontleding (ANOVA) en strukturele vergelykingsmodellering (SVM). Ingevolge die hoofbevindinge sal die beskikbaarmaak van tyd en hulpbronne leerlingonderwysers se bewuswordingsvlakke verbeter, sowel as hul waarneembare gedragswetenskaplike beheer en hul persoonsverwante beskouinge, en ‘n positiewe uitwerking hê op hul voorneme om Groen IT te onderrig, wat weer op sy beurt hul Groen IT-onderrig sal bevoordeel.
Imvelo yemvelo ibalulekile ekubeni khona komuntu nokutholakala kobuchwepheshe bezokwazisa kuye kwaba nomthelela omubi emvelweni yemvelo. Ubuchwepheshe bezokwazisa obuluhlaza bunikeza izindlela zokubhekana nemiphumela emibi. Kodwa-ke, njengoba imikhuba yobuchwepheshe bezokwazisa obuluhlaza ayivamile ukuba ulwazi iv oluvamile, kubalulekile ukuthi ifundiswe kwabanye. Othisha sidalo sabo banawo amakhono namathuba ukufundisa abantu abaningi. Inkinga yocwaningo ukuntuleka kocwaningo okugxila ekufundiseni kobuchwepheshe bezokwazisa obuluhlaza esimweni sesidingo esiphuthumayo sabo, nolwazi olulinganiselwe lothisha kanye namakhono afanelekayo kubuchwepheshe bezokwazisa obuluhlaza. Isu lokucwaninga ucwaningo lwasetshenziswa, okubandakanya ukuhlaziywa kwesici sokuhlola, ANOVA kanye nokuhlelwa kwesifaniselo esiyisilinganiso (SEM). Ukutholwa okusemqoka kubonisa ukuthi ukwabela isikhathi kanye nezinsiza zokuthuthukisa abafundi othisha izinga lokuqwashisa, ukulawula kokuziphatha okubonwayo kanye nezinkolelo ezihlobene nomuntu zizoshukumisa kahle izinhloso zabo ukufundisa ubuchwepheshe bezokwazisa obuluhlaza futhi nemfundiso yabo yobuchwepheshe bezokwazisa obuluhlaza.
University of South Africa
School of Computing
M. Sc. (Computing)
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Rammanhor, Kiveshni. "An analysis of the Somatology programme offered at South African Universities of Technology to determine whether it meets the needs of industry." Thesis, 2015. http://hdl.handle.net/10321/1266.
Full textAbstract:
Submitted in fulfilment of the requirements for the Master’s Degree in Technology: Somatology, Durban University of Technology, 2014The beginning of the 20th century presented the Somatology profession with unprecedented challenges of acquiring a scientific base and achieving professionalisation. It is in this milieu that a few research studies were previously undertaken with regard to Somatology education however, none particularly focused in relation to areas that are preparing graduates for industry. The current study was a national study that explored the existing National Diploma offering through the lens of students, educators and members of the Durban University of Technology’s Advisory Board. In particular, it focused on developing broad guidelines to guide academics on what further content was required to be integrated into the current Somatology education. A triangulated approach using both quantitative and qualitative methods was used to guide the operationalisation of the research process. Five Universities of Technology participated in the study, viz. Cape Peninsula University of Technology, Central University of Technology, Durban University of Technology, Tshwane University of Technology and the University of Johannesburg. Third year and B.Tech students were surveyed with regard to the current Somatology Programme and what further aspects needed to be integrated into it to better prepare graduates for industry. In addition, in-depth interviews were also held with ten academics, two from each University of Technology, to examine what they thought needed to be included in education to strengthen the current programme. The same was done through a focus group discussion with members of the Durban University of Technology Advisory Board. A programme analysis of current content being taught at the five Universities was also undertaken. The results reflected that although most of the samples were satisfied with the current educational programme, they still believed that gaps existed and that graduates were still not adequately prepared for industry. It was found that both students and educators saw the need for more therapies to be included in the training. Both educators and the Advisory Board sample also saw the need for a stronger emphasis to be placed on practical skill development. The Advisory Board sample also strongly articulated for training to occur in an industry context as opposed to the University based experiential setting. Using data from these multiple samples, a set of guidelines was developed and presented. These guidelines were based on what further therapies needed to be integrated into education. The Duke Integrative Medicines Wheel of Health was adopted as the theoretical framework of the study. It was also utilised to identify specific areas that needed to be interwoven into education to further strengthen graduates’ preparedness for industry.
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Shange, Thembeka. "The English proficiency skills of Information and Communication Technologies (ICT) Foundation students at a University of Technology : assessing the effectiveness of the English Word Power program." 2016. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001915.
Full textAbstract:
D. Tech. Language PracticeAdditional language learning in South Africa is a challenge, partly as a result of the country's past history which promoted certain languages in official domains, while others that were spoken by the majority of the citizens remained underdeveloped, and marginalised. As English is a language of learning and teaching at most universities in South Africa, students with a very poor command of English find it severely challenging when they enroll at university. This study assessed the possible, significant effectiveness of the English Word Power (EWP) program, which is used as a form of intervention on the poor English proficiency skills of ICT Foundation students at a University of Technology in Gauteng.
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Minishi-Majanja, Mabel Khayisia. "Mapping and audit of information and communication technologies in Library and Information Science education in Sub-Saharan Africa." Thesis, 2004. http://hdl.handle.net/10530/293.
Full textAbstract:
Thesis submitted in fulfilment of the requiremnets for the Degree of Doctor of Philosophy in Library and Information Science at the University of Zululand, 2004.Technology is a key subject with in C2005-RNCS and is targeted as a learning area which will contribute towards preparing learners for their roles in society and in the world of work. School principals are tasked with the responsibility of ensuring that Technology as a learning area is successfully implemented at schools in line with national and provincial guidelines. This research examined management of the curriculum with specific reference to Technology as a learning area. The management role of principals is central to implementation of this learning area, including provision of resources for teaching and learning and assignment of technology education to qualified educators. A literature review was undertaken to establish the relevant technical knowledge and professional skills that the principal would be required to possess in order to bring about meaningful changes and to implement Technology education. The study revealed that there are challengers regarding management of Technology curriculum and resources to implement the learning. The study also revealed that in spite of barriers to successful implementation school principals have devised measures to implement and manage the curriculum, including communicating with the interest groups. The researcher has made recommendations regarding management and implementation for Technology education.
Moi University
50
Makam, Zanele Nancy. "A gender based micro analysis of information technology skills development among undergraduate students." 2014. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001600.
Full textAbstract:
M. Tech. Busines AdministrationWhile the use of computers and information technology (IT) is becoming ubiquitous in everyday life, IT is also an integral part of a successful economy. The South African government, in its National Policy Framework for Women's Empowerment and Gender Equality, stipulates that science and technology are fundamental components of development, and that the government must devise mechanisms to engage women with these skills. The objective of this study was to evaluate, using the theory of planned behaviour, the difference between female and male students' perceptions about this important field. It aims to explore how prevalent the gender imbalance is in terms of students already studying IT at university with regard to their attitudes towards IT courses.