Dissertations / Theses on the topic 'Private Universities And Colleges – KwaZulu-Natal'

Bibliography: p. 151-153.
The dissertation, "Institutional Change in Higher Education: A Case Study" examines efforts to bring about fundamental institutional change at the University of Natal over a period of some 1 0 years, 1988 to 1997. The case study is characterised as being of an embedded single case design. It is an instrumental rather than an intrinsic study. It attempts to extend understanding of the complex social phenomenon of institutional change in higher education, through analytic generalization. The two sub-units of the case study relate to different attempts by the executive of the University of Natal to bring about consensus on the need for fundamental change and the nature of the change: through a more-or-less conventional strategic planning process; and by the adoption- as a strategic initiative- of the notion of becoming a learning organization. The two sub units are examined on the strength of University documents and interviews with past and present University office bearers and staff, within a conceptual framework of organizational theory derived mainly from Mintzberg, McGregor, and Senge. Both the strategic planning approach and the learning organization approach are seen to have failed as means of engineering consensual change and in the latter half of 1997 the University experiences a restructuring crisis as a result of financial pressures. A puzzle around restructuring, viz. why the University should pursue structural change which goes beyond the needs of simple cost-cutting and efficiency, is addressed first in terms of a perceived need for innovation, within the foregoing organizational theoretical framework. The analysis is then extended (effectively recontextualised) within a more pedagogic , social and political theoretical framework which is dependent largely on Bernstein. This analysis sees the changes being pursued at the University of Natal as being consistent with a shift in higher education generally to a market-dominated, competitive discourse in which University lecturers become knowledge entrepreneurs, competing within the institution and between institutions for scarce resources in response to perceived market needs . In this process, the narcissistic and introjected identities of academic departments, in which professionals in bounded disciplines determine priorities themselves , are replaced by projected identities and priorities are determined outside the discipline and the University. This cannot happen overnight. However , plans at the University of Natal to remove their administrative authority from academic departments are seen as a step in this direction.

The study focuses on the service quality of Damelin College in Pietermaritzburg. Damelin College strives to ensure that students extract every promising benefit their courses. Damelin College aims at being a provider of quality, learner -focused education. The various opinions and attitudes of students regarding the service quality at Damelin College is investigated using questionnaires. This study covers the service quality aspects of private tertiary institutions. Data for the study was collected at Damelin College using a random sample of two hundred participants. The service quality of Damelin is discussed in detail as well as the theory of quality dimensions. The significance of service quality for tertiary institutions is a major aspect and all students need to receive the most appropriate form of respect and understanding. The high commercialized fees that students pay needs to be equate to the standard of the education that they receive. In relation to the problem statement, the research objectives are as follows: 1. To measure the impact of the service quality in private tertiary institutions. 2. To undertake an empirical analysis of the linkage between private tertiary institutions. 3. To investigate what aspects contribute to the choice of a private institution in which to study. 4. To determine how service quality influences where to study. Private institutions, who want to gain a competitive edge, may need to begin searching for effective ways to attract, retain and foster strong relationships with students. The service quality dimensions are tangibility, responsiveness, reliability, assurance, empathy, overall service quality and student satisfaction.
Thesis (M.Com.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

Post apartheid South Africa saw the introduction of many policies and legislations that were to meet the goals of democracy, social redress, equity and development. One of the crucial legislations that guided the restructuring of higher education was the South African Qualifications Authority Act (SAQA) of 1995. Within this SAQA Act (1995) is the issue of quality assurance. Through a system of quality assurance and through processes such as the registration of higher education practices and programmes such as the Education and Training Quality Assurance Bodies (ETQA), the National Standards Body (NSB), the Standards Generating Bodies (SGB), the Council of Higher Education and the Higher Education Quality Committee (HEQC) within the SAQA Act mandate. The higher education sector is been guided to offer relevant and responsive needs that meet the needs of learners, employers and other stakeholders. Quality Assurance could relate to greater accountability and efficiency in respect of education or higher standards of education provision. It is within the expression of higher standards and comparability of quality assurance that through the SAQA Act (1995) all providers of higher education, whether public higher education providers of private higher education providers, are required to register as providers of higher education programmes and to register its programmes been offered. It is within this expression of quality assurance that this study is located. This study examined the impact of the Quality Assurance Legislation on programme design of the Information Technology (IT) Department within the School of Technology at Anchorlite College, which is a private higher education institution (PHEI). The Study focused on two critically questions, viz: i. Did the PHEI use a quality assurance system before the quality assurance legislation? ii. What impact did the quality assurance legislation have on pedagogy, resources and content of programme design of a PHEI A case study method was used on a purposeful sampled PHEI to illuminate the impact of the quality assurance legislation on programme design at Anchorlite College. Data was obtained through an interview with the Head of Department. The institution's records were used to retrieve data. Also a questionnaire was administered to the IT staff The findings indicate that there are both positive and negative aspects concerning the impact of the quality assurance legislation on programme design. The SAQA Act (1995) did impact on the IT programme pertaining to staffing, physical resources, assessment, programme design and learners. The findings indicate that the quality assurance legislation within the' Requirements for Learning Programmes' (SAQA, 1998) influenced and impacted the IT programme. This impact was indicated by appropriate and adequate staff have been employed to support the learning programme, the physical resources have increased, a more informed assessment strategy has been implemented and the learners admission requirements into the IT programme has changed by introducing aptitude testing. The findings did indicate that some staff was aware of the quality assurance before the SAQA Act (1995) The recommendations of this study indicate that the staff aligns themselves with the needs of the industry by internships or forming partners with industrial organizations. The IT programme will have to be reviewed and adapted to include the needs of the industry. The system of staff development programmes is implemented so that the staff becomes familiar with the new skills and techniques of industry. The SAQA Act (1995), the quality assurance legislation did impact on the programme design of the IT programme at Anchorlite College.
Thesis (M.Ed.) - Educational Management)-University of Durban Westville, 2002.

The study identifies factors influencing employee motivation levels within the University of KwaZulu-Natal's Information & Communication Technology Division's call centre. The research is based on Herzbergs's Two-Factor Theory but also considers other content theories which are also closely aligned. The research is also based on Adam's Equity Theory, a process theory, since this was deemed applicable to the South African environment considering the Employment Equity Act of 1998 and its application in the South African economy. The results showed that management need to ensure that employees are challenged in their jobs. Although employees have a sense of achievement, they are not adequately recognised and do not perceive any growth opportunities available to them. Management also need to improve communication within the division and consider employees personal needs and personal life demands. Bearing this in mind, remuneration packages need to be structured more appropriately to suit the different lifestyle needs of the employees. Management need to improve communication with the staff in order to reduce perceptions of favouritism, race discrimination, and gender inequity. The research also found strong relationships existing between intrinsic factors, extrinsic factors and equity suggesting that all factors play an important role in improving employee motivation levels.
Thesis (MBA)-University of KwaZulu-Natal, 2007.

This study examines the challenges and opportunities that face the merging of Higher Education institutions with the focus on staff’s responses to the merger at the University of Kwa-Zulu Natal (UKZN). The focus of the study was based on staff’s attitudes and their varying experiences since the merging of former University of Durban Westville (UDW) and University of Natal (UN) forming the new institution of UKZN. It examines the barriers, challenges and opportunities of the Heads of School, Academic staff and Administrative staff in the Faculty of Humanities, Development and Social Sciences (HDSS) and the Faculty of Management Studies. The study also reviewed the international or rather global experiences of mergers of Higher Education Institutions and brought into perspective examples of mergers such as in the UK, Australia, United States, Netherlands and Norway. The study then shifted focus to a much more local level in terms of UKZN in assessing the ethos of governance in terms of dialogue and inclusivity and how they perceived the merger of the two former institutions. Since the study is a qualitative, judgmental sampling technique was utilized in this study since it allowed me the researcher to use my own discretion as to who is in the best position to be knowledgeable about the subject under investigation. Therefore a structured interview was employed in this study with a set of inter-related questions, asked in the same order to all participants of this study. Issues of governance, mismanagement of finances, degree scandals, demoralized staff, wage disputes and academic freedom are some of the negative aspects that are perceived to riddle the new institution.
Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2010.

The University of KwaZulu-Natal introduced a part-time Post-Graduate Certificate in Education programme in 2008, to enable graduate teachers to study part-time in order to become professionally qualified. To date, there has been very little academic research on how these professionally unqualified student teachers acquire professional knowledge informally on the job and from the formal Post-Graduate Certificate in Education programme. This study addresses such a gap in the academic literature by exploring the acquisition of professional knowledge through informal learning from their schools where they are teaching and formal learning from the Post-Graduate Certificate in Education. Given that the Post- Graduate Certificate in Education programme may continue to play a pivotal role in the training of teachers, this study has gone some way towards enhancing our understanding of how part-time teachers acquire professional knowledge through formal and informal learning. This study, which is located in the interpretative paradigm, used 10 in-depth interviews with Post-Graduate Certificate in Education students (aged 25 to 42), who were purposively sampled to solicit their views on the acquisition of professional teaching knowledge. Grossman’s model of teacher professional knowledge domains proved to be the appropriate lens and heuristic tool for this study, as it offers insights into the acquisition of general pedagogical knowledge, pedagogical content knowledge, content knowledge and knowledge of the context by these student teachers. The findings from the study suggest that teacher learning occurs in both formal and informal places. Drawing from a teacher knowledge model, it can be argued that propositional knowledge is acquired through academic institutions of learning and practical knowledge is obtained in different school situations of learning. Professionally unqualified teachers can learn general pedagogic knowledge and knowledge of context on the job, with the help of dedicated mentors. These findings could possibly be valuable for lecturers who are involved in teaching and preparing learning materials for Post-Graduate Certificate in Education programmes at the University of KwaZulu-Natal and other universities. In brief, the findings of the study could perhaps inform the curriculum and delivery of the part-time PGCE programme.
Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.

This research attempts to find the ideal ratio of IT staff to end-user at the University of Natal. It also examines the organisational structure of the Information Technology Division of Natal University. This study first examines available literature to establish the suggested structure and ratio. Next the IT function of a small sample of universities around the world is examined. The structure and ratio found at the University of Natal will be compared to the suggested model and to those of the other universities examined. From this study will emerge the ideal structure and ratio for the Information Technology Division of the University of Natal.
Thesis (MBA)-University of Natal, Durban, 2003.

The marginalization of black people from the formal economy has led them to the informal economy. This is due to the country’s macroeconomic policies which have made the country’s economy develop unevenly. The uneven development draws black people who lack skills and are unable to find employment, to engage in informal economic activities. Engaging in informal economic activities enables those marginalised by the formal economy to generate a livelihood from the informal economy. As a result, parents and guardians of the youth struggle to pay tertiary fees and provide a sustainable livelihood for their sons and daughters. In turn, these sons and daughters begin to engage in informal economic activities by selling goods and providing services to other students in their rooms at residence. The selling of goods and providing services is a means to generate a livelihood in order to survive at tertiary, subsequently students become businessmen and businesswomen who own their own small businesses irrespective of the scale of the business. From the government’s perspective, there have been many initiatives, strategies and frameworks to promote small businesses and youth entrepreneurship amongst the youth. However, the policies, strategies and frameworks do not cater for students engaging in these survivalist-enterprise activities of the informal economy as students look to generate a livelihood.
Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2010.

Submitted in partial fulfillment of the requirements for the Master of Management Sciences in Administration and Information Management, Durban University of Technology, Durban, South Africa, 2017.
This dissertation evaluates the quality of administrative practices in three selected Technical and Vocational Education and Training (TVET) colleges in KwaZulu-Natal, situated in the Durban area. TVET Colleges, formerly known as Further Education and Training (FET) colleges in South Africa, have undergone numerous changes since 1994. The South African government has recognized the sharp increase in unemployment, particularly among the youth of the country. There is a dearth of trained employees possessing a certain skills set required in the South African vocational industry and the government has identified TVET colleges as the panacea to address this skills shortage. Student satisfaction is important in higher education as it influences effective learning. This study adopted a mixed methods approach involving a set of questionnaires administered to students. Semi-structured interviews were conducted with administrative clerks and administrative managers. A stratified sampling technique was used when collecting data from staff and a convenience sample was applied when collecting data from students. A SERVQUAL theoretical framework was employed in this study; this model explains the students’ perceptions and expectations in evaluation of administrative practices which have been used to measure service quality in an administrative service context. The result of the research indicated great importance for all TVET colleges to implement an appropriate set of processes for the administrative practices and to continuously review and refine the application system (COLTECH) being used to capture academic information for students, and the lack of support to the administrative clerks in dealing with all students’ enquiries expeditiously. Following an in-depth analysis of the results, this study recommends more consultation with students regarding administrative practices; flexibility in accessing academic information on time; a high level of communication in any enquiries; and proper monitoring of the application system (COLTECH). Administrative clerks should be authorised to rectify errors as soon as possible; continuous training; workshops and the COLTECH application system should be continuously upgraded.
M

This study investigates the perceptions of learners and staff of the Dental Technology Extended First Programme (EFYP) currently offered in the Department of Dental Services at the Durban University of Technology. The EFYP has been offered since 1995 in order to meet the needs of under prepared learners in the Dental Technology programme as well as to address transformation of the programme. The Dental Technology EFYP has evolved over a number of years and was one of the first extended programmes offered in South African higher education. No evaluation of this programme has occurred since its inception. Moreover, the present study is particularly relevant as it has been conducted at a time that the Department of Education is concerned with low throughput rates in South African tertiary education. It is hoped that insights into this programme gained from this study will be of benefit to educators either currently providing foundation provision or those contemplating foundation provision in the future. It is noted that little research into foundation provision has, to date, been conducted in South Africa. For this study, learners currently registered in the Dental Technology programme and staff from the programme were interviewed in semi-structured interviews, and the main themes concerning foundation provision emerging from the study were identified. I conclude that the current EFYP is an academically sound programme contributing to the academic development of individual learners as well as to the overall success of the Dental Technology programme. Learners were unanimous in their belief that the EFYP contributed positively towards their academic advancement. Furthermore, learners noted the contribution that the EFYP made to their integration into higher education through a range of interventions such the departmental mentorship programme. Staff, also, favourably viewed the EFYP as academically successful.
Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2007.

The purpose of this study was to investigate staff attitudes to access and outreach in the three provincial and two of the university-based private archives of KwaZulu-Natal (KZN), South Africa. The position with regard to physical, legal and bibliographic access, including reference services and user education, was explored through visiting the five archives and discussing the situation with archives staff, using the "Checklist for a visit to an archives repository" as the first survey instrument. A survey was then conducted among the 45 staff members, using the second survey instrument: "Survey of archives in KwaZulu-Natal: staff questionnaire", in order to find out if archives inKZN hold outreach activities to publicise themselves and promote their use, and if so, which activities are held, and what attitudes staff hold with regard to these activities. To provide the necessary background information, a literature review was done. The archival situation was looked at from all aspects, starting with a brief overview ofthe history, development and usage ofarchives in the Western World, Africa and South Africa and focussing on the current policy and situation in KZN. Background information was also given on the issues of reference services, public programming and outreach in archives generally and in South Africa in particular. The results of the checklist and questionnaire were then analysed, and revealed difficulties with physical and bibliographic or intellectual access, a lack of user education, and deficiencies in staff qualifications and training. It was found that four out of five archives had held outreach activities, and that there was a growing awareness ofthe need to publicise archives. Activities preferred by staff and user differed from archive to archive. Staff needed to be aware ofwhich type of activity would appeal to each different sector ofthe public. Staff attitudes varied on such topics as best ways ofencouraging users into the archives, factors causing archives not to encourage new users, and factors causing lack of interest of potential users. It was found that there was a dearth of public relations training both in degrees and diplomas, and of in-service training. Recommendations were then made for, among others, improvements to premises, reading room service and user education; upgrading of archives qualifications; provision of in-service training and outreach workshops, based on the findings of the study.
Thesis (M.I.S.)-University of Natal, Pietermaritzburg, 2002.

Submitted in partial fulfilment of the requirements for the degree of Masters in Business Administration (MBA), Business Studies Unit, Durban University of Technology in the Faculty of Commerce, 2008
Higher Education institutions have undergone and are still undergoing transformation in South Africa and this research focused on the merger of a higher education institution as a background to conduct empirical evidence to investigate the relationship between motivation and perceived productivity at the organization under study. In determining the relationship between motivation and perceived productivity, three hypotheses were tested. The first hypothesis indicated that there exists a relationship between motivation and perceived productivity. Hypothesis two was that motivation remains constant through a merger and the last hypothesis was listed as perceived productivity remains constant through a merger. The concept of motivation was very broad, so the study narrowed the focus so that the factors that were examined were collectively labelled motivation resulting from contentment in the workplace and from rewards for good performance. The third aspect of motivation that forms part of the study is that of motivators. The primary data employed included a self administered survey and the secondary data include a literature framework that underpins the discussion of the variables motivation and productivity. The results reflect that there is a positive relationship between motivation and perceived productivity at the specific organization under investigation indicating an increase or decrease in motivation is accompanied by a corresponding increase or decrease in perceived productivity.

This study seeks to investigate the extent to which novice Foundation Phase (FP) teachers who are former Post-Graduate Certificate in Education (PGCE) students, perceive the programme as adequate for preparing them to become Foundation Phase teachers. Traditionally, the PGCE programme focuses on Senior and Further Education and Training (FET) teachers and it is clear what disciplinary knowledge these students bring from their undergraduate degrees. The disciplinary content knowledge that FP students bring to the PGCE is less clear. Students with at least one major (third year level) subject and two subjects at first year level, from the subject areas like Languages, Psychology and Sociology, are accepted into the PGCE FP programme. The PGCE focuses primarily on developing teaching skills. This study also seeks to determine in what ways the undergraduate degree was of help in preparing them to become Foundation Phase teachers. Individual interviews were conducted with six participants, who were practicing teachers, from a group of thirty six students who completed the PGCE in 2008/2009. The study is underpinned by Grossman's theory about teacher knowledge and teaching. Five of the participants who were teaching in rural schools perceived the programme to be adequate. They said that they acquired knowledge of psychological, sociological and linguistic foundations of reading and writing; process and instruction; and that they gained knowledge on how to plan for and use a wide range of curriculum materials. However one teacher, who was teaching at an urban school, indicated that the programme was not very useful in preparing her for Foundation Phase teaching. Rather, she perceived the knowledge she gained at the school where she taught after completing the PGCE as being relevant. She cited that she received support mainly from her mentor teacher who was her Head of Department. These findings seem to suggest that novice teachers learn more in well-resourced schools where there is good support and mentoring, whereas in poorly resourced schools that lack instructional mentoring, teachers tend to rely more on what they learn in formal programmes like the PGCE.
Theses (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

The merging of 150 technical colleges into 50 multi-site Further Education and Training Colleges brought with it a lot of change; one of which was curriculum innovation. The latest curriculum to be introduced was the National Certificate (Vocational); a three year qualification aimed at providing a vocational qualification to those exiting at level 4 on the NQF. One of the programmes on offer is the National Certificate-Marketing. Several subjects make up this programme but this study focuses on marketing. The choice to focus on this subject was motivated by my years of lecturing on the subject, my involvement as an assessor and Head of the Marketing Subject Committee. The rationale of this study was to describe the classroom experiences of lecturers involved in the implementation of the National Certificate-Marketing programme. Data on the classroom experiences of FET college lecturers in implementing this new curriculum reform is absent. Out of four FET colleges that offer the National Certificate-Marketing programme, three colleges were chosen purposively. The sample comprised of two urban area campus sites and one rural area campus site. The theoretical poles underpinning the study are Phenomenology and Globalisation. Being qualitative in nature, the study sought to find the meanings that these lecturers have attached to their classroom experiences. To this end, Limited topical life history accounts of three FET college lecturers in KwaZulu-Natal were undertaken. The use of in-depth semi-structured interviews and photovoice as data collection methods were well suited to achieve this. The degree of flexibility that these methods offered enabled me to collect rich data that unveiled the classroom experiences obtained when implementing the new curriculum. The narrative approach was used to analyse the data. Main themes were drawn from these narratives and these were discussed in the last chapter. Both the findings and the discussion may have implications for management of classrooms, training of lecturers, and support for new lecturers and the enrolment of learners. In summary, the findings of the study suggest that lecturers have had a lot of challenges in implementing this curriculum including lack of proper initial training, inadequate resources, learner diversity, lack of commitment and enthusiasm from learners, increase in workloads, overly bearing recording and reporting processes and insufficient support structures. It was noted that these findings are similar to those of other education sectors both at home and abroad. In spite of these challenges, this study noted the enthusiasm, dedication, commitment and robustness with which the participants in this study have thus far implemented the curriculum. The ingenuity in their work and passion for their learners was also clearly demonstrated throughout the interviews and photovoice sessions.
Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2010

Aim: This study aims to generate recommendations for enhancing the access and success of historically disadvantaged students to health science education at UDW, based on barriers identified within diverse schooling contexts and local conditions at UDW. Methodology: A case study approach was used to select five former DET schools within the DFR to constitute the sample of historically disadvantaged schools for this study. In order to capture the specific ecological milieu, social and cultural conditions pertaining to rural, urban and informal settlement contexts, three schools were strategically selected from each of these contexts (i.e. Sobonakhona, Ilanga and Inhlanhlayethu High schools respectively). In addition, two former DET schools that displayed relatively high achievement rates were also selected (i.e. Vukuzakhe and Zwelibanzi High schools), in order to contextually understand how barriers to positive educational outcomes might be overcome. A multistage sampling procedure was used to sample 40 standard seven and 40 standard ten scholars from each of the selected schools (n=400) and a purposive sampling procedure was used to obtain a sample of teaching staff involved in career counselling and/or science education in each school (n=16). In addition, saturation sampling was employed to obtain a sample of second year African students in the Faculties of Health Sciences and Dentistry at UDW (n=73). A combination of quantitative and qualitative data collection methods was employed, with questionnaires being administered to standard seven and ten scholars as well as to historically disadvantaged health science students. In addition, a total of five focus groups were conducted with teaching staff from each of the selected schools. Results and discussion: It was evident that a complex and interwoven web of factors impacted on the access and success of historically disadvantaged students in health science education at UDW, including, inter alia, inadequate school instructional resources; limited community economic resources; a paucity of educational opportunities and experiences in the home environment; poverty status; low levels of self-efficacy in academic skill; inadequate school career counselling; university selection procedures with a eurocentric bias; adjustment difficulties in the transition from secondary to tertiary education; financial difficulties; a paucity of 'in-group' academic role models; inadequate ADPs and negative conditions in campus student residences. These results are discussed and interpreted within the context of relevant empirical literature as well as a taxonomy derived from over 60 multivariate school-effects studies undertaken in developing countries, comprising four dimensions, viz. ecology, milieu, social system and culture. Conclusions: On the basis of the findings of this study, recommendations for enhancing the access and success of historically disadvantaged students to health science education at UDW are offered. While these recommendations pertain to a broad range of stakeholders, including the Education Ministry, the schooling sector and higher education institutions, particular attention is paid to the development of practical recruitment, selection and retention strategies to be employed by UDW and its Faculty of Health Sciences. Finally, the limitations of the study are discussed and recommendations for future research in this field are offered. KEY terms: access, success and equity; historically disadvantaged; health science education; educational outcomes.
Thesis (M.Sc.)-University of Durban-Westville, 1999.

Submitted in compliance with the requirement for Master’s Degree in Technology: Marketing, Retail, and Public Relations, Durban University of Technology, Durban, South Africa, 2016.
The South African Further Education and Training (FET) sector is facing the challenge of being rated and considered by many young school leavers and the community as a second choice institution, while universities are their first priority. This study aimed to investigate and explore student’s expectations and perceptions of Colleges in KwaZulu-Natal (KZN) with respect to their choice of college. The main objective of this research was to identify students’ expectations and perceptions, and the factors that encourage enrolment at FET colleges, as well as to identify the different expectations and perceptions, according to demographic factors. The SERVQUAL model was employed to establish students’ expectations against perceptions of FET colleges in KZN. The study design was quantitative in nature, using a descriptive technique, cross sectional, and collected data through the application of non-probability sampling with census, quota and convenience sampling methods being utilized to obtain data from a sample of 301 respondents. Data collected from the respondents were analysed with SPSS version 20.0 and interpreted with the use of descriptive and inferential statistics. The questionnaire measured students’ expectations and perceptions in five dimensions of service, namely tangibles, reliability, assurance, responsiveness and empathy. The findings demonstrate that students had higher expectations of service quality with lower perceptions of the actual service received. The negative gaps within the five SERVQUAL service quality dimensions, implies that the students were dissatisfied with the level of service in their FET colleges. The gaps, from largest to smallest, were Reliability, Assurance, Tangible, Responsiveness, and Empathy. FET College management is advised to attend to these above-mentioned gaps and to ensure that the necessary strategies are immediately implemented, as these would improve the FET brand and ultimately position FET Colleges as the institution of first choice in KZN.
M

Submitted in fulfillment of requirements of the Degree of Doctor of Philosophy in Food and Nutrition, Durban University of Technology, 2017.
The focus of this study is to develop a capacity building programme that prepares students for service learning (SL) with the purpose of developing social responsibility and active critical citizenship underpinned by a social justice paradigm at a University of Technology (UoT). In developing countries such as South Africa that still experience severe injustices and inequality of access to, for example, certain services such as health services, it is impossible to ignore issues of human and social development and poverty reduction when promoting the university’s role in development. The developmental role of HEIs has been reinforced through the introduction and formalization of Community Engagement (CE) as a core function of higher education together with teaching and learning and research. When examining the role of universities in educating students for social responsibility and critical citizenship, it is evident that the biggest area of growth of CE has been in the form of Service Learning (SL) and community service. The study posits that in the South African context of HEIs, the potential for fostering, specifically critical discourse and creative thinking exists in what are termed as traditional universities because of the nature of the varied disciplines offered at these institutions. On the other hand, UoTs focused predominantly on the technical study field and on training students for the market place. The emphasis on Work Integrated Learning (WIL) and industry placements narrowed the focus and excluded insights into South Africa’s diversity and socioeconomic issues in the curriculum. The concept of social responsibility within a social justice paradigm is a foreign concept at UoTs in particular. To facilitate SL within a social justice paradigm and to address issues of injustice and inequality in SA at universities, the question that needs to be asked is: how should the preparation of students be shaped to adequately prepare them to become justice-orientated, socially and civically responsible students without compromising their work preparedness? This bigger question leads to the specific question of the study, which is: if the department of Food and Nutrition Consumer Sciences at the Durban University of Technology (DUT) is to develop justice orientated, socially and civically responsible students, what theoretical and philosophical considerations should guide the development of a SL capacity building programme? To achieve the purpose of the study the following objectives were identified: firstly, establish the effectiveness of the current preparation of Food and Nutrition students for SL to foster justice-orientated social and civic responsibility; secondly, determine the theoretical and philosophical considerations that should guide the development of students’ justice-orientated social and civic responsibility through SL in the field of Food and Nutrition; thirdly, develop and implement a SL capacity building programme to foster social responsibility and critical active citizenship within a social justice paradigm; finally, develop a framework for a social justice-orientated SL capacity building programme post evaluation A sequential exploratory mixed methods research protocol was applied in this study. The research process consisted of three phases. Phase I entailed the exploration of the research question with qualitative data collection (focus groups) and analysis. This phase was followed by a developmental phase (Phase II) during which the qualitative results and the theoretical and philosophical considerations evident in the literature were used to develop a capacity building programme. The programme was implemented and the impact of the programme was evaluated in Phase III through the application of the Civic Attitudes and Skills Questionnaire (CASQ). Purposeful sampling was applied in Phases I (qualitative phase) and III (quantitative phase). During phase I five focus groups were conducted (n = 43). Phase III sample consisted of two groups namely, the experimental group (n = 19) and a control group (n = 24). Focus group interviews were recorded and transcribed verbatim after which the data was coded followed by a thematic analysis. The data from the CASQ was captured on Microsoft Excel® and analysed according to CASQ scales using the Statistical Package for Social Sciences (SPSS) version 23 to determine mean and standard deviations. A paired sample 2-tailed t-test was used to determine statistical significant differences between the pre- and post-test. Results from phase I confirmed students’ understanding of CE is mostly a charitable view with little emphasis on addressing social justice issues. The results showed that SL as currently planned and executed seems to perpetuate and reinforce existing social hierarchies and paternalism. The most common expectation of participating in CE from students was to apply skills and theoretical knowledge in a community setting. Students also commented that they expected to be developed personally and to learn about others. Additionally, it is evident from the results that students did not indicate any changes in their social justice awareness. The programme developed in phase II was within the framework of four dimensions including self-awareness, awareness of others, awareness of social issues and change agent as critical to preparing students for SL with the purpose of fostering social responsibility and active critical citizenship within a social justice paradigm and guided by the Ubuntu philosophy, Freire’s critical pedagogy and Mezirow’s transformative learning theory. The results of phase III showed that the experimental group who participated in the capacity building programme showed a significant increase in the social justice related subscales indicating their intentions of future civic action and change in social justice attitudes. The results in the control group demonstrated a decrease in the mean values in the post-test for the social justice subscales. The experimental group also showed an increase in the interpersonal and problem-solving skills, leadership skills, diversity attitudes and course value subscales but it was not significant. An opposite pattern was demonstrated in the control group with significant decreases in the interpersonal and problem-solving skills, leadership skills, diversity attitudes and course value. The results showed the significant impact of the capacity building programme on students’ awareness and understanding of social justice issues. Overall, the findings of the various phases assisted in refinement of the framework for a social justice orientated SL capacity building programme. The developed framework consists of five key components: philosophy that guides social justice oriented service learning; theories that underpin service learning; a pedagogy that would effectively enhance a social justice oriented SL experience; and praxis that integrates theory and practice.
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Submitted in partial fulfilment of the requirements for the Master in Technology: Public Relations Management, Durban University of Technology, 2010.
The National Plan for Higher Education (2001) provides a framework for achieving the vision of a single co-ordinated higher education system. In order to meet the goals of this plan, various technikons and universities had to merge. Pityana (2004: 4-5) points out that, in addition to opportunities, various challenges have also emerged from these mergers. One such challenge is that higher education institutions may find themselves in tensions with their partners which may result in disagreements that could lead to crisis situations. Marconi (2005: 262) argues that, in crisis situations, the pace of the conflict accelerates dramatically. This means that the affected parties have to react very quickly or risk having their ability to protect their interests substantially reduced, hence the need for a crisis communication plan. Implicit in this plan is the importance of communication. McCusker (2006: 108) maintains that, often in crisis a situation, communication gets distorted. As a result, rumours often supplant real facts. Thus, clear communication needs to be pre-planned and increased during a crisis. This dissertation, therefore, sets out to investigate the role of communication during the planning and management of crises at higher education institutions in KwaZulu-Natal. It reports on preliminary results of in-depth interviews conducted at higher education institutions in KwaZulu- Natal and offers recommendations so that crises planning and management may be improved upon.

Retirement from work can be viewed from a number of standpoints: economic; medical; administrative and social. In South Africa research has mainly focused on social and economic factors with a strong bias towards state old age pensions and how retired people are more vulnerable to poverty as they are forced to share their pensions with their families and look after HIV/AIDS orphans (Noumbissi and Zuberi, 2001:45). This research will fill a gap by exploring the administrative aspect, the various policies that regulate retirement, and how these affect decisions to retire on individuals and the perceived effect on the performance of an organization. Gustman and Steinmeier (1991:98) argue that exits through retirement are one of the important labor market flows that shape the age structure of faculty, and help to determine the quality and costs of higher education thus it is worth investigating the policies that regulate this labor flow.
Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2010.

Submitted in partial fulfillment for the requirements of the Degree of Doctor of Education in the Department of Educational Psychology in the Faculty of Education at the University of Zululand, 2006.
This thesis explores the responses of higher education to the national imperative to implement Recognition of Prior Learning. It makes use of a mixed methods mode of research to explore this phenomenon at three sites of higher education delivery in KwaZulu-Natal. The research investigates how these three institutions have responded to the imperative at an institutional level, in terms of policy development, organisational structures and philosophical approach. It also looks at academic staff perceptions of RPL policy and implementation and its successfulness in terms of the integration of RPL into the curriculum, the capacity of the curriculum to facilitate the assessment of RPL and the extent to which it has been implemented within the higher education system. It identifies the articulation of national policy on RPL as one of the factors that impacts on successful implementation. In so doing, barriers to the successful implementation of RPL are also identified and explored. These barriers include epistemological, material and systemic barriers. However, it also seeks to elicit the benefits that higher education sees in implementing RPL, both in terms of fulfilling the goals of higher education and in terms of the benefits for the national economic imperatives and the skills development initiative. Ultimately, the research attempts to establish the extent to which RPL has been institutionalised within the institutions in terms of a set of indicators as identified by the researcher.
University of Zululand

Submitted in fulfilment of the requirements of the Master of Applied Science in Food and Nutrition, Durban University of Technology, Durban, South Africa, 2016.
Background: The occurrence of absenteeism observed at the Coastal KZN FET College is very large. However, absenteeism of this magnitude is not inconsistent with observations from other educational institutions and work places around the world. Generally, absenteeism is coupled to the absence of good health, the presence of one or more non-communicable disease and the paucity of physical exercise undertaken by the personnel. Absenteeism in the work place results in avoidable financial costs to the employer, the employee, and the country as a whole. The wealth of literature shows that health concerns concerning adults are diet related. Diabetes, heart disease, hypertension, obesity, cancer and other non-communicable diseases (NCD’s) are increasing at an alarming rate, daily. A double-burden plagues South Africa: on the one hand there is over-nutrition (an excessive consumption of nutrients); while on the other there is under-nutrition (an insufficient intake of nutrients by certain groups of individuals). Factors such as urbanisation, globalisation, physical inactivity and consumer financial buying power have a significant influence on these health concerns. Aim: The data gathered in this study will be used to develop nutrition wellness education material as a component of a wellness programme for staff members at the Swinton Campus of the KZN Coastal FET College in Mobeni. Methodology: A needs analysis was undertaken to determine whether nutrition wellness education material as a component of a wellness programme for the institution was appropriate. Three 24-hour recall questionnaires gathered from the staff, data on eating habits and nutrient intake were undertaken/collected. A food frequency questionnaire collected data on the frequency and variety of foods eaten. A health questionnaire gathered data on self-reported illnesses, consumption of alcohol, and smoking habits. The demographics of the group, living conditions, and amount of money earned and spent on food was assessed through a socio-demographic questionnaire. Anthropometric measurements assessed included blood pressure, waist circumference, BMI and Waist-to-height-ratio (WHtR). Results: The sample consisted of 138 participants of which 44% (n=61) were men and 56% (n=77) were women. Less than 50% of the respondents were food secure: only 65 persons (47.1%) in the sample always had money to purchase food. In this group 63.93% of the men and 71.43% of the woman were obese. Subsequently 86% of the women exceeded the waist cut-off point of 88cm while 16.39% of the men were above the 102cm cut-off point. Findings revealed that 42.62% of the men and 25.9% of the women had pre-hypertension while 8.20% of the men and 5.90% of the women were hypertensive. This study indicated that this group was nutrient deficient. The fruit and vegetable intake was between 134.44g - 175.69g per day for men and 124.00g - 183.30g per day for women. Energy, dietary fibre, vitamin A, vitamin D, calcium, magnesium and iodine were below the nutrient adequacy ratio. There were positive correlations between age and systolic blood pressure, waist circumference and systolic blood pressure, waist circumference and diastolic blood pressure and waist-to-height ratio and BMI. Conclusion: Central obesity and to a lesser extent hypertension as well as deficiencies in nutrients and minerals were present in this group. Although the participants indicated a good variety of food, the quality and quantities consumed were not adequate. A link between diet, physical activity and diseases of lifestyle has been demonstrated. A need for nutrition education as a component of the wellness programme is indicated. Nutrition education is important both within and outside the workplace. To make lifestyle changes it is essential that education and knowledge is made available. Behavioural habits including eating habits are principally learnt. If bad behaviour habits can be learnt, good behaviour habits can also be instilled. The proposed intervention is aimed at reducing the incidence of absenteeism and decreasing the presence of non-communicable diseases. It is important for staff members at a FET college to be present in the classroom so that education of quality can be conveyed to learners. Further, the good health of staff members facilitates the ability of teachers to perform their important task of educating young minds at all educational institutions.
M

Title: Social exclusion amongst students with visual impairments at UKZN Howard College and Edgewood Campuses. This research used a qualitative study exploring thick descriptions, inside voices and perspectives of “otherization”, powerlessness and voiceless-ness resulting from social exclusionary processes perpetuated by social and university structures and poverty. Convenience sampling was used. Semi structured individual interviews and focus group discussions were used to explore the key research questions focusing on social and university challenges experienced by students with visual impairments at UKZN in their social and university environments. The data was interpreted through The Anti Oppressive Approach (Dominelli, 2002) which gave support to understanding how continuing to ignore marginalized persons with visual impairments out of mainstream systems of development, perpetuated “othering”, powerlessness and voiceless-ness. This study provided evidence of the multi dimensional and multi structural nature of the social exclusionary process with key focus on abuse of power by dominant groups (sighted persons), violation of human rights and visual impairment as confinement as experienced by students with visual impairments either in their social or university environments or both. In addition, this theory looked at the manner in which dominant or superior groups arrange resources around them to benefit them and exclude persons with disabilities. This research also gave a voice to women with visual impairments being oppressed by sighted women as well as poverty as a social exclusionary process. Keywords: Anti Oppressive Theory, Visual Impairments, Social Exclusion
Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2011.

The study was conducted in the province of KwaZulu-Natal, in the town of Pietermaritzburg, at the University of KwaZulu-Natal. The aim of the research was to analyse to what extent organic farming is part of the curriculum at the University of KwaZulu-Natal (UKZN) in the Faculty of Science and Agriculture. The objectives of the study consisted of determining what is currently offered in terms of organic farming or sustainable agriculture; identify what the perceptions of students and lecturers are about organic farming; and identify the challenges faced by academics and stakeholders in organic farming. The research method used to achieve the objectives was qualitative; it was done through interviews, site visits and observations. The data analysis used Microsoft Excel and SPSS (Statistical Package for Social Sciences) for interpretation and coding. This process was based on the data analysis spiral, as described by Creswell (1998) cited in Leedy and Ormrod (2005). The research found that in the UKZN current curriculum there is a presence of modules dealing with organic farming to a small extent. The perceptions of academic staff concerning organic farming were related to sustainability, environmental protection, use of alternative methods for food production, human health protection and knowledge for future generations. Organic farming was regarded as a crucial approach on different levels, including food security, environment, economy and market. The challenges in organic farming field are more related to costs involved in production, lack of interest or awareness, yield production (very poor and not competitive); limited career opportunities; lack of expertise in the organic domain, lack of government support and intense competition with chemical companies. The research recommends an enhancement of organic farming training in the curriculum at UKZN/PMB; involvement of students in developing the curriculum; government support for organic agriculture; more research exploring the merits and disadvantages of organic farming; assessment of farmers’ knowledge and skills in marketing; initiation of partnerships between organic farmers, processors, retailers; and government, to study a range of issues related to organic farming.
Thesis (M.Agric.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.

The following study has taken a systems approach to investigate organisational learning within the University of Natal, Durban (UND), The research used the Banner system implementation project as the case study for the investigation. In 1993, the University of Natal made a decision to purchase the Banner Student Information System. The system was implemented over an eighteen-month period resulting in the Banner system going "live" for registration of students in 1995. A decision was taken in 1997/8 to discontinue implementing upgrade packages for the Banner system, indicating a move away from the system within two to three years of implementation. This document begins with a review of current literature with regard to systems thinking, organisational learning and change management. This review serves to underpin the research methodology implemented within the research process. The research methodology, known as learning histories, is explained, and a description of the research process is provided. The core of the research process involved open-ended reflective interviews aimed at incorporating the different perspectives of the majority of stakeholders involved in the system implementation. In addition to this, an analysis was conducted on a selection of Banner-related documents. The scope of the research was limited and would best be described as a pilot study. Those interviewed included members of the university executive committee, Banner office personnel, faculty officers, deans, administrative personnel, management information personnel and the project manager for the implementation. The major findings of the research process were: 1. The decision to purchase the Banner student information system was problematic. 2. The wider system that was created to maintain Banner was complex and generated a large degree of dependency on the Banner office. 3. The Banner office was a powerful gatekeeper of information within the system whose identity was wrapped up in a product and not a function. 4. The training system implemented was flawed and did not equip key users with a global understanding of the functionality of the system. 5. The university was unclear about what information it wanted out of the system and who was to have access to this information. 6. The university used Banner almost entirely as a student administration system and management information was not well developed within the Banner system. The following areas were highlighted as important for the university with regards to organisational learning and the case study: 1. Decision support systems. 2. The role of technology within the university. 3. A systems approach to understanding the context of the university. 4. The learning systems operating within the university. 5. Managing change. The limited scope of the research presents its own problems for drawing any firm conclusions. The research process has rather highlighted new areas for research. These include: 1. The relationship between workplace procedures and new technology. 2. The role of information technology and information systems in decision support and management support. 3. Change management processes within larger project-based implementations. 4. Decision making within higher education institutions.
Thesis (M.Admin.)-University of Natal, Durban, 2000.

This study examines the reasons why South African higher education institutions are still faced with major discrimination against black women, black people in general and people with disabilities. The study was prompted by the recognition that there is a discrepancy between the national employment policies and their interpretation and implementation in public higher education institutions. The study explores the implementation of the Employment Equity Act (EEA) in the employment of academic staff in higher education institutions (HEIs) in KwaZulu Natal (KZN). Historically, in the South African context, the issues of gender and race are closely interwoven. For this reason, it is impossible to consider gender issues without reference to race. Further, the broad principle of employment equity is that the workplace should reflect diverse groups within the population. In recent years the greatest publicity and attention has been given to issues of representivity in terms of race and gender, and only now are people with disabilities being given rightful access to workplace opportunities. One of the aims of the study is to examine the gap between policy formulation and policy implementation. Linked to this is the tension between national policies and institutional policies. The purpose of this study is to evaluate and assess the implementation of the Employment Equity Act in the appointment and promotion of academic staff in higher education institutions in KwaZulu Natal. The study was carried out in HEIs in KZN. Only universities and technikons were included in this study. Out of seven higher education institutions in KwaZulu Natal, five were selected. These are: University of Durban Westville (UDW), University of Natal (NU), University of Zululand (UniZul), Technikon Mangosuthu (Mantec) and the Durban Institute of Technology (DIT). University of South Africa (UNISA) (Durban branch) and Technikon South Africa (TSA) (Durban Branch) will be excluded from the survey simple because their head offices are out of the KwaZulu Natal region. Ten questionnaires were distributed to each higher education institution in KwaZulu Natal to be filled by two Vice Principals (who were selected randomly), two Deans of faculties (who were randomly selected), Director Human Resources, four Heads of Departments (academics selected randomly) and an Employment Equity manager. In total fifty questionnaires were distributed to the above-mentioned institutions. The key informants in this study were equity managers of each institution. Upon review of the interview transcripts it emerged that Employment Equity Act strategies were recognized as another vehicle of managing employees fairly and equally. Out of five transcripts analysed, three institutions accepted the Employment Equity Act and its strategies and two institutions interpreted the Employment Equity Act as another form of reverse discrimination against non-designated groups. From this study it appeared that in some institutions an attempt to implement an employment equity plan was made, but through lack of support from certain individuals from non-designated groups and lack of management support, the plans died a natural death. The study recommended that once the Employment Equity manager had been appointed or seconded she/he must immediately be relieved from his/her original duties so as to concentrate fully on employment equity issues. The study further recommended that intensive awareness programmes on the Employment Equity Act implications be emphasised especially to line managers. The Employment Equity Plan drawn must not be kept on shelves, but be communicated to everyone, especially the line managers.
Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2004.

This research paper seeks to explore whether the University of KwaZulu-Natal (U.K.Z.N) Humanities Social Science Faculty (HSF) can provide utility (economic) value to the eThekwini region and the South African developmental state. Utility value within this paper is defined as being, „The welfare a given investor assigns to an investment with a particular expected return and risk.‟ (duke.edu). A developmental state according to Professor Ziya Onis is a “…state where the government is intimately involved in the macro and micro-economic planning in order to grow the economy.” (Onis 1991). Each existing developmental state has approached its development in a unique and contextually relevant manner. Yet all developmental states have one key variable prominent: Human Capital Development through investment in the Science Engineering and Management streams of study. This research project uses a qualitative research approach comprising of semi-structured interviews with selected personnel from the University‟s Humanities Social Science Faculty, private sector organisations, the local municipality, a representative from the Minister of Higher Education and Training and the Reference group set up by the Ministry to investigate the state of the HSF in South Africa. Six key questions will inform this research. Firstly, what is the content and curriculum make-up of a Humanities Social Science of the University of KwaZulu-Natal degree and what factors inform its make-up? Secondly, what is utility value expressed in employment terms does an HS degree provide? Thirdly, how are HSF Degrees structured to offer both knowledge and utility value to their students - and in turn - the South African job market? Fourthly, where do HSF graduates get employed i.e. in which Government Departments or industries do they find employment? Fifthly, what meaningful role does an HSF degree offer in the context of the developmental State in South Africa? And finally, does the UKZN HSF and its degrees need an overhaul? And if it is concluded that it does not need it, why does it not? This research project found that the Humanities Social Science Faculty and its products, the graduates , do provide utility value - needed for leading people and organisations - in the form of management skills, deductive reasoning, critical and lateral thinking. However, if the current state of the HS-Faculty continues, namely; the large number of students enrolled, the non-enterprising curriculum, the non-collaborative relationship between the faculty and local business and governmental structures, the HSF will have no “active role” in the developmental state and will in “fact” become a problem. And subsequently, a problem that contributes to the phenomena of unemployable graduates in a major way.
Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2010.

Dissertation submitted in partial compliance with the requirements for the Masters Degree in Technology: Education (Management) at Technikon Natal
This study focused on the exercise of male power in middle management in technikons in KwaZulu-Natal, with particular reference to verbal communication. The glass ceiling, blocking promotions to senior positions, is a reality for women in technikons and the researcher explored the ways in which exploitation and marginalisation occur when sexism and power is wielded by males through verbal communication.
M

submitted in partial compliance with the requirements for the Master’s Degree in Technology: Chiropractic, Department of Chiropractic and Somatology, Durban University of Technology, Durban, South Africa, 2016.
Background: The recent increase in the implementation of evidence-based practice (EBP) in the Chiropractic profession and the call within the profession for validation of its claims has seen a growing interest in good quality research. It is advocated that the future of Chiropractic research and thus the success of the profession is dependent on future practitioner and student research endeavours. It was the aim of this study to evaluate the student research agendas at the Durban University of Technology (DUT). Secondly, local Chiropractors were asked what they perceived to be clinically relevant Chiropractic research agendas. The agendas that were under-studied by the students, but perceived as important by the practitioners, were recommended as suggestions for more clinically relevant future student research. The intention of this was that future student research would become more congruent with local and international Chiropractic research trends. Methodolody: The study was a prospective exploratory study, which utilised a mixed method approach. Documented evidence giving an overview of student research completed at the DUT was combined with a qualitative questionnaire that was circulated to all Chiropractors practicing in KwaZulu-Natal. The questionnaire aimed to give insight into the research agendas perceived to be most relevant for future research by Chiropractic professionals. Incongruence between the research completed at the DUT and the research that is perceived to be of highest professional relevance by Chiropractors in KwaZulu-Natal was determined. All the Chiropractors practicing in KwaZulu-Natal as per the AHPCSA list received the questionnaire. A neutral third party at DUT collected the returned questionnaires and data analysis followed. The student research completed at the DUT between 1994 and 2013 was obtained from the Institutional Repository (IR) and library archives. These studies were descriptively analysed and compared with the respondents’ perceptions of clinically important Chiropractic research. Data analysis highlighted the overlap of agendas and gaps in the research. Following this was a statistical analysis of the questionnaire responses using Pearson’s chi square tests for two independent samples. A p value of ≤ 0.05 was considered as statistically significant. The results were interpreted using frequency tables and bar charts for categorical variables, while summary statistics such as mean, standard deviation and range were used for continuous variables. A descriptive comparison was performed to determine the congruency between the student research agendas and the research perceived to be of relevance by Chiropractors practicing in KwaZulu-Natal. Results: The response rate of 66.3 % was regarded as representative of the entire Chiropractic population. The overall practitioner perception of research was positive with 64.4% of the respondents perceiving improved Chiropractic abilities due to previous research experience. The prevailing practitioner reason for research conducted was that it increased recognition as an EBP, increased development within the profession and validated its claims and theories. An investigation into the student studies found that the majority of the research agendas recommended by the respondents had been undertaken at DUT. Future research into the following areas is encouraged:  Neurological testing.  Orthopaedic testing.  Reduction of posture related disorders.  Gross anatomical changes as a result of the Chiropractic manipulation.  Range of Motion (ROM) assessment.  Muscular testing, motion and/ or static palpation.  Gait and posture assessment. The respondents were asked to give recommendations for future Chiropractic research; the majority was willing to contribute a database of shared research ideas. It was anticipated that the sharing of the practitioner ideas with the students would result in more clinically relevant student research being produced. Conclusion: A comparison of the DUT student research agendas and those of Chiropractors in KwaZulu-Natal highlighted an incongruence of purpose between the two. The research agendas recommended by the Chiropractic respondents were recommended for future student uptake. A shared database of student and practitioner research ideas aimed to encourage future student research that is more clinically relevant and in line with local and international research trends.
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The study was conducted to determine strategies that could be used by relevant managers and authorities in promoting the morale of lecturers at a TVET College, in Newcastle, KwaZulu-Natal. A qualitative research design and methodology was used to gather data from semi-structured interviews with the participants by means of two focus groups of six lecturers each and face to face interviews with the three programme managers. Purposive sampling was used to select the lecturers from the two engineering campuses of the sampled college. Data were constantly compared and analysed using the constant comparative analysis of data. The study found that aspects that contribute to low morale exceed those for high morale in the sampled college. Therefore, by studying the results obtained from the data, it can be deduced that lecturers at the College are not content with the current working conditions and the senior management style of the college. It is the duty of managers to consider the holistic welfare of employees. This is necessary for the creation of a suitable workplace for all staff of the college. To achieve this, supervisors and lecturers need to know what aspects influence staff morale. Henceforth, this study focused on effective strategies and recommendations that could be implemented to promote the morale of lecturers at the college.
Educational Management and Leadership
M. Ed. (Education Management)

Conducting research responsibly is an essential part of ethical research (Steneck & Bulger, 2007). When research is not conducted responsibly, the result is often research misconduct, which may cause harm to research participants (Aita & Richer, 2005). Although numerous methods and policies have been developed, both to prevent and to deal with research misconduct, such effects are ongoing (Howard Stone, 2001). A study conducted in the United States of America (USA) by Heitman, Olsen and Anestidou (2007) suggested that postgraduate biomedical students did not have sufficient knowledge of conducting research responsibly. This study aimed to adapt Heitman et al.’s (2007) study to social science postgraduate students at the University of KwaZulu-Natal in South Africa. Although findings indicated that the participants had adequate knowledge of conducting research responsibly, the variables hypothesised to have an impact on the results – such as age, research experience, and research training – did not produce any significant findings.
Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.

Submitted in fulfillment of the requirements for the Degree in Masters of Technology in Nursing, Durban University of Technology, Durban, South Africa, 2015.
Background The current health care system in South Africa and its diverse settings of health care delivery system require a nurse who can make decisions, think critically, solve problems and work effectively in a team. Traditional nursing education teaching strategies have over the years relied on didactic and often passive approaches to learning. In pursuit of quality, academics and students must be continually engaged in a process of finding opportunities for improving the teaching and learning process. Purpose of the study The purpose of this study was to evaluate the structure and the process in case based learning at the University of Technology. Methodology This study is qualitative in nature, governed by an interpretive paradigm. This is a case study, which enabled the researcher to merge student interview data with records in order to gain insight into the activities and details of case based learning as practised at the University of Technology under study. Most importantly, the case study method was deemed appropriate for the current study, since case-based learning as a pedagogical approach (and a case) cannot be abstracted from its context for the purposes of study. Case based learning is evaluated in its context namely, the undergraduate nursing programme, using the Donabedian framework of structure, process and product. Results The study recorded that students were positive towards case based learning though some identified dynamics of working in groups as demerits of case based learning. The structures that are in place in the programme and the CBL processes are adequate and support CBL. There are however areas that need attention such as the qualification of the programme coordinator, the size of the class-rooms and the service of the computer laboratory. Conclusion The study found that apart from a few minor discrepancies, case based learning is sufficiently implemented, and experienced as invaluable by students, at the University of Technology under study.