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1
Hay, Driekie. "Quality considerations in South African higher education." Journal for New Generation Sciences, Vol 2, Issue 2: Central University of Technology, Free State, Bloemfontein, 2004. http://hdl.handle.net/11462/459.
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Published Article<br>The implementation of quality assurance systems in higher education have never been accepted without debate nor severe critique. This can partially be ascribed to academics' strong views on academic freedom and autonomy. In this paper an admissible distinction between quality assurance and quality enhancement as two entries on a continuum is made.
A plea is made that Southern African higher education institutions should invest in establishing self-reflective practices rather than a culture of compliances. The author concludes that quality enhancement embedded in a self-evaluation approach has the potential to make a contribution towards transforming the South African higher education system in more than one way.
2
Sowazi, Sibongile. "Internationalisation of South African higher education : rationales and implementation." Thesis, University of Bath, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760923.
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The primary aim of the study is to analyse the South African higher education sector’s understanding and implementation of the internationalisation of higher education, in conjunction with the identification of commonalities, variations and disparities in their activities. This entails the following supporting objectives: 1) understanding of internationalisation in the higher education institutions of South Africa selected for the study; 2) exploring the rationales and approaches undertaken in internationalisation in these particular higher education institutions; and 3) comparing the similarities and divergences of these entities’ internationalisation implementation strategies. The study employed qualitative research techniques; this was influenced by the researcher’s social constructivist stance, in combination with the qualitative investigatory methods, which were the most appropriate for the resolution of the research questions. Secondary data was collected from institutional policy documents, progress reports and websites. Primary data was collected through individual, semi-structured interviews. A comparison across three case studies yielded insights into the way internationalisation of teaching and learning is approached and implemented. All three case studies appear to regard internationalisation as a significant component of their business and activities. However, each institution adopts and interprets internationalisation in diverse manners, in conjunction with prioritising and contrasting different rationales. From the findings, some recommendations were derived for consideration by policy makers and practitioners in higher education institutions. This study has contributed to the body of knowledge by developing a practical tool that may assist in initiating and implementing international partnerships.
3
Smit, Patricia Elizabeth. "Leadership in South African higher education : a multifaceted conceptualisation." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10020515/.
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This thesis explores the meaning of leadership in the context of higher education in South Africa, a society in transition. The higher education system in the country is in a process of change from being fragmented and segregated, to being a democratic one, guided by various policies. Within this facilitative environment, very little is said about leadership yet 'leadership' has been blamed in many instances where things have gone wrong. This qualitative study consisting of semi-structured interviews with middlelevel academic leaders, reveals inequalities in terms of who is leading at that level. The study also reveals an awareness of the existence of these inequities among the manager-leaders; they do, however, hold two distinct viewpoints about the causes of these inequities. A feminist and poststructuralist framework is used to analyse specific dimensions of the manager-leaders' understandings and practices of leadership. In the absence of a defined discourse of leadership, the manager-leaders are drawing on their own personal experiences of how they have been and are led and their own practices of how they lead in order to conceptualise leadership and what constitutes a leader. The study shows that the managerleaders understand leadership as a combination of leadership practice, i.e. how it is being enacted and their notions of characteristics desired in leaders. Their descriptions of leadership seem to be characterised by relational elements. In addition, the findings show that race and gender have specific implications for leadership; from a racial perspective additional roles are added to the general identified leadership practices while a gender perspective reveals several invisible leadership aspects. The thesis therefore describes leadership as an activity or process influenced by contextual elements: historical imperatives, organisational factors, and personal and group constructs, such as race and gender.
4
Bosire, Samuel Mobisa. "A sustainability reporting framework for South African Higher Education Institutions." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1016126.
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Sustainability has gained prominence globally among nations, regions and organisations as a result of factors such as the effects of climate change on the environment, diminishing natural resources and rising population growth with their concomitant impact on economies and social systems. South Africa is a signatory to the United Nations Global Compact (UNGC) that promotes international principles and best practices on sustainable development. Sustainability Reporting is one such best practice. Sustainability Reporting is imperative for good governance and organisations are now expected to support sustainability issues, risks and performance in a balanced and reasonable way. The United Nations and other global bodies have been in the vanguard in promoting guidelines for sustainability reporting with the Global Reporting Initiative (GRI) being the most Prominent Sustainability reporting guideline. The South African Higher Education Institutions generate a number of reports in the course of any given academic year. As has been the case in the global corporate world, failures in governance in some South African universities point to weaknesses in their governance, especially when it comes to oversight of the operations of institutions. Considering this, it is important to critically examine strategic planning processes to understand the aspects that are important for the survival of Higher Education Institutions (HEIs) and therefore they should be regularly and closely monitored. The study begins by exploring literature relating to strategic planning, governance, sustainability reporting practices and Business Intelligence (BI) technologies in Higher Education. The primary objective of the investigation is to propose a sustainability reporting framework for Higher Education Institutions in South Africa. It is argued that with the aid of appropriate BI tools, the proposed Sustainability Reporting framework would be useful in tracking progress in the implementation of strategic plans and at the same time strengthen governance in institutions. The study identified elements of Sustainability Reporting that are important for strategic planning. To develop the proposed framework, an empirical investigation was undertaken. Four online questionnaires were completed and returned by 108 participants comprising of Registrars and Information Managers at 23 South African Higher Education Institutions as well as to Information Managers in selected International Higher Education Institutions and Managers at the Nelson Mandela Metropolitan University (NMMU). The online questionnaires were developed to elicit information to include in the proposed framework. To analyse results, both descriptive and inferential statistics such as Analysis of Variance (ANOVA) were used. Results from the surveys revealed that Higher Education Institutions globally and in South Africa are grappling with the same issues. When it comes to Sustainability Reporting, factors such as information culture and Business Intelligence maturity levels were not found to be very different among the various institutions. In the case study at NMMU, correlational analysis confirmed that variables such as Management buying and the availability of BI reports were positively related to effective strategic planning and vice versa. Similarly, a strong correlation was observed between reporting guidelines and strategic planning. Moreover, the study highlighted the critical role of management and leadership in a university in creating an environment that supports Sustainability Reporting. In conclusion, it was recommended that efforts should be directed at creating awareness and at training staff on aspects that promote sustainability. It is incumbent upon the institution to take advantage of and promote technological tools and techniques to enable the easy flow of data and information in understandable and usable formats to all its stakeholders. Finally, a Framework for Sustainability Reporting for Higher Education Institutions (FSRHEI) and guidelines for implementing Sustainability Reports are proposed.
5
Ruth, Damian William. "Research, education and management in South Africa." Thesis, University of Sheffield, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311814.
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6
Tjabane, Masebala. "Education policy and social justice in higher education : a South African case study." Thesis, Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-04242010-194940.
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7
Garnett, Andrea. "Creativity barriers in South African higher education institution / Andrea Garnett." Thesis, North-West University, 2005. http://hdl.handle.net/10394/2365.
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8
Naidoo, Anban. "Student funding at a South African institution of higher education." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/52272.
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Higher education is linked to economic mobility, but demand to fund access to university exceeds supply in South Africa, and elsewhere in the world. Thus, universities are pressed to ensure that in a situation of limited funds, funding is allocated in a strategic and prudent manner. However, little work has been undertaken in this field, and, as such, this study represents an attempt to fill the gap. The purpose of this research was to explore the current student funding model, to gain an understanding the current funding challenges and attempt to find ways in which funding decisions can be improved. The study is limited to one institution of higher education in South Africa, and, as such the results may not be generalizable. A mixed methods approach was used. The qualitative portion focused on establishing what were (1) the current model, (2) the criteria used, (3) the challenges encountered, (4) funding s ability to aid epistemological success and (5) stakeholder management. Interviews were conducted with senior staff involved in a range of student support directorates including Finance, Client Services, Recruitment and Information Technology. The quantitative portion focused on exploring the links between (1) the current criteria and success, (2) student funding and success, and (3) residence placement and success. This sample included all (8099) undergraduates for the 2011 cohort year and tracked them over a period of three years. Results of the study show that student funding is complex and challenging. In terms of academic criteria, the Grade Point Average was found to be the best predictor of success. However, the presence and value of funding does not guarantee success or even improve student performance, whereas the placement of a student in residence generates a statistically significant improvement in performance. Thus, student funding cannot be simply directed at individuals, as a portion must be allocated to student support initiatives such as residence; tutoring; cultural integration; mentorship and early warning systems.<br>Mini-disseration (MBA)--University of Pretoria, 2015.<br>nk2016<br>Gordon Institute of Business Science (GIBS)<br>MBA<br>Unrestricted
9
Ogude, Nthabiseng Audrey. "The imperative of good education in our time: unlocking the doors of education in higher education." e-TUT, 2012. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000649.
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Installation speech by the Vice-Chancellor and Principal designate of Tshwane University of Technology, Prof Nthabiseng Ogude, on 22 November 2012.<br>Inauguration speech by the Vice-Chancellor and Principal designate of Tshwane University of Technology, Prof Nthabiseng Ogude, on 22 November 2012 in which she accepted responsibility of Vice-Chancellor and Principal of Tshwane University of Technology
10
Tsephe, Lifutso. "A Capabilities Approach to African Women’s Success in Doctoral Programmes in South Africa." Thesis, University of Pretoria, 2021. http://hdl.handle.net/2263/80526.
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There are many documented reasons why both men and women fail to complete their doctoral studies such as insufficient funding, family responsibilities as well as demotivation due to lack of progress in their research (Herman, 2011c, Gardner, 2008, Magano, 2011). However, it is arguable that men are at an advantage of completing their doctoral studies at a higher rate compared to women, partly due to the masculine culture within higher education institutions, which includes aspects such as having more male senior lecturers/academics (Brown and Watson, 2010, Ismail, 2011, Haake, 2011). Several studies have shown how African women’s experience and performance in doctoral studies are impacted by several relations within the learning environment such as lack of role models, mentorship, insufficient funding, dual identities and masculine environment (Brown and Watson, 2010, Johnson-Bailey, Velentine, Cervero, and Bowles, 2008). Despite such obstacles, it is important to mention that there are some women, who successfully complete their doctoral studies. This study, therefore, aims to focus on African women who have successfully completed their doctoral studies in South Africa in order to bring forth positive narratives of African women’s success in doctoral education. Using the capabilities approach as the analytical framework, and in-depth interviews with fourteen selected African women doctoral graduates from a South African university, this study examines women’s experiences of accessing, participating and progressing through doctoral programmes in higher education. The research adopts an interpretative model, which results in principles that are necessary for interpreting the actions and behaviours of people, such as agency, opportunities, and beings and doings in seeking to answer the following questions: 1) What capabilities using the capabilities approach enabled African women, doctoral students’ success in higher education? 2) What functionings did African women, doctoral graduates hope for after completion of their doctoral studies? 3) How did African women use their agency to develop capabilities (opportunities and freedoms) for academic success? 4) What conversion factors enabled or constrained African women’s success in their doctoral journeys?<br>Thesis (PhD)--University of Pretoria, 2021.<br>Education Management and Policy Studies<br>PhD<br>Unrestricted
11
Malatji, Mapula Martha. "Telematic tuition in a South African higher education institution : a case study." Thesis, University of Limpopo, 2002. http://hdl.handle.net/10386/2079.
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Steyn, M. G., and G. D. Kamper. "Barriers to learning in South African higher education : some photovoice perspectives." Journal for New Generation Sciences, Vol 9, Issue 1: Central University of Technology, Free State, Bloemfontein, 2011. http://hdl.handle.net/11462/582.
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Published Article<br>South Africa underwent political reform in 1994 from an apartheid government to a democratic state. Former white universities, known for their high standards and academic excellence, experienced an influx of black students who previously were excluded from these institutions. This article reports on a study which investigated the extent of learning barriers that previously disadvantaged black students at a renowned higher education institution experience, and endeavours to determine the learning support they need in order to succeed academically. A qualitative approach was followed and data were gathered by means of focus group interviews and participants' photo portfolios. The data were interpreted with reference to recent perceptions on adult learning, particularly in the African context. Implications for higher education in general are indicated.
13
Ferreira, Marie. "A framework for continuous improvement in the South African Higher Education Sector." Thesis, Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-07062004-084502.
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Rankhumise, EM, FG Netswera, and TR Mavundla. "Employee retention factors for South African higher education institutions: a case study." South African Journal of Human Resource Management, 2005. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000924.
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The success of the most competitive companies throughout the world, including higher education institutions, lies
in their highly skilled employees on which these institutions spend millions to retain. Literature reveals the cost of
losing best employees to be enormous – beyond monetary quantification. Also worth noting is that the loss of one
competent employee to a competitor institution strengthens the competitor’s advantage. This case study analysed
human resources turnover data, and interviewed academic managers and employees in order to examine the possible
employee retention factors for a higher education institution in South Africa. The findings reveal different
institutional interests between institutional managers and employees. The former are concerned more about profits,
business sustenance and justification for spending, while the latter are driven by introverted interests such as
development, monetary rewards and personal fulfilment.
15
Walters, Cyrill. "Design and validation of a leadership model for South African higher education." Doctoral thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/28363.
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Although universities have not historically focused on their own organisational leadership as a subject of academic enquiry, there has been much academic substantiation of leadership knowledge as theory. My PhD dissertation was designed to explore the current typology of leadership in South African universities and to validate a conceptual model proposed in the dissertation. The model is based on complexity science and Ken Wilber’s theory of holism, and employs such key concepts as values, personal development, and mechanistic and holistic performance. The rationale for this study was the researcher’s desire to explore the qualities required of those in higher education leadership positions, in order for them to meet demands to widen access to education as well as to contribute to the social, cultural, and economic development of South Africa. The selected sample was composed of personnel occupying the senior management positions of Vice-Chancellor (VC) and/or Principal and/or Rector; Deputy Vice-Chancellor (DVC) and/or Vice-Principal; and Faculty Dean. The primary data collection methods were both quantitative and qualitative. The quantitative results of the Cassandra© survey and the qualitative findings utilizing semi-structured interviews were merged at the interpretation stage. The data were analysed, coded, and organized according to the research questions. Significant findings were that the current funding crisis was a major challenge within the sector; however, fee-free higher education for all in the current economic context is neither equitable nor likely to be affordable in the medium term. The research revealed weakness in the understanding and practice of diversity within the sector. The strengths of staff who work directly with leaders were found to be wanting, as they are not always adequately skilled to do their jobs. Innovation was not a priority for leadership and the sector did very little to provide the space for innovation. Complexity science provides a useful tool for the analysis of leadership in higher education. Finally, a cogent model of leadership for South African higher education institutions is described, synthesized and presented.
16
Van, Gensen Garth Allister. "A model for branding practices in a new South African Higher Education landscape." Thesis, Bloemfontein : Central University of Technology, Free State, 2005. http://hdl.handle.net/11462/58.
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Thesis (D. Tech.) - Central University of Technology, Free State, 2005<br>Distinctive challenges are currently facing South African higher education institutions. Among others they are funding; quality assurance; globalisation; the emergence of private higher education; the idea of an entrepreneurial university as an alternative; enrolment capping; as well as merged and incorporated institutions. It is critical that these challenges be addressed urgently.
However, the lack of proper marketing and branding strategies at institutions of higher learning in view of the new unfolding national and international landscape, leaves much to be desired. In the past, branding of higher education in South Africa was not an area of priority, because higher education operated in a protected, regulated market with a steady income. The current higher education scenario necessitates higher education institutions to revisit their branding strategies as a means to grapple with the distinctive challenges facing them with the purpose of enhancing quality; delivering graduates to the world of work; as well as being relevant by being responsive to society and the economic needs of the country in order to adhere to the outcomes of the National Plan for Higher Education (NPHE) (RSA DoE 2001).
A thorough literature study involving current and relevant literature on branding and branding practices was undertaken, after which a mainly qualitative research approach was followed. Focus group interviews at two entrepreneurial universities abroad; informal conversation interviews at seven South African higher education institutions; as well as a case study were conducted. Participant observation in the workplace relating to branding and branding practices also took place. The constant comparative method of data analysis was used to capture recurring patterns and themes during the research process.
What became evident from the literature was that branding strategies of higher education institutions are generally restricted to informing and visual identity. The results of a survey done in 2004 by UNITECH, a body representing marketing and communication units of universities and former technikons (currently Universities of Technology) in South Africa, was also quite significant for this study. The following deductions regarding marketing and communication practices at South African higher education institutions could be made from this survey: There is a lack of an integrated marketing approach; executive management lacks understanding of branding practices; there is a lack of strategy with regard to marketing and branding; as well as a lack of internal communication. These deductions were consistent with the researcher’s own observations and are also confirmed by the informal conversation interviews held at the seven South African higher education institutions as part of the empirical investigation. The case study to highlight the branding practices of a higher education institution in the central region revealed that the implementation phase focused strongly on external/outward exercises, and that the internalisation aspects of their branding were narrowed to information only. The new visual identity of the institution was emphasised, whilst the internal processes remained the same as always.
The aforementioned aspects are an indication that South African higher education institutions need to re-visit their internal practices. A market orientation mindset is of crucial importance for higher education institutions in South Africa to move towards an entrepreneurial mindset. The Universities of Warwick (England) and Twente (the Netherlands) were selected for this study as a result of the astounding successes they have achieved with their entrepreneurial activities. According to the respondents from both universities, the following aspects – among others - are extremely important for their successes: visionary leadership; an integrated entrepreneurial culture; a focus on external as well as internal communication; and relevance.
The primary purpose of this study was to develop a model for South African higher education institutions which would ultimately result in brand enhancement of institutions that would be perceived as relevant and society-minded to live up to the challenges of the new and changing landscape in South Africa. The proposed model in this study is based on two overarching fundamentals, namely the experience economy and its relatedness to brand, as well as relevance and branding, which should be an integrated approach that could ultimately lead to successful external branding.
17
Van, der Westhuizen André Jeánne. "South African higher education institutions as learning organisations : a leadership process model." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53059.
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Thesis (PhD)--Stellenbosch University, 2002.<br>ENGLISH ABSTRACT:Reform is one of the most controversial elements in higher education and has therefore
attracted much attention from within the academic community and from outside. The
present higher education scene is characterised by demands for transformation and
change, not only in South Africa but in Africa and the developed countries as well. The
pressures and demands for change come from outside the field of higher education as
well as from within. Some countries have been involved in the process of change and
transformation for a period of over thirty years, while others have just embarked on the
route or still have to start the change process.
The post-apartheid era has marked an era of profound change for South African higher
education institutions with concomitant legislation to ensure the change process. If
effective and successful transformation of higher education institutions and systems can
take place in South Africa with new models of transformation and the effective
integration of cultures and openness to change at all institutional levels, these models
could be instructive not only to Africa but also to the rest of the world and to academic
life universally. However, the demands for change worldwide indicates not only
towards new legislation but also towards flexible approaches and new forms of
institutional structures and leadership to accommodate the significant, rapid and
fundamental changes taking place in higher education and the realisation that
institutions of the future will be different from those of the past and the present.
In this study the influence of organisational models are used to establish a conceptual
framework towards the development of learning organisations. The study reflects on
how these new types of organisations will influence higher education institutions as
organisations. It also considers what will be expected of higher education institutions to
become learning organisations. Learning organisations have special qualities and higher
education institutions or teaching institutions do not automatically qualify as learning
organisations. The promise of the new millennium provides the higher educationcommunity with the opportunity to take stock of their position and to find out if they
possess the necessary skills and have the enabling structures to accommodate a new
world. Becoming a learning organisation involves more than a paradigm shift for higher
education institutions. It requires a revolution, a quantum leap towards individual
recognition and growth, leadership development and empowerment and institutional
learning. The Academic 'Process Leadership' Super structure provides the space,
structure and process for higher education organisations to re-organise and re-create
itself to fit the demands of a new world.
An analysis of leadership, leadership development and institutional change in higher
education institutions brought to the fore that these institutions have not been effective
in providing programmes that develop leaders because they simply do not know what is
necessary for effective leadership development. Institutions do not have an in-depth
understanding of leadership and they have not enculturated leadership development as a
core aspect and activity in higher education institutions. There is grave concern
regarding the development of 'soft' people skills. The qualitative research investigation
into the process of change towards learning organisations in higher education
institutions indicate that there are profound problems in the areas of leadership,
leadership development, people management and satisfaction, knowledge management
and learning dynamics. These areas form the core aspects within the new structures, that
of learning organisations.
The insights gained from the process analysis of five higher education institutions
indicate that the implementation of the academic leadership model as described in the
study will provide individual leaders with the necessary leadership skills to fulfill their
roles in the recreated empowered institutions. This process of leadership development,
as indicated in the study, could enable institutions to become learning organisations.<br>AFRIKAANSE OPSOMMING:Die huidige konteks van hoer onderwys dui daarop dat verandering een van die
belangrikste, maar ook mees kontroversiele aspekte aangaande die studieveld is. Die
hoeronderwysomgewing asook hoeronderwysinstellings verkeer onder geweldige druk
van beide binne en buite die akademiese gemeenskap om te verander.
'n Analise van die huidige stand van sake en konteks van hoeronderwysinstellings dui
daarop dat verandering nie net in Suid-Afrika 'n faktor is en baie aandag geniet nie,
maar dat Afrika sowel as die ontwikkelde lande ook onder geweldige druk verkeer om
te transformeer. Sommige lande is al vir meer as dertig jaar betrokke by die proses van
verandering. Dit wil egter voorkom dat sommige van die ander lande Of nog glad nie
begin het nie 6f pas begin het met die proses van verandering en transformasie.
Die tydperk na 1994 en die oorgang na 'n nuwe demokratiese regenng m Suid-
Afrika was ook die begin van dramatiese verandering in die Suid-Afrikaanse
hoeronderwysomgewing. Die kwessie van verandering is nie net in sekere nasionale
beleidsdokumente aangespreek nie, maar ook in meegaande wetgewing. Indien
Suid-Afrikaanse hoeronderwysinstellings in staat sou wees om nuwe modelle te
kan akkommodeer en te kan verwesenlik terwyl hulle besig is met die transformasieen
veranderingsproses, kan hierdie modelle van nut en van waarde wees, nie net
vir Afrika nie, maar ook vir die ontwikkelde wereld en die internasionale
hoeronderwysgemeenskap.
Nuwe strukture en modelle kan ongelukkig nie net deur wetgewing daargestel word nie.
Instellings sal toeganklik moet wees vir moontlike nuwe vorms van leierskap,
leierskapsontwikkeling en die konsep van veranderde strukture om sodoende te kan
aanpas by die eise van 'n voortdurend veranderende wereld en die geweldige impak wat
verandering op hoeronderwysinstellings het. Hoeronderwysinstellings sal moet besef
dat instansies wat op die toekoms gerig word nie kan vashou aan ou uitgediendemodelle nie. Toekomsgerigte modelle verskil van die huidige vorms, sowel as die van
die verlede.
Die invloed van organisasiemodelle op hoeronderwysinstellings verskaf konseptuele
verwysingsraamwerke vir die ontwikkeling van nuwe begrippe en konsepte.
Die konsepte help om rigting aan te dui en te bepaal wat van instansies verwag
word om sodoende te kan verander na lerende organisasies. Dit is belangrik om
kennis te neem dat lerende organisasies spesifieke eienskappe het en dat
hoeronderwysinstellings nie sonder meer gereken en geklassifiseer kan word as lerende
organisasies nie. Hierdie nuwe vorm van organisasiestruktuur sal 'n fundamentele
invloed he op institusionele prosesse asook op die manier waarop instellings in die
toekoms bedryf sal word. In die nuwe millennium sal hierdie paradigmaskuif die
geleentheid aan hoeronderwysinstellings voorsien om nie net revolusioner te verander
nie maar ook om 'n kwantumsprong te maak na die belangrike mens- en
leervaardighede. Hierdie vaardighede is nie net noodsaaklik vir die ontwikkeling om 'n
lerende organisasie te word nie, dit maak ook die kern uit van hierdie nuwe
organlsaSles.
Die proses van akademiese leierskap en leierskapsontwikkeling, soos wat voorgestel
word in die model van die Akademiese Leierskapsproses Superstruktuur sal aan
instellings die geleentheid bied om die noodsaaklike leierskapsvaardighede te
ontwikkel. Dit sal ook die kreatiewe en innoverende omgewing skep wat dit vir hierdie
soort organisasie strukture moontlik sal maak om nuut te kan ontwikkel en sodoende in
staat sal stel om te kan herorganiseer binne 'n konteks van groter aanpasbaarheid.
Hierdie kwalitatiewe studie en navorsingsanalise ten opsigte van leierskap,
leierskapsontwikkeling en die proses van verandering en transformasie het aangedui dat
hoeronderwysinstellings in Suid-Afrika nie effektief ontwikkel ten einde lerende
organisasies te word nie. Die ondersoek dui daarop dat instellings nie die onderliggende
elemente van die begrip "leierskap" verstaan nie. Leierskap en leierskapsontwikkeling
maak tans nie deel uit van die huidige institusionele kultuur nie.
18
de, Jager J., and G. Gbadamosi. "Specific remedy for specific problem: measuring service quality in South African higher education." Springer, 2009. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001436.
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Abstract
This study commences a process of developing a scale for the measurement of
service quality in higher education in South Africa and also examines the relationship
between the measures of service quality on the one hand and some other related variables
such as intention to leave the university, trust in management of the university and the
overall satisfaction with the university. Using structured questionnaires, survey data was
collected from students (n = 391) in two South African universities. Findings indicate that
the 52-item measure of service quality in higher education is a multidimensional construct
loading on 13 factors with a high reliability coefficient (0.93) and some construct validity.
Significant relationships were also found between service quality in HE and other study
variables—intention to leave university, trust in management of the university and overall
satisfaction with the university. Some further research directions were suggested and
policy implications of findings discussed.
19
Nagel, Leonie Henriette. "An exploration of talent management practices in South African higher education institutions." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/30766.
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Objectives: Talent management (TM) and its practices are popular topics of discussion in
the work context. These practices, however, have never been studied in the context of
South African higher education institutions (HEIs). This study aims to identify what TM
practices are prevalent in South African HEIs, as well as the extent to which they are
applied in the institutions.
Method: A quantitative research approach, using survey research, was followed in this
study. The Job Characteristics scale, Satisfaction with Talent Management questionnaire,
and the Intention to Quit questionnaire were administered to academics in the higher
education sector across South Africa (N=146).
Results: This study provides a view on current and perceived TM practices in HEIs in
South Africa, as well as the extent to which these are applied, by looking at academics’
satisfaction with the TM practices, and their intention to resign from the HEIs. Academics
also perceive more talent demands than talent enablers in their work.
Conclusions: Despite a continuous proliferation of research on TM and its practices in the
organisational context, little research could be found relating to the TM practices in the
higher education sector in South Africa. The present research study makes an important
contribution towards increasing the current knowledge on current TM practices and their
perceived importance in South African HEIs.<br>Dissertation (MCom)--University of Pretoria, 2012.<br>Human Resource Management<br>MCom<br>Unrestricted
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Viljoen, Stephen. "Applying a framework for IT governance in South African higher education institutions." Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/416.
Full textAbstract:
Background: Higher Education (HE), through HE Institutions, plays a very important role in society. There is thus a need for this sector to be well managed, especially with regards to planning, organising, and controlling. Corporate Governance has received a lot of attention in recent times, especially to engender trust on the part of the stakeholders. There are many similarities, but also significant differences in the governance of HE institutions and public companies. Information Technology (IT) plays an extremely important role in the modern organisation, creating huge opportunities, but also increasing the risk to the organisation. Therefore, effective governance of IT in HE Institutions is of great importance.
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Selesho, Jacob M. "The historical perspectives of Quality Assurance in South African Higher Education Institution." Interim : Interdisciplinary Journal, Vol 5, Issue 1: Central University of Technology, Free State, Bloemfontein, 2006. http://hdl.handle.net/11462/417.
Full textAbstract:
Published Article<br>Quality Assurance has changed drastically in the last five years and these changes have impacted heavily on the operation of Higher Education Institutions in South Africa. The paper will review the process of quality assurance from as early as Certification of Council of Technikons Education (SERTEC) and Quality Promotion Unit (QPU) days. SERTEC and QPU did, pave the way for the Higher Education Quality Committee (HEQC) to perform its roles as assigned by the Council of Higher Education (CHE).
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Gieser, James D. "How international students navigate the social and academic practices of a South African university." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/11909.
Full textAbstract:
Includes bibliographical references (leaves 68-75).<br>The aim of this thesis is to qualitatively explore how international students navigated the social and academic practices of a South African university. A sample of thirteen students was selected from the Humanities faculty at the University of Cape Town, each of whom was a visiting student for either one semester or a full academic year. Participants volunteered for one-hour, face-to-face interviews which were tape-recorded for later analysis. The interviews were semi-structured, as the author hoped to elicit particular critical moments in the student's study-abroad journey. Two groups of students were sought for purposes of validation and comparison: Group 1 consisted of nine American students; Group 2 consisted of four students from other countries. The focus, however, was primarily upon the experiences of the students from the U.S. The theoretical framework for the study was drawn from the work of social theorists James Gee and Pierre Bourdieu. Their interest in the differential distribution of power in the social world - particularly within academia - and in how the individual gains or loses power as s/he moves in that world provided helpful frames for exploring how international students negotiated often unfamiliar contexts encountered while studying abroad. To operationalize the theoretical framework, Anthony Giddens' concept of "fateful moments" was utilized. Following other researchers, the concept was altered to "critical moments." Critical moments are moments in a subject's narrative which cause disjunctures to arise in the life journey; they are moments of crisis which demand navigational choices to be made. In analysis of the data, these moments were located either by the interviewee's identification or the author's interpretation. In order to aid analysis practices were split into two domains: social and academic. Data was then clustered according to themes which arose in the interviews. In relation to social practices, common themes were related to "with whom to socialize" and to national and racial identities. American students in particular were deliberate in stating their intent to meet "local" students and to create distance from other Americans. Issues related to national and racial identity arose strongly across all of the interviews and influenced both their practices as well as those of "local" students. In relation to academic practices, themes related to academic support, academic expectations, and tacit academic procedures were predominant. When faced with unknown practices students often engaged in a compare-and-contrast activity, drawing upon known practices from their home institutions to serve as the standard by vhich ncv practiccs were judged. However, although splitting practices into two domains was helpful for analysis, students' practices often cut across them. For example, issues related to national and racial identity often occurred both in and out of the classroom. Based on the findings of this thesis as well as the literature, the author concludes with suggestions for future study-abroad programmes. Specifically, hc focuses upon the pre-orientation component of such programmes, suggesting that students may be more fully prepared to engage their study-abroad experience by being introduced to a particular perspective of the social world based on the social theories of Gee and Bourdieu.
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Drummond, Urvi. "Music education in South African Schools after apartheid : teacher perceptions of Western and African music." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6298/.
Full textAbstract:
The South African classroom music curriculum has changed in the twenty years since the transition from apartheid to democracy in 1994. The broad imperative for the main music education policy shifts is a political agenda of social transformation and reconciliation. Policy aims are to include many more learners in the music classroom by promoting the study of diverse musics that were previously marginalised and by providing a framework for music education that allows learners to progress at their own pace. This research study investigated to what extent music teachers are able and likely to fulfil the requirements of the new, post-apartheid curriculum, with particular reference to the National Curriculum Statement music policies (NCS). Specifically, it considered whether teachers have a particular allegiance to Western and/or African music. Twelve South African music teachers were interviewed for this purpose. The latest music curriculum revision in the form of the Curriculum and Assessment Policy Statement (CAPS, 2011) has modified knowledge content by streaming music into three distinct but parallel genres. In addition to Western music, the curriculum incorporates Indigenous African music and Jazz as representative of the diverse cultural interests of South Africans. An analysis of post-apartheid music policy documents draws on post-colonial thought to frame the affirmation of African music by giving it a prominent place in the curriculum. In order to appreciate the role different musics are expected to play in the curriculum, the work of prominent ethnomusicologists provides a means to conceptualise the range of emerging musics, including World Music, Global Music and Cosmopolitan Music, and their differences. For teachers to comply with the policy directive to teach different musics to diverse learners, they are required to expand their knowledge and adapt their teaching styles to achieve these aims. This study highlights a lack of resources and of structured teaching support through continuing professional development as well as a need for policy to give clearer direction in the way it instructs teachers to execute the changes demanded of them in the curriculum. An investigation of teachers’ own musical education and their views of the new curriculum reveals that they are willing to teach a variety of musics. Their perceptions of the differences between Western and African music illustrate a reflective understanding of the challenges they face in this undertaking.
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Thondhlana, Gladman, and Dina Zoe Belluigi. "Group work as 'terrains of learning' for students in South African higher education." University of the Free State, 2014. http://hdl.handle.net/10962/67636.
Full textAbstract:
Publisher version<br>A common global perception of group work in the higher education context is that it has the potential to act as a platform which can enable student learning by means of interactions, shared diverse experiences, deep engagement with subject concepts and the achievement of tasks collaboratively. Indeed, in different socio-economic, historical and institutional contexts, group work activities have become levers by which deeper learning could be achieved. Drawing on perceptions and experiences of group work among environmental science students at a South African university, we investigate the ways in which group work could be more expansively viewed as 'terrains of learning' for students. The results in general indicate that students have positive perceptions and experiences of group work, though problematic elements are evident. This particular case study points to the attention that should be paid to understanding issues of background, ethnicity and various student personalities which could hinder or enable the desired student learning. Such an understanding could contribute to debates regarding the achievement of higher quality learning, given issues of diversity and transformation in the South African higher education context.
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Ntshuntshe-Matshaya, Pateka Patricia. "Investigating the relevance of quality measurement indicators for South African higher education libraries." University of the Western Cape, 2021. http://hdl.handle.net/11394/8337.
Full textAbstract:
Philosophiae Doctor - PhD<br>This study investigates the relevance of quality measurement indicators at higher education libraries for faculty academics, librarians, and students. The study followed a mixed-method design with a mixture of quantitative and qualitative data collection. Faculty academics, librarians and students ranked the existing quality measurement indicators for South African higher education libraries.
The findings revealed that for library quality measures to meet the needs of faculty academics, librarians, and students, the resources must be accessible both physically and virtually, and staff should be accountable and willing to offer services responsive to the users' needs and expectations of a safe, secure, and comfortable library space, be it physical or virtual. The qualitative data highlighted the importance of adequate resources and the adoption of new developments as measures for quality.
Quality measurement indicators must include elements such as adequate funding; relevant resources aligned with teaching and learning programmes; programmes that are integrated into teaching plans; effective supplier collaboration with respect to the process of acquiring relevant learning materials; effective student training; communication of the value of library services and alignment with the student learning outcomes; research support in a digital environment with e-tools and website navigability; research data management; and open access, which is a prominent role of the library. Based on the data, there was a quality measure (process) that was commendable even though it did not form part of the existing quality measures nor a service whose relevance was assessed. The separation of undergraduate and postgraduate learning spaces was amongst those services that ranked quite high from the students' responses (qualitative data). Even though there were differences emphasized on each indicator by either faculty academics or students, there were also discrepancies in the interpretation of what each quality indicator means to each study population group. As the study of this nature has recommendations and gaps identified in terms of research findings, it is quite important to record that there was a series of gaps that were identified in terms of library expectations and perceptions. These gaps were suggested as part of further research that must be conducted to fill the void in terms of library users’ voices in the development of higher education library measurement indicators.
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Price, Kariema. "Entrepreneurship education courses across multidisciplinary programmes at a South African university of technology: educator and student perspectives." Doctoral thesis, Faculty of Commerce, 2018. http://hdl.handle.net/11427/30142.
Full textAbstract:
Research in the field of entrepreneurship education suggested the need for more studies that focus on the characteristics of the pathways to entrepreneurship education. Previous empirical work in this field has largely been driven by uncovering the link between entrepreneurship education and its impact on students, while fewer researchers have focused on the alignment between the components that constitute entrepreneurship education. The purpose of this mixed methods study was to explore the contextual factors affecting entrepreneurship courses (design and delivery) and their subsequent effects on student perceptions of entrepreneurship and entrepreneurship education across multidisciplinary programmes within a higher education institution. A key aspect of this study was to determine whether students across disciplines were inspired and stimulated by the content and pedagogical aspects of their courses. In this mixed method convergent parallel design study, the qualitative component consisted of semi-structured interviews, presenting the narrative of ten educators teaching in entrepreneurship education. For the quantitative component, survey questionnaires were administered to a sample of 640 students across multidisciplinary programmes at a higher education institution. These surveys were designed to capture the student perceptions of entrepreneurship and entrepreneurship education, as well as their experience of the entrepreneurship course. Key findings of this research identified four factors affecting entrepreneurship education courses within the higher education institution as those of: course design and delivery; institutional impact; educator aspect and the student aspect. Analysis of the student aspect established the influence of contextual factors affecting student perception including: employment aspirations; prior exposure to entrepreneurship education; socio-cultural influence; employment confidence and student experience of the course. This study proposed a conceptual model presenting a framework for teaching in entrepreneurship that highlights the need for an alignment between the factors affecting entrepreneurship education. This conceptual framework therefore provides a map for (a) higher education institutions aiming to implement entrepreneurship education without assimilating its entrepreneurial flavour, (b) curriculum designers of multi-disciplinary programmes and course planners of entrepreneurship education, and (c) educators in entrepreneurship education aiming to develop not only their teaching practice in this field but also enhance their career trajectory in an fast evolving field of education. Firstly, this study contributes to the growing field of research in entrepreneurship education as it is offered within the higher education system, particularly in South Africa where keen efforts are directed at improving and developing this field through current and ongoing initiatives and implementation plans. Secondly, this research also offers an insight into the challenges faced by educators teaching in entrepreneurship, the positioning of entrepreneurship education courses, particularly within multidisciplinary programmes taught at university level and the dynamic of the student input factor. Considering these insights could provide opportunities for improving entrepreneurship education curricula within the higher education institution, not only from a course design perspective but also in the way courses are delivered. Further expectations from this research would be to promote the status of institutionalised entrepreneurship education courses within the higher education community and to acknowledge the written and unwritten role and expectations of educators in this field. This should encourage opportunities for faculty training and development in entrepreneurial learning, benefitting both educator and student.
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Warner, Nan. "Impact of a partnership programme of African universities: A study of the perceptions of a group of white South African academics of their learning experiences." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
Full textAbstract:
This research project was an in-depth case study, an investigation of a small sample of white South African male academics from the University of Cape Town who were part of the USHEPiA (University Science, Humanities, and Engineering Partnerships in Africa) initiative. The project investigated these University of Cape Town academics experiences and perceptions of another African country and university, and considered the effect that this might have had on the academic's own life.
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Lawton-Misra, Nita. "Crisis leadership at South African universities: An exploration of the effectiveness of the strategies and responses of university leadership teams to the #FeesMustFall (#FMF) protests at South African universities in 2015 and 2016." University of the Western Cape, 2019. http://hdl.handle.net/11394/7096.
Full textAbstract:
Doctor Educationis<br>The #FeesMustFall (#FMF) movement which began in 2015 and continued in 2016 was
initially a call for free tuition, but soon grew to include substantial academic demands,
quickly spiralling into violence and destruction of property. This required university leaders
to step into roles for which they were largely untrained and inexperienced –– even for those
who were once among the ranks of the protesting students. Neither the operational
systems nor the personnel had ever conceived of or anticipated such an unprecedented
revolt, and the leadership had to summon all their intuition and acumen to navigate,
deciding whether to merely defend their institutions or to concede to students’ demands.
Did they manage the moment or lead it, and did they steel their institutions against similar
future confrontations?
This study used an interpretative phenomenological analysis (IPA) approach to answer the
primary research question, and to understand the lived experiences of the participants,
which aligned with the interpretive paradigm. Leadership theories and chaos and complexity
theories were employed and provided the lens through which the data was collected and
analysed. Semi-structured interviews were used as data collection methods with 29
participants. University leaders and staff who did not belong to the leadership band of
universities, from six universities participated in the study. The findings revealed that South
African university leaders are not adequately trained to lead during crises, and that
leadership-enhancement programmes need to be developed to include this component in
the training of future leaders for the higher education sector. It further revealed that the
Department of Higher Education and Training should take a proactive role in training and
supporting university leaders, as well as developing a national communication strategy.
This research makes a contribution towards crisis leadership in the South African higher
education sector by providing insights for both university leaders as well as the Ministry of
Higher Education and Training, as well as proposing a model of crisis leadership.
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Gambushe, Wanga. "Implementation of multilingualism in South African higher education : exploring the use of isiXhosa in teaching and learning at Rhodes University." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017890.
Full textAbstract:
This study explores the implementation of multilingualism at Rhodes University (RU), by examining the teaching and learning practices of lecturers, demonstrators and students within the Cell Biology module, offered by the Biological Sciences and Botany departments at RU. This examination is in line with RU’s Language Policy (2005/2014), which recognises multilingualism and the development of isiXhosa as an academic/scientific language. The study and the choice for the location of the study within RU was motivated by what seemed to be a pattern of under achievement of LOTE speaking students studying Cell Biology. This pattern necessitated a further inquiry into the language aspect of the teaching and learning of Cell Biology. The goals of this research were to investigate spaces where LOTE students use their home languages and the motivations behind their usage of those languages. Due to the varying proficiencies of LOTE students in their mother tongue, this study sought to investigate the language capabilities of LOTE students in their home languages. The perceptions of the main role players in the Cell Biology module were sought, in order to get an idea of what students, lecturers and demonstrators thought about multilingualism in teaching and learning practices in the Cell Biology module. This study has discovered that there is a disparity in achievement between LOTE and English speaking students, with English students outperforming LOTE students consistently in the period investigated. On the language capabilities of LOTE students in their mother tongue, it was discovered that they have enough linguistic capital for a mother tongue intervention to succeed. There were mixed views about the use of LOTE in HE, but students were mostly in favour of the use of LOTE. A number of recommendations are made as to how multilingualism can be implemented in Cell Biology. In this study I argue that there is a need to use the mother tongue of LOTE students in order to support learning, the mother tongue intervention is supported by scholars such as Paxton (2007, 2009; Madiba 2011, 2012, 2014). The use of the mother tongue to support learning should be a short-term measure while the process of the development of African languages is underway, because languages develop as they are used, and form follows function (Madiba 2008). Ultimately, African languages should be developed and use as academic languages in HE not only in order to fulfil the legislative imperatives such as the Constitution and the Language Policy Higher Education but also to increase access and success among LOTE students.
30
Watkiss, Sheralyn Ann. "An evaluation of the factors affecting student success at a South African higher education institution : implications for management." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1018826.
Full textAbstract:
The context of this study centres on Higher Education in South Africa, the role that this sector plays in terms of economic development and the implications that face Institutional management in retaining students in the Higher Education system. Central to this study is the notion that student development theory can be used as a basis towards understanding the customers of Higher Education, how to better serve the customers needs and finally, retain students in the system through more effective management practices. The education sector is growing at an increasingly rapid rate as a result of strategic goals of countries and organisations such as the United Nations promoting the notion of education for all people (Altbach, Reisberg & Rumbley, 2009). The aim of the strategic goals adopted by developing countries in particular is to enhance the human capital or skills and knowledge of its people since education is a known contributor towards economic, social and political development. Higher Education in particular is known to contribute towards the human capital and economic development of a country. The Higher Education sector in South Africa for instance contributes approximately 1.5 percent to the country‟s gross domestic product (GDP), significantly higher than other industry sectors (apart from gold and agriculture) in the country (van Heerden, Bohlmann, Giesecke, Makochekanwa, & Roos, 2007). Figure 1.1 provides a context of the relevant importance of the higher education sector towards economic growth.
31
Sentleng, Mapule Patricia. "Plagiarism among undergraduate students in the Faculty of Applied Science at a South African higher education institution." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9720_1308303157.
Full textAbstract:
<p>The purpose of this study was to investigate plagiarism among undergraduate students at a higher education institution in South Africa. There is evidence from previous studies that plagiarism is increasing world wide among higher education students. The emergence of the Internet has made plagiarizing worse as students can easily copy and paste information from the World Wide Web. This study investigated the occurrence, causes and trends of plagiarism among students in the Faculty of Applied Science at a higher education institution. It also examines student awareness of institutional policies and guidelines regarding plagiarism.</p>
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Tait, Edward. "The implementation of an institutional language policy in a multilingual South African higher education society." Thesis, Bloemfontein : Central University of Technology, Free State, 2007. http://hdl.handle.net/11462/108.
Full textAbstract:
Thesis (M. Tech.) -- Central University of Technology, Free State, 2007<br>The purpose of the study is to show, as so aptly put by Bamgbose (1996:111) that, given the ‘inheritance situation’ and the colonial legacy that continue to dominate education policies and practices in Africa, language policies are essentially characterised by the following features: avoidance, vagueness, arbitrariness, fluctuation, and declaration without implementation. The South African government has declared eleven languages as official to replace the former apartheid legislation which privileged English and Afrikaans as the sole languages of the country. The post apartheid eleven official language policy has been described by Bamgbose (1996 111) as, ‘the new enlightened South African language policy on languages,’ ‘a very progressive policy’ and ‘Africa’s best ticket’. The major concern raised was whether the language policy could be implemented. An attempt will be made to undertake a critical review of language planning under a democratic dispensation.
33
Mawonga, Sisonke. "Bilingual teaching practices in South African higher education : making a case for terminology planning." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017894.
Full textAbstract:
When the apartheid government was in power universities in South Africa were segregated according to a race and language. After apartheid, the democratic government came into power and its vision was abolition of segregation. There was also equal and equity of access to public institutions which were set aside for certain people to have access to. Access to universities was equalized and students with different racial, social, cultural and linguistic backgrounds were allowed access to universities which they used not to have access to before. The students‟ access to all universities led to diversity within these institutions. Even though this was the case, there were no changes in the system prevalent during apartheid. English, for example, continued to be the language of learning and teaching (LoLT) while the numbers of students who speak languages other than English (LOTE) as home languages was also increasing. The Constitution of South Africa (Section 6, Act 108 of 1996) acknowledges the previous marginalization of indigenous languages in the country and encourages the development and use of these languages as official languages. The right of access to educational institutions, and accessing education in one‟s language, if that language is one of the official languages, is also encouraged by the Constitution. There are other supporting legislative documents such as the Languages Bill (2011), the Higher Education Act (1997) and the national Language Policy for Higher Education (LPHE) (2002) that support multilingualism, the equal promotion of the official languages as well as use of multiple languages in higher education institutions (HEIs) to support learning. The above mentioned policies and legislations may exist to ensure equality and equity, and even though HEIs have become heterogonous, that does not guarantee that the students enrolled in these institutions have equal access to knowledge offered by the HEIs in SA. This research uses the theories of languages and conceptualization; language and learning as well as language planning to show that the students‟ first languages in learning can assist to facilitate cognition. Terminology development, as part of corpus planning which is the body of language planning is introduced in this study in the form of bilingual glossaries as an intervention especially for students‟ whose mother tongue is not English as language used for learning at university for different disciplines tend to be abstract. The data for this research was collected from the 2014 first year students registered in the Extended Studies Unit (ESU) in the Humanities Faculty at Rhodes University. Research methods such as questionnaires, participant observations, interviews as well as content analysis were used to collect the data. These methods were used to look at the students‟ use and perceptions of bilingual glossaries as additional resource materials which can assist them in learning. A Political Philosophy I module offered by the Political Science department was used for this research. This thesis presents a model which can be used for the development of bilingual glossaries in order to facilitate learning. The thesis recommends the use of corpus extraction tools such as WordSmith Tools (WST) that can be used to generate and extract terms and illustrates the use of this tool by extracting terms from an English Political Philosophy textbook. These terms are defined and these are then translated into isiXhosa to provide a sample of the bilingual glossary. This glossary has been designed to illustrate how the bi/multilingual glossaries with terms and definitions can be developed in order for use by students to facilitate learning them. The study also presents a terminology list which consists of Political Philosophy terms that have been generated during the corpus extraction process. It is recommended that further research looks into the development of bi/multilingual glossaries using the suggested model so that the students who are speakers of LOTE can also be able to understand abstract terms which are used at university
34
Johl, Christian Peter. "A value framework for information and communication technology governance in South African higher education institutions." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020281.
Full textAbstract:
The public higher education sector in South Africa is governed by an act of Parliament which defines the governance organs and mechanisms required within institutions and the sector. This doctoral thesis begins by contextualising ICT governance within the levels of systemic governance in South Africa that have relevance to this study. It then continues by advancing the understanding of the state of Information and Communication Technology (ICT) governance in public higher education institutions in South Africa by investigating the level of pervasiveness, the level of ICT process maturity and the alignment of ICT to the institutional processes within these institutions. Subsequently, this thesis results in the production of a contextually appropriate value framework that contributes towards an understanding of the need for the improvement of ICT governance. A survey of the extant literature on governance, ICT governance, and the frameworks and standards associated with governance indicates that the methodological approach currently favoured in ICT governance research is predominantly interpretive and based on surveys and interviews. This study leans towards a Design Science approach paradigm using surveys for the qualitative data collection process. The empirical research data was gathered from the highest ranking ICT officers at public higher education institutions in South Africa. This study makes contributions on a number of levels – from the first known measurement of ICT pervasiveness within the context of higher education, to the measurement of ICT process maturity and the measurement of the alignment of ICT and institutional processes, to the design of a value framework that breaks down governance into layers indicating which governance organs are appropriate at the relevant layers and which governance mechanisms can be used to address governance at each layer of governance. This study therefore makes a contribution to the ICT domain for development research by demonstrating praxis for the improvement of ICT governance implementation in the public higher education sector in South Africa. This study makes both method design and practical contributions to the ICT body of knowledge at various stages of the research process. These contributions include reflection on and analysis of the data gathering approaches that occur within the public higher education sector and in the complex environment of institutional autonomy and academic freedom; the use of Agency Theory to support the ‗governance intent‘ transfer between the layers of governance in the value framework and the synthesis of the improvement of ICT governance with value creation. The findings of this study further contribute to an understanding of the dynamics and interrelatedness of aspects of governance and management, while making a contribution to theoretical research by extending practical and empirical understanding of the ICT governance environment in the public higher education sector in South Africa.
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Louw, I., and Zuber-Skeritt. "Reflecting on a leadership development programme: a case study in South African higher education." Perspectives in Education, 2009. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001715.
Full textAbstract:
Leadership development in higher education is of vital importance to South Africa’s future. We
present a case study that focuses on a leadership development programme (LDP) through action
learning and action research (ALAR) for women academics in South Africa during 2000 and 2001.
It identifies the effects of the LDP on participants five years after the programme. The evaluation
process encouraged participants to reflect on their own learning, research growth and leadership
capabilities, and on how they may further develop their practice and career. Reflecting on this
evaluation, we have conceptualized the results and developed process models of leadership deve
lopment through action research. These models may be used as a framework for designing,
conducting and evaluating leadership or other professional development programmes in higher
education.
36
Barkhuizen, Emmerentia Nicolene. "Work wellness of academic staff in South African higher education institutions / Emmerentia Nicolene Barkhuizen." Thesis, North-West University, 2005. http://hdl.handle.net/10394/713.
Full textAbstract:
Academia is a demanding profession, as evidenced by a body of research that documents the
debilitating impact of occupational stress and burnout on the personal and professional
welfare of academics. In particular, high levels of these pathological phenomena, left
unchecked, undermine the quality, productivity and creativity of the academics' work in
addition to their health, well-being and morale. Despite these indicators of "weaknesses" and
"malfunctioning", academics know that there is times that they operate in a "milieu" of work
- there is an intense focus and pleasurable emotions, accompanied by high levels of
enthusiasm. Especially, with the upcoming positive paradigm in Occupational Health
Psychology, "positive" trends such as work engagement, optimism, organisational
commitment and life satisfaction are also commonplace among academics. The first step in
the enhancement of work wellness is the successful diagnosis of stress, burnout and work
engagement. However, to measure these constructs, it is important to use reliable and valid
instruments, and at the same time, take into account the cultural diversity in a multicultural
setting such as South Africa. Clearly then, an assessment of this type should be concerned
with the issue of construct equivalency. Furthermore, little information exists regarding the
causes and effects of occupational stress, burnout and work engagement of academics in
South Africa.
The general aim of this study was to standardise an adapted version of the Maslach Burnout
Inventory-General Survey (MBI-GS) and the Utrecht Work Engagement Scale (UWES) for
academics in South African higher education institutions, to determine their levels of
occupational stress, organisational commitment and ill-health, and to test a structural model
of work wellness for South African academics.
A cross-sectional survey design was used, with stratified random samples (N = 595) taken of
academics in six South African universities. The Maslach Burnout Inventory - General
Survey, Utrecht Work Engagement Scale, Job Characteristics Inventory, the Health and
Organisational Commitment subscales of the ASSET, The Life Orientation Test and
Satisfaction with Life Scale were administered. Cronbach alpha coefficients, exploratory
factor analysis, Pearson correlations, multivariate analysis of variance (MANOVA), one-way
analysis of variance (ANOVA), t-tests and multiple regression analysis were used to analyse
the data. Structural equation modelling was used to test a structural model of work wellness.
Exploratory factor analysis with target rotations resulted in a three-factor model of burnout,
consisting of Exhaustion, Mental Distance and Professional Efficacy. The scales showed
acceptable internal consistencies and construct equivalence for two language groups.
Practically significant differences were found in the burnout levels of academics with regard
to their age, marital status and working hours.
Exploratory factor analysis with target rotations resulted in a two-factor model of work
engagement, consisting of Vigour/Dedication and Absorption. The scales showed acceptable
construct equivalence for two language groups (Afrikaans and English). One scale, namely
Vigour/Dedication showed acceptable internal consistency. Practically significant differences
were found between the work engagement of academics with different job levels and
qualifications.
Compared to the normative data, academics reported significantly high levels of stress
relating to pay and benefits, overload and work-life balance. Academics also reported high
levels of psychological ill-health, but experienced high levels of commitment both from and
towards their organisation. Organisational commitment did not moderate the effects of
occupational stress on ill-health. Analysis of variance revealed differences between the levels
of occupational stress and ill-health of demographic groups.
Regarding a model of work wellness, the results showed that job demands contributed to
burnout, while job resources contributed to work wellness (low burnout and high work
engagement). Burnout mediated the relationship between job demands and ill-health; work
wellness mediated the relationship between job resources and organisational commitment.
Dispositional optimism moderated the effects of a lack of job resources on work engagement.
Work wellness and health contributed to life satisfaction.
Recommendations for future research were made.<br>Thesis (Ph.D. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2005.
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Fouché, Jacobus Paulu. "Programme development for first year accounting in South African higher education / Jacobus Paulus Fouché." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1132.
Full textAbstract:
There are various factors that accounting educators should consider when involved in
accounting education. These include:
A continuous changing business environment;
A new generation of learners studying at universities;
A lack of skills among learners;
Accounting educators resisting changes in accounting education; and
The requirements for continuing professional education.
From the literature it seems that much research has been done in the field of accounting
education, but that it did not find practical application in the classroom. It is therefore necessary
to think creatively in order to find practical solutions for the challenges facing both lecturers and
facilitators.
In the study the following elements of the teaching-learning environment were identified:
Learners;
The lecturer/facilitator;
The milieu;
The subject content (including technical content and competencies); and the
Teaching methodology.
Each of these elements were investigated during the research in order to identify factors from
literature that could be included in an improved teaching plan. As part of the plan (methodology)
a board game "Commercium™" was developed to meet the requirements of the teaching-learning
environment.
The board game was evaluated by first year learners at the Potchefstroom Campus of the
North-West University. The evaluation proved to be very positive. The learners indicated that
technical skills, understanding of the roles of the accountant, soft skills as well as knowledge of
the subject content improved as a result. What should especially be noted is their positive
reaction due to the fact that the game simulated the business environment and linked theory to
practice. They also enjoyed the social and group work aspects of the assignment. The learners
further had a general positive attitude towards the game. The highest evaluated positive
experiences were described as good, exciting and fresh. On the negative side words such as
unhappy, uncomfortable and tensed were recorded. The learners were thus required to move
outside their comfort zones.
Learners were also required to summarise the project in one word. Two thirds of the remarks
were positive, with the number one remark being the word "interesting". The largest negative
comment was that the project was confusing at the start. This could, however, be addressed in
future projects.
In conclusion it can thus be said the Commercium™ game meets the requirements of an
effective teaching-learning environment by providing an effective teaching methodology.
Lecturers now have an empirically proven effective teaching tool for introductory accounting,
based on research of the requirements of the teaching-learning environment.<br>Thesis (Ph.D. (Accounting))--North-West University, Potchefstroom Campus, 2007.
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Diedericks, Rita. "Students' perceptions of service quality at two South African higher education institutions / Rita Diedericks." Thesis, North-West University, 2012. http://hdl.handle.net/10394/10280.
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South African higher education institutions are facing increasing competition from both local and global competitors. This increasing competitive pressure has forced them to become aware of the importance of building and sustaining a suitable competitive advantage. Adding to this, South Africa’s economy, together with the world economies, has witnessed changing circumstances in relation to consumers’ needs, tastes and preferences. In this light, service quality has been recognised as a means to meet these challenges. As service industries play an important role in many economies around the world, the significance of providing an adequate level of service quality has emerged. Higher education institutions too are now being called upon to account for the quality of the services they provide. As service quality is a key strategic issue and a pervasive strategic force, the methods deployed in measuring service quality is of concern. Traditionally, higher education institutions used measures to account for the academic standards they provide, together with accreditation and performance indicators of teaching and research. However, from the viewpoint of their primary consumers, higher education institutions need to put measures in place to account for their students’ perceptions of service quality as well. Higher education institutions need to concentrate their attention on what the students feel is important in delivering the service. In measuring service quality from the perspective of the students, higher education institutions will be able to improve their service delivery processes, which will help to create consumer loyalty and, in the long-term, build a competitive advantage. The primary objective of this study was to provide a comparative view on the undergraduate students’ perceptions of the service quality delivered by two South African higher education institutions. The study comprised a literature review and an empirical study, and a descriptive research design was employed. The literature review focused on service quality. The literature review did not focus specifically on examining service quality from higher education institutions perspective but rather looked at service quality from the perspective of general service industries. In addition, in order to shape the literature on service quality, an introduction to services and services marketing was provided. Within the empirical portion of this study, quantitative research was applied using the survey method. Two South African higher education institutions formed the two sample groups in this study. A self-administered questionnaire was administered on the relevant first-, second- and third- year business and marketing management students of each sample’s respective faculties.
The findings obtained from the main survey questionnaire are discussed in order to provide insights as to how students’ evaluate the service delivery of higher education institutions. Given the limitations and scope of the study, a balanced view of the two sample groups is provided in that the sample groups were split representatively. The recommendations provided in this study provide guidelines regarding the possible ways in which higher education institutions can market themselves in order to build a sustainable competitive advantage.<br>MCom, North-West University, Vaal Triangle Campus, 2012
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Weideman, Renee. "Evaluation criteria for selected administrative and support systems in South African higher education institutions." Thesis, [S.l. : s.n.], 2008. http://dk.cput.ac.za/cgi/viewcontent.cgi?article=1082&context=td_cput.
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Watson, Pamela. "The institutionalisation of the SADC protocol on education and training: a comprative study of higher education in two South African countries." Thesis, University of the Western Cape, 2010. http://hdl.handle.net/11394/1718.
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Magister Educationis - MEd<br>Regional integration is being proposed as a means to development in Southern Africa. As a part of
the formal agreements regarding this cooperation, a Protocol on Education in the Southern African
Development Community region has been signed. This research set out to compare the higher
education systems of two Southern African countries and to examine the extent to which this
Protocol has had an impact on national policies and practices. The research sought to investigate
this by means of exploring the extent to which the Protocol has provided an institutional frame
which is guiding the development of higher education policy in each of the two countries.
The findings of the study indicate that the Protocol, rather than providing leadership in the area of
education policy, is to a large extent a symbolic document, reflective of norms already existent in
national policy in the two countries studied. The analysis found that the Protocol is not strong on
the regulative domain, and that this may reflect the general tensions that exist in the region between
regionalism and national sovereignty. Although, in general, educational practices in the two
countries were found to be in line with Protocol aims, no areas of national policy were found which
could be specifically ascribed to the Protocol. On the other hand, the accounts provided of policy
development in each of the national contexts illustrate clearly how policy has grown in these two
contexts, and how it is connected to broader national goals and previous education achievements.
The national logic thus appears to be a far stronger determinant of policy than regionalism aims.
The analysis also found that differences in higher education policy between the two contexts were
not as great as had been expected, and over time, the systems appear to be becoming, at policy and
structural levels, more similar. There is little in the Protocol itself which appears to be driving this
increasing isomorphism, although undoubtedly, the processes which the Protocol has set in motion,
such as regular meetings of the Education Ministers of the different countries, is acting to diffuse
models of appropriateness with regard to education policy. However, it seems more likely, given
trends in the global context towards apparent increasing uniformity in higher education policy, that
global isomorphic pressures are being exerted directly onto the two countries, and that similarities
between their polices can be explained as a result of this.<br>South Africa
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Chetty, Candice. "Storying the career development of black South African female university students." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1021056.
Full textAbstract:
Career psychology in South Africa has traditionally been constituted by assessment methods, counselling practices and research objectives of a modernist-positivist paradigm. This paradigm has been limited in its consideration and integration of the broad range of contextual factors that may influence the career development of individuals. This study is based on the Systems Theory Framework of career development, an overarching theoretical framework of career development that is able to acknowledge the complexity of career development processes and assist in engaging with contexts of that complexity. Seven Xhosa-speaking Black South African female university students were invited to story their career development within their unique individual contexts. In collaborating with the participants, the study adopted an exploratory collective case study research design. The My Systems of Career Influences reflection process was primarily used to obtain the qualitative data. Based on the need that arose in the career counselling process, the quantitative data were generated from the Values Scale (VS), the Life Roles Inventory (LRI), the Commitment to Career Choices Scale (CCCS), and the Jung Personality Questionnaire (JPQ). The study is particularly relevant given the growing need for the development of non-discriminatory career assessment and counselling collaborations between counsellors and clients who need to navigate unique and diverse South African contexts. Key words: career counselling, career development, constructivism, My System of Career Influences (MSCI), narrative career counselling, qualitative career assessment, South African female university students, storytelling approach, Systems Theory Framework (STF).
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Matsau, Liapeng. "Institutional ethnography of race and gender equity matters in three South African universities." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7587.
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Almost two decades after the end of apartheid, the higher education system in South Africa remains marked by inequity at both staff and student levels. Current research in this area focuses on measuring inequity but does little to explain why and how it persists. This research explores gender and race equity in South African universities using three critical case studies of the University of Kwa-Zulu Natal, the University of Pretoria, and the University of Cape Town. Using Dorothy Smith’s Institutional Ethnography, broadly conceived, this research examines the daily practices, processes and discourses that give rise to inequitable institutions. The case study of the University of Kwa-Zulu Natal revealed disjunctures between the push in commercialising universities, illustrated in the new managerialist approach and focus on research, on one hand, and the State’s goal to transform and redress, on the other. This tension was articulated in the incongruence between boss texts, such as the Employment Equity Act, and more local institutional texts that emphasised the employment of “productive” staff members. These competing national and institutional demands and pressures blunted the impact of equity policies and strategies. In the case study of the University of Pretoria, gender and racial inequity is maintained and reproduced through various practices and processes, some formal and others informal, both at institutional and individual levels. Students reproduced the racialism and racism that forms part of racial interaction in broader South African society. Despite having equity policies in place, there were significant enclaves of inequity, shown through the lack of female representation in some departments and in student politics, and importantly in the de facto segregation that continues in the student body. In the case study of the University of Cape Town, institutional structures and practices that both maintain and reproduce inequality were identified. In this instance, the formal arrangements and structures of the university were found to lead to the exclusion of and discrimination against certain groups of people. Examples of such institutional structures and processes include, but are not limited to: the concentration of power at middle management; the white-male domination in senior management; and the absence of an intersectional approach in equity policies and measures. Thus despite important progressive policies and ideals, the structural nature of the university served as one of the key obstacles to racial and gender equity. Together, the case studies carried out point to the objectified forms of consciousness and organisation that rely on and help create textual realities. The management of equity in South African institutions is characterised by disjunctures and competing interests and not necessarily by poor implementation, which has been suggested as the explanation by other researchers. The discourses of race, and gender that dominate South African society play an important role in informing how equity matters are managed and experienced at the local level. The local practices and realities of individual Universities should be understood as being framed and influenced by the ruling relations of higher education and the State.
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Botha, Louwrens Stephanus. "Skills development in higher education institutions in South Africa." Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-04012009-225823/.
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Africa), Council on Higher Education (South, Brenda Leibowitz, Vivienne Bozalek, et al. "Learning to teach in higher education in South Africa." Council on Higher Education (South Africa), 2017. http://hdl.handle.net/10962/66524.
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publisher version<br>Preface by Prof Narend Baijnath: “Teaching and learning are never neutral. Every aspect is ideological in nature: from the admission of students, to the selection of curriculum content, to the adoption of learning materials, to the pedagogical approach, to the mode of assessment and the quality of the feedback. The form of disciplinary knowledge may vary from the more subjective and contentious to the more objective and broadly accepted, but teaching and learning remain highly political acts across all institutions, faculties and disciplines. So it is unsurprising that when a country undergoes major social change, ideological demands are placed on teaching and learning.” (HE Reviewed, CHE 2016 p.143). There are many and diverse influences on teaching and learning as a political act, from broad social movements that challenge what is taught, to the ways in which resources have historically been allocated, to the values and goals of different disciplines, and the more immediate institutional and faculty contexts in which they take place. Learning to teach in higher education in South Africa is a timely and well-researched contribution to understanding the influences of that more immediate layer, that is, of institutional contexts, on the professional learning of academics in their roles as teachers. It explores questions of whether it matters to the professional learning process whether one is teaching in a context in which resources are scarce, or whether the departmental leadership style is authoritarian, or whether an institution has a strong drive to increase research output. And if it matters, what are the implications for facilitating opportunities for academics to ‘learn to teach’ in higher education? Undertaken by a team of academic staff developers across eight institutional contexts, this research report offers a comprehensive, nuanced and theorised set of insights into the role that context plays in the ways in which academics learn to teach. Such insights can inform the development of professional learning initiatives at both the institutional and national policy levels. The report is one of the outcomes of a large-scale study carried out between 2011 and 2016, made possible by funding from the National Research Foundation. It has spawned many research articles, books and PhD studies (see Appendix One) and has thus in itself provided a vehicle for the development of further research and researchers on the subject. The team chose to work collaboratively, with all the possibilities and difficulties that that entails, as reflected on in Chapter 7. Thereby, it also offers an illuminating reflection and insights into such research methodology. While the report does not specifically set out to offer anything new or surprising about the cultural and contextual differences between institutions, it does offer a coherent interpretation of such complex and intersecting conditions examined through a single theoretical lens. Indeed, the concepts of ‘structure, culture and agency’ as developed in the work of the social realist, Margaret Archer, formed the theoretical canvas for the study. The theory allows for the analytical separation of different domains for the purposes of understanding the interplay of relations, but it also offers a hope of bringing about social transformation through exercising particular modes of reflexivity. As the report argues, quoting Archer, transforming our positions in society is possible, but “their transformation depends partly on the subjective reflexivity of primary agents in seeking to play an active part in reshaping society’s resource distribution”. The researchers may not always have found it easy to apply a single theoretical lens, but the theory based study provides a coherent representation of the differences and similarities between the institutional contexts of the eight universities, throwing into relief their different influences on professional learning, and points to pathways towards the improvement of teaching and learning in South African higher education. A major contribution of this report that is likely to influence the discourse on teaching and learning significantly, is the conceptual shift from ‘professional development’ to ‘professional learning’. As an external reviewer noted, “in the context of the decolonization debate, [this shift] has the potential to offer a more flexible continuum in which to position different learning opportunities”. It also recognises the importance of group and individual agency and the importance of informal contexts in learning to teach. 12 | Monitor 14 | Learning to Teach in Higher Education in South Africa The publication of this research report takes forward the CHE’s ongoing endeavours to improve and enhance the quality of teaching and learning in higher education. It serves to complement the more practical implementation of quality assurance in higher education, which for the CHE has largely entailed a focus on teaching and learning, whether in accreditation, audits or the Quality Enhancement Project (QEP) that began in 2014 in which one of the four focus areas that universities were asked to engage with was “enhancing academics as teachers”. Participation in the QEP over the past three years has contributed to a heightened awareness across the sector of the importance of academics developing competence in university teaching, particularly given the increased emphasis being placed on student success by both the government and higher education institutions themselves. As a result, universities are becoming more intentional in their efforts to help academics develop this competence. The release of the study is therefore timely, as not only will it add to our collective understanding of the complexities and nuances in the interrelationships between structure, culture and agency that inform and influence academics in their roles as teachers, but it will serve as a useful resource for institutions in their efforts to enhance university teachers and teaching. The Higher Education Monitor series, as was elaborated in the first issue in 2003, “aims to stimulate research and the production of knowledge and interpretive frameworks that could contribute to better theorisation of higher education, more rigorous analysis of higher education complexities and more effective strategies for change and progress”. It is our hope that this report will do exactly that.<br>We thank the National Research Foundation for funding the project that made the study and the ensuing report possible, Professor Brenda Leibowitz for leading the team of researchers, our external reviewers, and the individual authors who took the time to present drafts of their chapters to Dr Webbstock of the CHE at a workshop in May 2016.
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Fadhl, Abraheem Qassim. "Ethical practices of the middle managers in a South African University." University of the Western Cape, 2020. http://hdl.handle.net/11394/7595.
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Masters of Commerce<br>Middle managers play an important role in contemporary organisations, particularly in Higher Education Institutions (HEIs). Research on middle managers in a HEI environment suggests that their roles, work practice and identities are under-researched. Middle managers occupy a central position in organisational hierarchies where they are responsible for implementing senior management plans. In HEIs in SA academic middle managers/heads of departments (HODs) face many challenges that are not commonly found in conventional organisations. In this qualitative study the contribution is based on the participants’ experiences in relation to an increasingly diverse workload and responsibilities. Using a fluid conceptualisation of identity and subjectivity, the researcher argues that academic middle managers are engaged in ethical and political practices through demands in the workplace. Drawing on theories on ethics put forward by Foucault, Levinas & Critchley, various aspects of ethics of ‘the self’ and ethics of ‘the other’ in relation to academic middle managers’ identities and practices are discussed. A case study was used with a cross-sectional research design to gather the data on academic middle managers in a single faculty in a South African HEI. Information gathered particularly focused on the implementation of ethical practices. The findings show that middle managers’ work practices were dependent on their ethical goals and aspirations. This is crucial to achieving success in a HEI. The findings indicate that many academic middle managers engaged with the multiple demands of their positions but attempted to form and shape their identities and practices in the higher education system in response to their own ethical value systems. Thus, academic middle managers created and fashioned new and personalised hybrid identities based on their ethical values to cope with multiple demands. The recommendation is that academic middle managers receive contemporary management training (such as intrapreneurship, leadership, management, administrative etc.) on how to cope and manage the multiple demands within a higher education environment. It is further recommended that they be given more space and freedom to rely on ethics in dealing with their functions rather than following strict guidelines on what they ought to do within their respective departments
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Idahosa, Grace Ese-Osa. "Losing, using, refusing, cruising : first-generation South African women academics narrate the complexity of marginality." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013148.
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While existing literature shows a considerable increase in the numbers of women in academia research on the experiences of women in universities has noted their continued occupation of lower status academic positions in relation to their male counterparts. As the ladder gets higher, the number of women seems to drop. These studies indicate the marginalization of women in academic settings, highlighting the various forms of subtle and overt discrimination and exclusion women face in academic work environments. In this study I ask how academic women in South Africa narrate their experience of being ‘outside in’ the teaching machine. It has been argued that intertwined sexist, patriarchal and phallocentric knowledges and practices in academic institutions produce various forms of discrimination, inequality, oppression and marginalization. Academic women report feeling invisible and retreating to the margins so as to avoid victimization and discrimination. Others have pointed to the tension between the ‘tenure clock’ and the ‘biological clock’ as a source of anxiety among academic women. Where a masculinised presentation of the self is adopted as a solution to this dilemma, the devaluation of the feminine in the academic space is confirmed. However, experiences of academic women are not identical. In the context of studies showing the importance of existing personal and social resources, prior experience and having mentors and role models in the negotiation of inequality and discrimination, I document the narratives of women academics who are the first in their families to graduate with a university degree. These first-generation academic women are therefore least likely to have access to social and cultural resources and prior experiences that can render the academic space more hospitable for the marginalised. Employing Spivak’s deconstruction of the concept of marginalisation as my primary interpretive lens, I explore the way in which, in their narratives, first-generation academic women negotiate marginality. These narratives depict a marginality that might be described, following Spivak, as ‘outside/in’, that is, as complex and involving moments of accommodation and resistance, losses and gains, pain and pride.
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Akor, Eusebius Ugochukwu. "Government intervention in higher education in South Africa policy options /." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-11252008-130318/.
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Dison, Arona. "Research capacity development of individuals at three South African university research centres." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7177_1253849279.
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<p>In South Africa, there has been recognition of the need for increasing research capacity at South African universities and within the national science system. Furthermore there has been a need to address imbalances in the racial and gender profile of researchers. There has been a growth of application-oriented, multidisciplinary research centres at South African universities in response to changing national and international knowledge contexts. Many research centres have a research capacity development component and run postgraduate programmes in collaboration with academic departments. This it was relevant to investigate what types of contexts these centres provide for research capacity development and postgraduate education. In this study, individual research capacity development was examined as a process of identity formation and socialisation through social, organisational and epistemological lenses.</p>
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Bytheway, Andy. "The availability, applicability and utility of information systems engineering standards in South African higher education." University of the Western Cape, 2016. http://hdl.handle.net/11394/5023.
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Philosophiae Doctor - PhD<br>Higher education institutions in South Africa have invested heavily in information technology and information systems, with variable outcomes. Organisations in other sectors, such as engineering, the defence industry, public administration and business, have developed and adopted standards and guides to good practice for the development and operation of software-based systems. In the history of standards-making there was an early vision of the need to extend standardisation beyond software engineering into the world that acquires and uses systems, and yet the overall scope of available standards is still limited. Seeing slow progress in the international committees that develop nationally-endorsed standards (such as ISO-IEC/JTC1/SC7) practitioner communities moved to develop good practice guides such as COBIT and ITIL, that have found considerable interest in progressive organisations. Hence a range of potential guidance is available. In order to assess the extent to which standards and good practice guides might assist higher education, the four tertiary institutions in the Western Cape were approached and a representative range of academic, administrative and managerial individuals agreed to contribute to the study as respondents. Interviews were organised in two parts: the first an open conversation about their involvement with systems, and the second a structured examination of systems-related events that they considered significant. By inspection of those events, bipolar scales were developed by which respondents were able to characterise events (for example as ‘challenging’ or ‘easy’, or as ‘functional’ or ‘dysfunctional’). Respondents rated events on those scales. Repertory Grid analysis was applied so as to investigate which scales correlated with event success. 30 scales (out of 170) proved to be adequately correlated with success, and by principal component analysis they were combined to form nine ‘success scale’ groups, indicating nine areas where the deployment of standards or good practice guides might be expected to lead to more effective use of improved information systems. The study adopted an abductive approach to the work, keeping open the question of what might be the contribution to knowledge. In the event, a new Reference Model emerged from the data analysis that contributes to the effective choice and management of standards and good practice guides .A review of available standards and good practice guides using the new Reference Model concludes that the good practice guides are more applicable than the internationally developed standards, and in some areas management models and frameworks have a contribution to make. The utility of standards, good practice guides and management models will depend on the circumstances and context of use, which are extremely variable. A portfolio approach to the management of information systems provides a means to deal with that variability. It is further found that the IMBOK1 can be used to assess the linkages between information technology, information systems, business processes, business benefits and business strategy. The new Reference Model has a role to play in resolving the need for standards in the four junctions between those five IMBOK domains. Selected standards are assessed in that way, and an illustrative commentary is provided showing how projects and other systems-related initiatives can be assessed using the new Reference Model and the IMBOK.<br>Carnegie Corporation of New York
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Maurtin-Cairncross, Anita. "Creating 'space' for publication: challenges faced by women academic staff members at historically Black South African universities." Thesis, University of the Western Cape, 2003. http://etd.uwc.ac.za/index.php?module=etd&.
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In this study an attempt was made to explore the challenges with regard to publications experienced by academic women at three selected Historically Black Universities (HBUs). Although based predominantly within a feminist qualitative metholodogical framework, both qualitative and quantitative research methods were used in this study. Based on the findings of the study, the recommendations illustrated participants' responses. Some of the recommendations illustrated participants' expressed need of staff development with a specific focus on training in publication skills<br>mentoring and support networks<br>assistance and support for their publishing venture at both institutional and departmental level and the development of strategies that would assist academic women in 'juggling' their personal and academic roles.