Academic literature on the topic 'Stellenbosch University – Social change'
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Journal articles on the topic "Stellenbosch University – Social change"
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Ferreira, Sanette, and Lukas Beuster. "Stellenbosch coffee society: Societal and locational preferences." Urbani izziv Supplement, no. 30 (February 17, 2019): 64–81. http://dx.doi.org/10.5379/urbani-izziv-en-2019-30-supplement-005.
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Stellenbosch is a university town boasting knowledge-intensive economic sectors with a variety of ‘new economy’ occupations and activities. The presence of a professional and creative class, as well as university students has changed the economy, the retail landscape and the social spaces of the town. This paper reports on an investigation of the geography of coffee shops (third places) in downtown Stellenbosch and describes the social and physical factors which influence customer preferences for certain coffee shops. A brief review of the literature on the evolution of coffee shop and café cultures, the functioning as third places and the siting of coffee shops in inner cities (or specific neighbourhoods) is presented. A mixed-methods research approach consisting of transect walks, a questionnaire survey and three in-depth-interviews with coffee shop owners (or managers) is explained. The study area in the historical precinct of the town is contextualised. The bigger picture of coffee consumption in Stellenbosch – social and locational preferences, place attachments of consumers and the relative location of coffee shops – is sketched. The findings of three in-depth case studies (selected speciality coffee shops) are discussed. The paper concludes by pointing out some implications for the planning of consumption spaces in secondary cities in developing world contexts.
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Larson, Brendon M. H. "New Wine and Old Wineskins? Novel Ecosystems and Conceptual Change." Nature and Culture 11, no. 2 (June 1, 2016): 148–64. http://dx.doi.org/10.3167/nc.2016.110202.
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The concept of novel ecosystems (CNE) has been proposed as a way to recognize the extent and value of ecosystems that have been irreversibly transformed by human activity. Although the CNE has recently been subject to critique, existing critiques do not appear to seriously engage with the extent of anthropogenic change to the world’s ecosystems. Here, I seek to provide a deeper, philosophical and constructive critique, specifically arguing that the usefulness of the CNE is limited in the following three ways: (1) it is too static, (2) it is too vague, and (3) it is too dualistic. Although the CNE provides some conceptual advance (“new wine”), some of its conceptualization and packaging weakly support this advance (“old wineskins”), so I consider some ways to further develop it, in part to encourage more widespread recognition and appreciation of novel ecosystems. Co-address: Centre for Invasion Biology, Department of Botany and Zoology, Stellenbosch University, South Africa
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Lyner‑Cleophas, Marcia, Lizelle Apollis, Ilse Erasmus, Melanie Willems, Latashe Poole, Meagan Minnaar, and Pippa Louw. "Disability Unit Practitioners at Stellenbosch University: Covid‑19 Pandemic Reflections." Journal for Students Affairs in Africa 9, no. 1 (May 31, 2021): 223–34. http://dx.doi.org/10.24085/jsaa.v9i1.1440.
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As reflective practitioners working in disability inclusion, we constantly work with shifting realities concerning our students, who are not a homogenous group. The coronavirus pandemic (Covid‑19) was a reality least expected in 2020, yet we used our flexible approach to make the transition as smooth as we possibly could. The Disability Unit (DU) is one of five units located within the Centre for Student Counselling and Development at Stellenbosch University (SU) and falls within the responsibility centre of the Deputy Vice-Chancellor: Teaching and Learning. The DU was founded in 2007 and is 15 years old in 2021. We aim to foster disability inclusion within a transformative framework at SU, with our main focus on students with disabilities. Our wider aim is universal access, which includes working towards the removal of cultural, social, language and disability barriers in the higher education context. We are guided by the Disability Access Policy (2018) of SU. Since the latter part of March 2020, we had to shift to online teaching and learning. This came at a time when we were preparing for the end of the term and student support was being put in place. The onset of Covid‑19 occasioned unanticipated reflections and challenges, which we share in this article. We also reflect on what we have learnt and how we can move forward in a changed academic environment catapulted into a digital world. We do this reflection by following the Gibbs’ reflective cycle (Gibbs, 1988) which offers a way to reflect and learn from experience. The cycle is weaved into the reflections as it follows a process of describing the context of the DU, expressing how the Covid‑19 pandemic was felt by staff and students, evaluating and learning from what was experienced. According to Lyner-Cleophas (2020), online learning has benefits and challenges, especially considering students with disabilities.
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Kruger, Marie. "The Power of Double Vision: Tradition and Social Intervention in African Puppet Performance." New Theatre Quarterly 22, no. 4 (October 20, 2006): 324–35. http://dx.doi.org/10.1017/s0266464x06000510.
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The appeal of the puppet lies partly in its dual nature: it is at once a representative object without life while at the same time it enacts the imagined life with which it is endowed by the puppeteer. Marie Kruger argues that this duality makes puppetry a uniquely effective way of questioning the very traditional values it appears to embody, and so of stimulating a sense of the need for social change. She relates her argument to the long tradition of puppetry among the Bamana people of Mali, and specifically to the performance of the Bin Sogo bo, an animal masquerade in which the ‘characters’ adumbrate human qualities with effective ambiguity. Marie Kruger is Chair of the Department of Drama at the University of Stellenbosch, South Africa, where puppetry is offered as a performance option. She is the author of Puppetry: a Guide for Beginners and has also published in the South Africa Theatre Journal. Over the past twenty years she has directed numerous puppet productions for all ages, and is currently leading a research project to document the nature and application of African puppet traditions.
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Eijsackers, Herman. "Do South African and Dutch biology students have different views on nature?" Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 26, no. 1 (September 21, 2007): 63–67. http://dx.doi.org/10.4102/satnt.v26i1.124.
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Lecturing on nature conservancy at Amsterdam and Stellenbosch offered the possibility to investigate if biology students in different countries and cultures have different views on nature and nature conservation. The results of a short questionnaire show a similar broad attitude towards nature and nature conservation in both university student groups. They all want action with respect to global problems (global warming/climate change). But next to that there are also typical national problems like Dutch fisheries discussions and South African eradication of alien species and more attention for water and soil pollution. Moreover, there was a shared interest in more social aspects of nature conservation (education, awareness/consciousness, population growth). A major bias is that the answers express the views of well educated, white people. Extension to young people of other cultural background is needed. So feel free to ask for the questionnaire.
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Van der Merwe, Stephan. "Towards Designing a Validated Framework for Improved Clinical Legal Education: Empirical Research on Student and Alumni Feedback." Potchefstroom Electronic Law Journal 23 (December 8, 2020): 1–31. http://dx.doi.org/10.17159/1727-3781/2020/v23i0a8144.
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The pedagogical advantages of employing a Clinical Legal Education (“CLE”) teaching and learning strategy have been acclaimed in literature for almost a century and it continues to be ideally suited to cater to modern education expectations. As an agent for social change, CLE offers law students an effective gateway to participate in, and be influenced by, fundamental social justice problems while it also improves access to justice for the indigent. Though the clinical literature is replete on expected benefits for clinical law students, very little (if any) verifiable empirical research, independently sourced and evaluated, has been published to assess the veracity of these claims in support of CLE. After receiving a funding grant from the University of Stellenbosch Fund for Innovation and Research into Learning and Teaching, the University of Stellenbosch Law Clinic appointed an independent, external agency to conduct empirical research through an extensive measure and evaluation exercise. The aim of the project was to source, document and analyse robust empirical research data about the Faculty of Law’s CLE module, Practical Legal Training 471. The project involved the sourcing and collation of formal student evaluation feedback reports spanning a period of nine years. Additional alumni and current student data were gathered either by online questionnaire or by telephonic interview. The research was aimed at eliciting quantitative as well as qualitative responses.
The purpose of this article is to describe the applicable methodology and aims of the research project, to unpack and discuss the resulting empirical data, and to draw certain conclusions based on the findings of this research about CLE’s impact on law students’ experience specifically relating to their practice-readiness and social justice sensitivities. It is suggested that this research will prove both interesting and useful to law teachers involved in relevant programmes at other higher education institutions. The data and evidence detailed herein will assist them to conduct their research and to make substantiated recommendations for the development of CLE programs on a broader national and international level. This research will also add to the body of knowledge on students and student learning and allow for recommendations regarding the creation of a broader implementation framework for improved CLE.
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Heleba, Siyambonga. "Mootness and the Approach to Costs Awards in Constitutional Litigation: A Review of Christian Roberts V Minister of Social Development Case No 32838/05 (2010) (TPD)." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 15, no. 5 (June 1, 2017): 566. http://dx.doi.org/10.17159/1727-3781/2012/v15i5a2535.
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After nearly three years of waiting, the North Gauteng High Court (then the Pretoria High Court) finally handed down judgment in March 2010 in the case of Christian Roberts v Minister of Social Development.[1] The case was a constitutional challenge to section 10 of the Social Assistance Act 13 of 2004 and the relevant Regulations, which set the age for accessing an old age grant at 60 for women and 65 for men. After the hearing the High Court had reserved judgment. Pending judgment the government had amended the legislation in dispute so that the pensionable age for the purposes of accessing a social grant would be equalised over time. Despite the change in legislation, the High Court found against the applicants and punished them with a costs order. * Siyambonga Heleba. LLB (UWC), LLM (UU), Adv Cert (AAU) Dip (UJ). Lecturer, Faculty of Law, University of Johannesburg. Email: scheleba@uj.ac.za. This case note is based on a the paper presented at the Law Teachers Conference on 18 January 2011, at the University of Stellenbosch. The author is indebted to the two anonymous referees for their valuable comments on an earlier draft of this note. All mistakes are mine.[1] Christian Roberts v Minister of Social Development Unreported Case No 32838/05 (2010) (TPD). The author attended the two-day hearing of the case in September 2007, in his capacity as a researcher at the Community Law Centre, of the University of the Western Cape, and an amicus in the case.
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Erlank, Dr Wian. "Editorial." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 17, no. 2 (April 24, 2017): 0. http://dx.doi.org/10.17159/1727-3781/2014/v17i2a2296.
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On Friday 27th July 2012 the conference on the "Green Paper on Land Reform: Challenges and Opportunities" was held at the Hakunamatata Estate in Muldersdrift. The conference was a joint project by the Konrad Adenauer Foundation (KAS) and the Faculty of Law, North-West University. While the main focus of the conference was on the specific issues raised by the Green Paper on Land Reform of 2011, it also addressed current and contemporary issues relating to the Land Reform issue as experienced in South Africa.Papers were delivered on various aspects of land reform relating to or arising from the Green Paper on Land Reform, 2011. The programme included a large number of excellent and thought provoking papers as well as a number of panel discussions that resulted in enthusiastic audience participation. Of these, the following papers and presentations were collected, evaluated and published in this special edition of PER. The first contribution by Wian Erlank (North-West University) gives an overview and discusses the challenges the Green Paper on Land Reform bring to the fore. It sets the stage for the publication at large. This is followed by Juanita Pienaar (University of Stellenbosch) who deliberates on what she calles the “mechanics of intervention” and the Green Paper on Land Reform. Henk Kloppers and Gerrit Pienaar (North West University) gives a historical context of land reform in South Africa and early policies; and Henk Kloppers then considers Corporate Social Responsibility (CSR) in the context of land reform. He is followed by Hanri Mostert's (University of Cape Town) contribution on land as a 'National Asset' under the Constitution and what this system change envisaged by the 2011 Green Paper on Land Policy means for property under the Constitution. Elmien du Plessis (University of Johannesburg) article on the lack of direction on compensation for expropriation in the 2011 Green Paper on Land Reform. This special edition ends with Motsepe Matlala, the President of the National African Farmers Union gave an illuminating oratio on the opportunities and challenges of the 2011 Green Paper on Land Reform for the National African Farmers Union (NAFU SA).The timing of this edition is fortuitous, since a follow-up to this conference was held at Hakunamatata, Muldersdrift on 19 and 20 June 2014 with the specific focus on Land Reform and Food Security.More on the theme.The contributions contained in this special edition provide an extensive overview of land reform, especially in their introductory sections - before delving into the more technical aspects. However, a very brief note on the issue of Land Reform in South Africa might be beneficial for foreign readers. As in most other areas of the world, ownership of and access to land is an important issue in South Africa. This is especially topical in South Africa due to the fact that the racial segregation policies and laws of the past had the effect of removing people from their land, of restricting their access to land, and also in most instances of prohibiting their ownership of land. Ever since the abolition of "apartheid" and the introduction of the new, democratic dispensation, the initiative of "land reform" has been identified as requiring actively promotion in order to address these injustices of the past. Mandated by the Constitution and implemented through legislation, the South African Land Reform Programme has seen many developments over the past few years. While it is clear that much has been done to address these issues, it is also clear that current land reform strategies have not have the intended effect and would need to be adapted before this important programme is resumed. The Green Paper on Land Reform of 2011 is one of the instruments that has been used to create new interest and public engagement both in Land Reform, the development of better public policy and - eventually – of legislation. In the context of this brief description of the existing situation, this issue focusses on the most pressing aspects of land reform at the moment.
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Daniel, Antje, and Florian Stoll. "Conference Report: Middle Classes, Protest, and Social Change in Africa and Beyond." Africa Spectrum 52, no. 3 (December 2017): 111–16. http://dx.doi.org/10.1177/000203971705200306.
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South Africa is one of the world's most unequal societies. Social disparities provoke massive social protests, considered to be among the most frequent worldwide. Some of these are class-based, and members of the middle class are often perceived as part or even at the core of such initiatives. However, neither in South Africa nor in other cases is it clear how stratification – and middle-class positions in particular – relate to and translate into protest and political goals for social change. Against this backdrop, a conference on middle classes and protest, which took place from 17 to 21 March 2017 at the Stellenbosch Institute for Advanced Study (STIAS), explored and discussed how middle classes and social protest are linked in African settings and other contexts of the so-called global South.
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Kalitanyi, Vivence, and Dick Jacobus (Kobus) Visser. "Social values as determinants of entrepreneurial intentions among university students in Cape Town – South Africa." Problems and Perspectives in Management 14, no. 3 (September 6, 2016): 185–93. http://dx.doi.org/10.21511/ppm.14(3-1).2016.05.
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An empirical study was conducted in Cape Town – South Africa – to determine whether social values (family, parents’ work and education) have an impact on entrepreneurship students in the universities of Cape Town, University of Stellenbosch, and University of the Western Cape, as well as Cape Peninsula University of Technology. The paper reviewed the literature about the role social values plays in the people’s lives. Respondents were the entrepreneurship university students. Data were collected in classrooms, and, in most cases, with the facilitation of both the lecturer and the researcher. Bivariate and multivariate tests of statistical significance were conducted, while Cronbach’s Alpha was used to measure the reliability of the research tool. Findings suggest that social values of the university students have an impact on their entrepreneurial intentions. The paper ends with recommendations to universities, entrepreneurship lecturers, parents, government and businesses, as well as civil society organizations. Keywords: social values, entrepreneurship intentions, university students, Cape Town. JEL Classification: Y4
Dissertations / Theses on the topic "Stellenbosch University – Social change"
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Dunn, Munita. "Promoting social change amongst students in higher education : an evaluation of the listening, living and learning senior student housing programme at Stellenbosch University." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85551.
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Thesis (MPhil)--Stellenbosch University, 2013.ENGLISH ABSTRACT: The positioning of Stellenbosch University in a rapidly changing higher education context necessitates transformation, the promotion of diversity, and social integration among all students on campus. Although a vast variety of recruitment and support initiatives are in place to diversify the student population and to enhance student success, it is not sufficient to simply widen access for African, coloured and Indian students to Stellenbosch University. Change with regard to the institutional culture and social climate of the institution also needs to be effected. One intervention aimed at achieving this is the Listening, Living and Learning programme, promoting social change among students. The Listening, Living and Learning (LLL) programme is a senior student housing programme, and a co-curricular living-learning community, and is the first of its kind in South Africa. The students in the LLL houses are ideally a diverse group of students, learning to live together, hosting conversations with guest speakers about the theme of their house and participating in a small project. The initiative aims to develop students as agents of change. Since its establishment in 2008, the outcomes of the LLL programme have not yet been evaluated. This study is embedded in a broader programme evaluation of the LLL initiative and evaluated only one of the programme outcomes: increased levels of interaction among students in a LLL house lead to reduced stereotyping and diminished bias. All the students enrolled in LLL for 2013 (N=99) participated in the study. An applied, quantitative approach was followed. A web-based, electronic survey (Student Attitude Questionnaire) was conducted in a one-group pre-test post-test design that was completed by 79 students. The questionnaire measured tolerance towards five constructs of ‘the other’ – gender, race, language, socio-economic status and nationality. The results indicated for all five constructs – gender, language, race, socio-economic status and nationality – a change in senior students’ stereotypical and discriminatory attitudes, increasing to a more intolerant level from the pre-test to the post-test. The changes were not statistically significant. The deduction can be made that increased levels of interaction among students in a LLL house, over a five-month period, did not lead to reduced stereotyping and diminished bias. The short timespan between measurements and the adjustment, as well as developmental processes of the students, impacted the results. However, valuable information was gathered in terms of students’ interpersonal and intrapersonal development; as well as feedback on the programme content and outcome. This research study contributes, firstly, to a starting point for discussion to allow HEIs to consider learning communities as part of the co-curricular sphere in South Africa. Secondly, the research indicated the vital role learning communities play in students’ in-class and out-of-class development. Thirdly, the study highlights the need for discussion and research on the integration of curricular and co-curricular learning in South Africa, as well as the establishing of partnerships between all role players in student affairs and faculty.
AFRIKAANSE OPSOMMING: Die Universiteit van Stellenbosch se posisie in die vinnige veranderende konteks van hoër onderwys noodsaak transformasie, bevordering van diversiteit en sosiale integrasie van alle studente op kampus. Al is ’n groot verskeidenheid werwing- en steuninitiatiewe in plek om die studentepopulasie te diversifiseer en studentesukses te bevorder, is dit nie genoeg om slegs toegang na die Universiteit van Stellenbosch vir swart, bruin en Indiër studente te vergemaklik nie. Daar moet ook veranderinge aan die institusionele kultuur en sosiale klimaat van die inrigting teweeggebring word. Een intervensie wat daarop gemik is om dit te bereik deur sosiale verandering onder studente te bevorder, is die Luister-, Leef- en Leerprogram. Die Luister-, Leef- en Leerprogram (LLL) is ’n behuisingsprogram vir senior studente en ’n ko-kurrikulêre leefgemeenskap, die eerste van sy soort in Suid-Afrika. Die studente in die LLL-huise is idealgesproke ’n diverse groep studente wat leer om saam te leef, gasheer speel vir gesprekke oor hulle huis se tema met sprekers van buite en deelneem aan ’n klein projek. Die inisiatief het ten doel om studente as veranderingsagente te ontwikkel. Sedert dit in 2008 begin is, is die uitkomste van die LLL-program nog nie geëvalueer nie. Hierdie studie is gesetel in ’n breër programevaluering van die LLL-initiatief en evalueer slegs een van die program se uitkomste: hoër vlakke van interaksie tussen studente in ’n LLL-huis lei tot die vermindering van stereotipering en bevooroordele. Al die studente wat in 2013 vir LLL ingeskryf is (N=99), het aan die studie deelgeneem. ’n Toegepaste, kwantitatiewe aanslag is gevolg. ’n Webgebaseerde, elektroniese opname (“Student Attitude Questionnaire”) is gemaak volgens ’n eengroep-voortoets-natoets-ontwerp wat deur 79 studente voltooi is. Die vraelys meet verdraagsaamheid teenoor vyf konstruksies van ‘die ander’ – geslag, ras, taal, sosio-ekonomiese status en nasionaliteit. Die resultate dui op ’n verandering in senior studente se stereotiperende en diskriminerende houdings in al vyf konstruksies – geslag, taal, ras, sosio-ekonomiese status en nasionaliteit – met ’n verhoging na ’n meer onverdraagsame vlak vanaf die voortoets na die natoets. Die veranderinge was nie statisties beduidend nie. Die afleiding kan gemaak word dat die verhoogde vlakke van interaksie tussen studente in ’n LLL-huis oor ’n periode van vyf maande nie gelei het tot verminderde stereotipering en bevooroordele nie. Die kort tydperk tussen opnames en die aanpassing sowel as die ontwikkelingsprosesse van die studente het ’n impak op die resultate gemaak. Waardevolle inligting is egter ingesamel oor studente se interpersoonlike en intrapersoonlike ontwikkeling sowel as terugvoer op die program se inhoud en uitkomste. Hierdie navorsingstudie dra eerstens by tot ’n beginpunt vir die bespreking dat inrigtings vir hoër onderwys leergemeenskappe as deel van die ko-kurrikulêre terrein in Suid-Afrika beskou. Tweedens dui die navorsing op die belangrike rol wat leergemeenskappe in studente se binne- en buiteklasontwikkeling speel. Derdens beklemtoon die studie die behoefte aan bespreking en navorsing oor die integrasie van kurrikulêre en ko-kurrikulêre leer in Suid-Afrika, sowel as die behoefte aan vennootskappe tussen alle rolspelers in studentesake en fakulteite.
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Baumert, Stefanie Christine. "University politics under the impact of societal transformation and global processes : South Africa and the case of Stellenbosch University, 1990-2010." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95959.
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Thesis (PhD)--Stellenbosch University, 2014.Der Fakultät für Sozialwissenschaften und Philosophie der Universität Leipzig
ENGLISH ABSTRACT: Worldwide, national higher education systems and universities are repeatedly confronted with global higher education trends and the challenge to handle them in specific national and institutional contexts. This observation relates to the broader question how processes of globalization affect university politics. The work at hand provides insights into how South Africa and the South African Stellenbosch University (SU) were facing recent processes of globalization in a situation of deep societal transformation after the end of apartheid. The dissertation examines how university politics in South Africa were negotiated after 1990. It investigates which local and global actors were involved and with what kind of interests they influenced the process. For SU, it is analysed how the different levels making up the University understood current international trends in higher education and how this understanding brought about institutional change leading to inter- and transnationalization. The thesis applies a qualitative multi-method approach drawing on document analysis and interviews. The research is grounded on major research reports and national policy documents on higher education, institutional documents of SU (e.g. the Senate and Council documentation, brochures and speeches) as well as on a total of 52 semi-structured interviews that were conducted with current and former representatives of SU as well as of the national South African higher education system between 2010 and 2012. Theoretically, the study draws on debates from higher education research and transnational history concerning the internationalization and transnationalization of higher education. It follows an analytical perspective for exploring and understanding higher education developments that goes beyond the conventional state-centric nation-state model used to analysing social processes and interactions. Therefore, the dissertation traces the impact of the different spatial references of the local and the national level for university politics and looks at how the local relates to the national and both of them to the regional and the global. By approaching the topic historically, the study challenges the often referred to hypotheses of academic isolationism and SU’s increasing insularity due to the international academic boycott against South Africa during the apartheid era. It accentuates that prior to 1990 there were many international activities going on at SU. Furthermore, the findings show that SU has embarked comparatively early on a purposeful and strategic process of internationalization, which occurred prior to its national opening in the form of transformation and redress. Only by the turn of the century, processes of internationalization were paralleled by an open transformation attempt. This was quite in contrast to the post-1990 dealing with higher education on the national South African level and by many other South African universities. The study demonstrates that in approaching the challenges of societal transformation and global processes, SU’s management initially favoured the “efficiency” discourse over the “redress” discourse in order to pave the way for becoming an internationally esteemed research university.
AFRIKAANSE OPSOMMING: Nasionale hoëronderwysstelsels en universiteite word wêreldwyd voortdurend gekonfronteer met globale hoëronderwystendense en die uitdaging om in spesifieke nasionale en institusionele kontekste daarop te reageer. Hierdie waarneming hou verband met die meer omvattende vraag hoe globaliseringsprosesse universiteitspolitiek beïnvloed. Hierdie studie gee insig in hoe Suid-Afrika op nasionale vlak en die Universiteit Stellenbosch (US) in Suid- Afrika die resente globaliseringsprosesse te midde van ’n situasie van ingrypende maatskaplike transformasie ná die einde van apartheid hanteer het. Die tesis fokus op die universiteitspolitiek in Suid-Afrika na 1990. Die plaaslike en globale rolspelers wat betrokke was en die vraag na die soort belange wat die proses beïnvloed het, word ondersoek In die spesifieke geval van die US word ontleed hoe die huidige internasionale tendense in hoër onderwys op verskillende vlakke binne die Universiteit verstaan word en hoe hierdie begrip daarvan institusionele veranderinge teweeg gebring het wat tot inter- en transnasionalisering aanleiding gegee het. In die tesis word ’n kwalitatiewe veelmetodebenadering toegepas wat gebruik maak van dokumentontleding en onderhoude. Die navorsing is gegrond op belangrike navorsingsverslae en nasionale beleidsdokumente oor hoër onderwys, institusionele dokumente van die US (bv. Senaats- en Raadsdokumente, brosjures en toesprake) sowel as op ’n totaal van 52 semigestruktureerde onderhoude wat tussen 2010 en 2012 gevoer is met huidige en voormalige personeellede van die US en met belangrike rolspelers in die nasionale Suid-Afrikaanse hoëronderwysstelsel. Op teoretiese vlak steun die studie op debatte in hoëronderwysnavorsing en die geskiedenis van die internasionalisering en transnasionalisering van hoër onderwys. Die studie maak gebruik van ’n analitiese perspektief om hoëronderwysontwikkelings te ondersoek en te deurgrond. Dit strek verder as die konvensionele staatsentriese model wat gebruik word om maatskaplike prosesse en interaksies te ontleed. Die effek van die verskillende ruimtelike verwysings na die plaaslike en nasionale vlakke op universiteitspolitiek word ondersoek. Daar word gekyk na die verband tussen die plaaslike aspekte en nasionale aspekte, en hoe beide hierdie aspekte verband hou met regionale en globale aspekte. Aangesien die onderwerp histories benader word, word die algemeen aanvaarde hipoteses ten opsigte van die akademiese isolasie in die algemeen en spesifiek die US se toenemende isolasie weens die internasionale akademiese boikot teen Suid-Afrika gedurende die apartheidsera, uitgedaag. Dit beklemtoon dat daar in die tydperk voor 1990 verskeie internasionaliseringsaktiwiteite by die US was. In vergelyking met ander instellings het die US reeds vroeg ’n doelgerigte en strategiese proses van internasionalisering aangepak. Dit het gebeur voor die tydperk waartydens die nasionale oopstelling plaasgevind het wat onder meer die vorm aangeneem het van transformasie en regstelling. Eers tydens die draai van die eeu aan die einde van die negentigerjare het prosesse van internasionalisering parallel geloop met ’n oop transformasiepoging. Dit was in redelike kontras met die tendense in hoër onderwys na 1990 op nasionale vlak in Suid-Afrika, en met die tendense by baie ander Suid- Afrikaanse universiteite. In die studie word aangetoon dat die US se bestuur in hul benadering tot die uitdagings van maatskaplike transformasie en globale prosesse aanvanklik die “doeltreffendheidsdiskoers” bo die "regstellingsdiskoers” verkies het om die weg voor te berei om ’n internasionaal erkende navorsingsuniversiteit te word.
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Theletsane, Kula Ishmael. "Developing a conceptual model for transformation at the South African Military Academy : the Ubuntu approach." Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/18706.
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Thesis (MMil)--University of Stellenbosch, 2007.ENGLISH ABSTRACT: The initial conceptual framework for transformation proposes the context (why), the content (what), and the process (how) as three dimensions of transformation that are always present. A distinction is made between external and internal triggers of transformation, and information is provided on the challenges posed by, among others, the knowledge society, globalisation, and changing market conditions that require companies to become learning organisations staffed by empowered knowledge workers. Literature study on transformation clearly shows that transformation brings about change. There are different models on transformation and this shows that there are different approaches to transformation. Ubuntu should be introduced as a way forward for the South African Military Academy (SAMA) to deal with transformation issues. Ubuntu is more concern about the wellbeing of the people and their morale during and after transformation has been implemented. Subsequently, a conceptual model for transformation is proposed in which generic elements of the “why”, “what”, and “how” dimensions are included. The SAMA model is developed to fit the scope of a conceptual model, and to be in line with what is generally proposed in the literature for organisations that want to transform in order to become market leaders and enhance long-term goals. Conclusions drawn from the ongoing SAMA transformation process are that its aims and principles are not in line with what appears to be required in creating an innovative learning organisation. With regard to the “how” of transformation, it is found that improvement is still needed to the processes to change attitudes, mindsets, and styles on the part of managers as well as employees that might inhibit empowerment and stifle creativity and innovation.
AFRIKAANSE OPSOMMING: Die aanvanklike konseptuele raamwerk vir transformasie stel die konteks (waarom), die inhoud (wat) en die proses (hoe) voor as drie dimensies van transformasie wat altyd teenwoordig is. Daar word ‘n onderskeid getref tussen eksterne en interne aanleidende oorsake van transformasie, en inligting word voorsien oor die uitdagings wat voortspruit uit, onder andere, die kennissamelewing, globalisering, en veranderende marktoestande wat vereis dat maatskappye leerorganisasies word met ‘n personeel van bemagtigde kenniswerkers. Uit ‘n literatuurstudie oor transformasie is dit duidelik dat transformasie verandering teweegbring. Daar is verskillende modelle van transformasie en dit toon dat daar uiteenlopende benaderings tot transformasie bestaan. Ubuntu moet ingestel word as ‘n manier waarop die Suid-Afrikaanse Militêre Akademie (SAMA) voortaan transformasie kan hanteer. Ubuntu is meer besorg oor die welstand van die mense en hulle moreel terwyl en nadat transformasie geïmplementeer is. Daar word dus ‘n transformasiemodel voorgestel waarin generiese elemente van die “waarom”-, “wat”- en “hoe”-dimensie ingesluit word. Die SAMA-model word ontwikkel om dieselfde omvang te hê as ‘n konseptuele model, en om ooreen te stem met wat algemeen in die literatuur voorgestel word vir organisasies wat wil transformeer om sodoende markleiers te word en langtermyndoelwitte te bevorder. Gevolgtrekkings wat voortspruit uit die voortgesette SAMA-transformasieproses is dat die doelwitte en beginsels nie ooreenstem met wat skynbaar vereis word om ‘n vernuwende leerorganisasie te skep nie. Ten opsigte van die “hoe” van transformasie, word bevind dat verbetering nodig is voor die prosesse verandering gaan meebring aan houdings, ingesteldhede en styl, by bestuurders sowel as werknemers, wat tans nog bemagtiging beperk en kreatiwiteit en vernuwing onderdruk.
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Robertson, Megan Aimee. "“Real men”, “Proper ladies” and mixing in-between : a qualitative study of social cohesion and discrimination in terms of race and gender within residences at Stellenbosch University." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97085.
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Thesis (MA)--Stellenbosch University, 2015.ENGLISH ABSTRACT: My research is motivated by concerns with promoting „transformation‟ in Stellenbosch University, a formerly white Afrikaans University which is still predominantly white in terms of numbers and proportions of students attending the institution. While I argue about the importance of taking measures to promote more „diverse‟ student populations, I am critical of discourses which equate transformation with „improving‟ demographic profiles defined in terms of numbers of black, white, coloured and Indian students. I argue that understandings of transformation and diversity need to engage with the students‟ views and experiences of the university in order to make meaningful change with regard to social cohesion and integration, which goes beyond statistical change. My research does this by exploring how students from particular residences, in Stellenbosch University, construct and experience university and residence life and their own identifications. The students were interviewed in friendship groups, selected by the students themselves, and a key concern of mine was to facilitate conversations with them on broad themes relating to their reasons for coming to Stellenbosch and their interests, aspirations, motivations, identifications and disidentifications as particular students in particular residences in Stellenbosch. I was particularly concerned to pick up on issues which the students raised in these „focus group discussions‟ so that the students, themselves, played a key role in setting the agenda in the discussion and they and their reflections on their experiences and constructions of themselves and others became the topic of discussion. Rather than taking the group interview as an „instrument‟ (as interviews, like questionnaires, are often described in methods texts in the social sciences), I write about it as ethnographic encounter involving them and myself as participants, and I explore insights about the nature of their friendships and relationships derived from first-hand experience, of how they engage with their selected friends and with me in the research group. Furthermore, by engaging with them as authorities about their lives and identifications as particular kinds of students at Stellenbosch, and posing questions which encouraged them to reflect on these. I argue that this kind of research can itself become a model of good pedagogic and „transformative‟ practice.
AFRIKAANSE OPSOMMING: Nie beskikbaar
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Lourens, Elza. "Understanding the experiences of educationally disadvantaged students at Stellenbosch University." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85812.
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Thesis (MEd)--Stellenbosch University, 2013.ENGLISH ABSTRACT: The importance of increased accessibility to higher education for non-traditional students has been recognised globally. In South Africa, a strong drive exists to provide access to students who were previously excluded from higher education because of the apartheid history. Stellenbosch University attempts to contribute to redress and transformation through, amongst other initiatives, the SciMathUS Bridging Programme (Science and Mathematics at the University of Stellenbosch). The SciMathUS Bridging Programme provides access to educationally disadvantaged students to higher education. Even though these students gained access to higher education, they were struggling to succeed. Many questions about the functioning of specifically educationally disadvantaged students in higher education are still unanswered. This study aims to find answers to some of these questions, namely what are the major challenges educationally disadvantaged students face at a predominantly white, Afrikaans university and how do they function within the university. The research is a narrative ethnography with the focus on the experiences of seven former SciMathUS students at Stellenbosch University. The data was collected by means of unstructured interviews, student journals as well as social media over a period of four months. Narratives about the seven students’ experiences on campus were compiled and analysed within the framework of Bronfenbrenner’s ecological model by focusing on the reciprocal and dynamic interactions of the students within their campus systems. The analysis of the narratives showed limited interactions in the academic, social and residential contexts and revealed that these students faced academic, financial, linguistic, social and administrative challenges, which led to very high stress levels. They struggled to become part of the academic practice and responded by functioning on the periphery of the university system. The implications of providing access to educationally disadvantaged students to higher education, and particularly Stellenbosch University, are threefold. On a theoretical level, gaps in current theory on student development and support were identified. On a substantive level, a disjuncture between university policies and initiatives, and the real-life experiences of the students existed and systemic changes in the academic, social and residential contexts are imperative. Finally, on a practical level, the narratives of these students provided insight into their experiences and highlighted the need for the reconsideration of current practices around teaching and learning, language, admission, re-admission, financial support, tutoring and mentoring, and social life, particularly in residences.
AFRIKAANSE OPSOMMING: Die belang van groter toeganklikheid tot hoër onderwys vir nie-tradisionele studente word wêreldwyd erken. As gevolg van die apartheidsgeskiedenis, is daar in Suid-Afrika ‘n grootse poging om aan studente wat voorheen uitgesluit was, toegang tot hoër onderwys te verleen. Die Universiteit Stellenbosch poog om ‘n bydra te lewer tot die regstelling en transformasie, onder andere, deur die SciMathUS Brugprogram (Science and Mathematics at the University of Stellenbosch) wat aan onderwysbenadeelde studente toegang tot hoër onderwys verleen. Alhoewel hierdie studente toegang tot hoër onderwys verkry het, sukkel hul om sukses te behaal. Baie vrae oor die funksionering van spesifiek onderwysbenadeelde studente in hoër onderwys is steeds onbeantwoord. Hierdie studie poog om antwoorde te vind op van hierdie vrae naamlik, wat is die grootste uitdagings wat onderwysbenadeelde studente aan ’n hoofsaaklik wit, Afrikaanssprekend universiteit in die gesig staar en hoe funksioneer hul binne die universiteit. Die navorsing is ’n narratiewe etnografie met die fokus op die ervarings van sewe voormalige SciMathUS studente aan die Universiteit Stellenbosch. Die data is oor ’n tydperk van vier maande deur middel van onderhoude, studentejoernale en sosiale media versamel. Narratiewe oor die sewe studente se ervarings op kampus is saamgestel en binne die raamwerk van Bronfenbrenner se ekologiese model ontleed deur op die wedersydse en dinamiese interaksies van die studente in hul kampus- sisteme te fokus. Die ontleding van die narratiewe het beperkte interaksies binne die akademiese, sosiale en residensiële kontekste aangedui en het getoon dat die studente akademiese, finansiële, taal, sosiale en administratiewe uitdagings in die gesig gestaar het, wat tot hoë stresvlakke gelei het. Hul het gesukkel om deel te word van die akademiese praktyk en het daarop reageer deur op die rand van die universiteitsisteem te funksioneer. Die implikasies van toegang tot hoër onderwys, en meer spesifiek die Universiteit Stellenbosch, aan onderwysbenadeelde studente, is drieërlei. Op ’n teoretiese vlak is gapings in huidige teorie oor studente-ontwikkeling en -ondersteuning geïdentifiseer. Op ’n substantiewe vlak het daar ’n gaping bestaan tussen universiteitsbeleide en -inisiatiewe en die werklike ervarings van die studente en is sistemiese veranderinge in die akademiese, sosiale en residensiële kontekste nodig. Laastens, op ’n praktiese vlak het die narratiewe van die studente lig gewerp op hul ervarings en die behoefte aan die heroorweging van huidige praktyke rondom onderrig en leer, taal, toelating, her-toelating, finansiële ondersteuning, tutor- and mentorskap en sosiale lewe, spesifiek in koshuise, beklemtoon.
FIRLT Committee
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Lazier, Natalie. "Investigating social media usage patterns in the stakeholder groups of the University of Stellenbosch Business School." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/8440.
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Thesis (MBA)--University of Stellenbosch, 2010.Popularity of social media sites is growing at a fast rate and many businesses and higher education institutions are attempting to successfully engage with their stakeholders using this new interactive medium that facilitates ‘many-to-many’ communication. There are several forms of social media and users have many options available to them, ranging from the more generic social networking sites, like Facebook, to more niche sites, like BlackPlanet that targets black African Americans. The focus of this research is on the social media usage patterns and trends in the stakeholder groups of the University of Stellenbosch Business School (USB). Eight stakeholder groups were identified and they consist of the following groups and USB departments: i) USB prospective students; ii) USB current students, busy with their research reports; iii) USB current students, not busy with their research reports; iv) USB alumni; v) USB course administrators; vi) USB academic faculty members; vii) USB research supervisors; viii) USB Marketing and Communication Division. The analysis showed that the social media site Facebook is popular among all stakeholder groups of the USB, followed by LinkedIn and YouTube. Furthermore, Facebook and LinkedIn were cited as the preferred social media sites for the USB to use in communicating with its stakeholder groups. Additionally, respondents indicated strong privacy concerns with the use of social media. Numerous other similarities and differences by gender, age group and stakeholder groups were discussed in the findings. Combined with information from literature, these findings were translated into a multistep plan to improve the communication among the USB’s stakeholder groups. The fast-changing social media landscape requires businesses and higher education institutions, like the USB, to stay abreast of the latest user trends to ensure continued interaction with their stakeholders. Therefore, regular investigations by the USB into the use of social media by its stakeholder groups are required in the foreseeable future.
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Damons, Lynne. "Marching to a different beat : conversations about diversity with minority women students at a historically white university." Thesis, Stellenbosch : Stellenbosch University, 2006. http://hdl.handle.net/10019.1/50621.
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Thesis (MEd)--Stellenbosch University, 2006.ENGLISH ABSTRACT: Transformation of South Africa's historically white universities IS evidenced by a diversification of their student and staff populations. The transition from exclusion to inclusion of minority cultures in these university campuses has not been without its challenges for those students. This study provides a record of the experiences of five coloured women who are undergraduate students at Stellenbosch University (SU), a predominantly white institution. The approach used is feminist, grounded participatory action research. Despite institutional policy initiatives, the Coloured undergraduate students in the study did not experience the university environment as inclusive. What emerged was that the women had an acute awareness of othernesses and their own minority status. Factors such as the small number of minority students and the absence of symbols or icons that reflect and acknowledge the presence of diverse cultures exacerbate their feeling of being in the minority or 'tolerated otherness'. The women experienced SU as a university where established practices and traditions continue despite the changing demographics of the student population. This type of organisational culture in which covert and overt resistance to transformation is the norm acts as a constraint on the political will to move from policy to practice and entrenches the marginalisation of minority groups. The study found that integration is left largely to personal initiative. Personal variables such as resilience, strategies for coping with stress and the resolution of identity issues, appear to playa key role in academic success. However, academic success is not always accompanied by successful social integration. Social isolation was found to have a negative impact on personal and academic confidence. Although the women in the study have had relatively negative experiences of transformation, their willingness to engage in reflexive praxis and dialogue could serve as a challenge to SU to engage in a process which acknowledges the concerns, resistance and experience of all role-players.
AFRIKAANSE OPSOMMING: Die transformasie van histories-blanke Suid-Afrikaanse universiteite word gekenmerk aan die diversifisering van hulle studente en personeel. Hierdie proses vind plaas deur die geleidelike wegbeweeg van die algehele uitsluiting van die minderheidsgroepe op die betrokke kampusse tot hulle volledige insluiting by aIle bedrywighede. Die proses is nie sonder uitdagings vir die betrokke studente nie. In hierdie studie word die ervaringe beskryf van vyf bruin vroulike voorgraadse studente aan die SteIlenbsoch Universiteit (US), 'n oorwegend-blanke tersiere instelling. Vir hierdie studie is 'n feministiese benadering wat gebaseer is op deelnemende aksienavorsing gebruik. Ten spyte van institusionele beleidsinisiatiewe om genoemde transformasie te bespoeding, het die voorgraadse bruin studente wat aan hierdie studie deelgeneem het, nie die universiteitsomgewing as inklusief ervaar nie. Dit het eerder duidelik geword dat die dames baie bewus was van hulle andersheid en hulle minderheidstatus. Faktore soos die klein aantal minderheidstudente en die afwesigheid van simbole of ikone wat die teenwoordigheid van diverse kulture reflekteer en erken, het hulle ervaring as behorende tot 'n minderheidsgroep versterk. Die dames het die US ervaar as 'n universiteit waar ingewortelde praktyke en tradisies voortgesit word ten spyte van die veranderende demografie van die studentebevolking. Hierdie soort organisatoriese kultuur waar bedekte en openlike teenstand tot transformasie die norm is, plaas 'n demper op die politieke gewilligheid om van beleid na praktyk te beweeg en verdiep die marginalisering van minderheidsgroepe. Die bevindings van die studie is dat integrasie grootliks oorgelaat word aan persoonlike inisiatiewe. Persoonlikeheidseienskappe soos gedetermineerde optrede, die benutting van strategiee om stres te hanteer en identiteitskrisisse op te los, speel blykbaar 'n sleutelrol in akademiese sukses. Akademiese sukses loop egter nie altyd hand aan hand met sosiale integrasie nie. Daar is bevind dat sosiale isolasie 'n negatiewe impak op persoonlike en akademiese vertroue het. Alhoewel die ervarings van die dames wat aan die studie deelgeneem het relatief negatiewe was ten opsigte van transformasie, was hulle tog gewillig om deel te neem aan die reflektiewe praksis en dialoog. Hierdie feit dien as 'n uitdaging aan die Stellenbosch Universiteit om betrokke te raak by 'n proses waarin die bekommemisse, weerstande en ervaringe van aIle rolspelers hanteer word.
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Tolken, Johnnie Eigelaar. "A self-fulfilling prophecy : investigating the role of normative misperceptions in the student drinking culture at Stellenbosch University." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6499.
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Thesis (MA)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: This thesis explores the existence of misperceptions regarding the peer‐drinking norm among undergraduate students at Stellenbosch University and the role of these misperceptions in explaining students’ drinking behaviour. A more permissive perception of the drinking norm has been associated with heavier alcohol consumption and negative consequences for oneself, others and property. Perceptions of the academic norm and its relation to personal academic and drinking behaviour are also investigated. Furthermore, the study examines the role of perceptions of the drinking norm in personal drinking behaviour in the context of other cognitive factors (perceptions), experiences prior to enrolling at university, as well as socio‐demographic and contextual factors. The theoretical framework used to understand the origin, occurrence and perpetuation of misperceptions regarding the social norm includes Bourdieu’s theory of habitus, social norms theory, social learning theory and attribution theory. Data were collected from 640 students out of a random sample of 3 177 who had been invited to participate in a web‐based survey during September 2009. In addition, 18 personal semi‐structured interviews were conducted with students. Similar to findings of research in other countries, the results of this research show that students at Stellenbosch University tend to perceive other students’ drinking behaviour (descriptive norm) and approval of drinking behaviour (injunctive norm) as more permissive than their own. The degree of misperception increases as the social distance of reference groups increases and is also significantly related to personal alcohol consumption. There is also evidence of misperceptions regarding the academic norm and its association with personal drinking behaviour and academic behaviour. Multiple regression analysis reveals that the perceived drinking norm of close friends is the best predictor of personal drinking behaviour, followed by personal approval of drinking and drinking behaviour during the last year of high school. The data presented here for Stellenbosch University students extend the evidence that peer drinking norms are misperceived and highlights the importance of a student’s experiences before enrolling at university. Furthermore, it provides evidence that misperceiving the drinking norm is a pervasive problem that may have behavioural consequences. Various American higher education institutions have developed and implemented campaigns aimed at correcting these misperceptions. This has resulted in significant reductions in misperceptions as well as in heavy drinking among students. Students at Stellenbosch University and elsewhere might also benefit from these types of intervention strategies.
AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek die bestaan van wanpersepsies aangaande die portuurgroep‐drinknorm onder voorgraadse studente aan Universiteit Stellenbosch en die rol daarvan in die verduideliking van studente se drinkgedrag. ’n Meer liberale persepsie van die drinknorm hou verband met swaarder alkoholgebruik en meer negatiewe gevolge vir die persoon self, ander en eiendom. Die studie ondersoek ook persepsies van die akademiese norm en die verband daarvan met persoonlike akademiese en drinkgedrag. Verder word die rol van persepsies van die drinknorm in persoonlike alkoholgebruik in die konteks van ander bewussynsfaktore (persepsies), ervarings voor inskrywing by die universiteit, asook sosiaal‐demografiese en kontekstuele faktore ondersoek. Die studie maak gebruik van die teoretiese raamwerke van Bourdieu se habitus, sosiale norm‐teorie, sosiale leer‐teorie en attributasieteorie om die oorsprong, aanwesigheid en voortsetting van wanpersepsies te verstaan. Data is versamel onder 640 studente uit ’n ewekansige steekproef van 3 177 studente wat uitgenooi was om gedurende September 2009 aan ’n webgebaseerde opname deel te neem. Daar is ook 18 in‐diepte semi‐gestruktureerde onderhoude met studente gevoer. Soortgelyk aan bevindinge van navorsing in ander lande, toon resultate van hierdie navorsing dat studente aan Universiteit Stellenbosch geneig is om ander studente se drinkgedrag (beskrywende norm) en goedkeuring van alkoholverbruik (injunktiewe norm) as meer liberaal as hulle eie waar te neem. Die graad van wanpersepsie neem toe namate die sosiale afstand van verwysingsgroepe toeneem en hou ook betekenisvol verband met persoonlike alkoholgebruik. Daar is ook bewyse van wanpersepsies aangaande die akademiese norm en die verband daarvan met persoonlike drink‐ en akademiese gedrag. Resultate van ’n meervoudige regressie‐ontleding wys dat die waargenome drinknorm van goeie vriende die beste voorspeller van persoonlike drinkgedrag is, gevolg deur persoonlike goedkeuring van alkoholgebruik en drinkgedrag gedurende die laaste jaar van hoërskool. Die data van Stellenbosse studente lewer verder bewys dat portuurgroep‐drinknorme verkeerdelik waargeneem word en beklemtoon die belangrikheid van studente se vorige ervarings. Dit bewys ook dat die verkeerde waarneming van die drinknorm ’n konstante probleem is wat gedragsgevolge kan hê. Verskeie Amerikaanse universiteite het al veldtogte ontwikkel en geïmplementeer gemik op die regstel van dié wanpersepsies, en dit het wanpersepsies en swaar drankgebruik onder studente betekenisvol verminder. Studente aan Universiteit Stellenbosch en elders sal waarskynlik ook by soortgelyke intervensiestrategieë baat vind.
jfl2011
Imported from http://etd.sun.ac.za
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Greyling, Elsabe C. P. "Students with disabilities' experiences of support and barriers to their development at Stellenbosch University." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/1754.
Full textAbstract:
Thesis (MEdPsych (Educational Psychology)--Stellenbosch University, 2008.Since 1994 the South African government has been committed to the transformation of the education system, including higher education. Higher education institutions have been encouraged to include individuals representing groups that had been excluded on the grounds of age, race, gender and, more specifically, students with disabilities. Within this transformation process, some of the biggest challenges higher education institutions face are policy changes, flexible curriculum delivery, alternative assessment procedures, the physical accessibility of the campus and the provision of support services for students with disabilities or special needs. Although policy development is an important stepping-stone, the reality is that proper practice, adequate awareness, and positive attitudes are required to effectively support and accommodate the diverse needs of students with disabilities. The primary objective of this study was to obtain an in-depth understanding of how students with disabilities experience support and barriers to their development at Stellenbosch University. The study was also based upon the assumption that it is important to hear the voices of students with disabilities before any recommendations in terms of the existing strategy can be suggested. This study was conducted by means of qualitative research, and the methods of data collection consisted of individual and focus group interviews as well as a literature review. The research findings may be described as follows: · Students with disabilities experienced both internal and external support and barrier factors and processes that impacted on their development. · Internal support and barrier factors and processes include emotional, behavioural, beliefs, physical and cognitive aspects. · External support and barrier factors and processes include peers, the faculty and department, university accommodation, the classroom and the university. · Four overarching themes that emerged from the data of the participants, namely attitudes and awareness, communication, level of inclusion, and advocacy, were outlined. The findings of the study have important implications for the support practices and training of academic staff and all role players at Stellenbosch University. Recommendations are also made to improve support services and the campus climate at Stellenbosch University to ultimately embrace diversity in order to offer an inclusive environment where the principles of equal opportunities, full participation and non-discrimination are dear to the heart of all the relevant role players involved in teaching, learning, service provision and policy making at Stellenbosch University.
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Engelbrecht, Johan. "Impact of the Social Engagement Project on the 2013 full-time MBA cohort of the University of Stellenbosch Business School." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97321.
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Thesis (MBA)--Stellenbosch University, 2015.ENGLISH ABSTRACT: The University of Stellenbosch Business School integrates environmental, social responsibility and corporate governance teaching in all its MBA courses. In 2012, it also introduced a stand-alone course, Business in Society, to improve students‟ knowledge of these topics and improve their decision-making ability. To enhance the course further, a social engagement project was piloted with the 2013 full-time cohort. The aim of the research paper is to determine the impact that the Social Engagement Project had on the participating students and to make recommendations for improving future engagements. The research method employed was content analysis of the reflective essays that the students wrote on assessing the course. Only essays for which permission was obtained from the students were used in the research. The success of the engagement in terms of experiential learning was firstly determined in relation to the Kolb learning cycle and literature regarding specifically service-learning. The impact on the students was then measured against Bloom‟s taxonomy, specifically focusing on the affective domain. Lastly, the effect the theory of planned behaviour was used to determine the influence the engagement had on the behavioural intentions of the students. From the content analysis it was determined that as an experiential learning engagement the project was a success In terms of Bloom‟s affective learning domain the learning dimension achieved by most students was the organisation dimension. Considering the limited duration of the course, this can be deemed a success. Two of the three independent determinants in the theory of planned behaviour that could be analysed, namely perceived behavioural control and attitude towards behaviour, were both positively influenced by the engagement. From a theoretical point of view, the Social Engagement Project could therefore be deemed a success. Areas for improvement that were however identified relate to students original motivations for choosing their projects that were not met. The main reason for this was very high initial expectations that were never congruent with the time available for projects. This factor can have a negative effect on the future behavioural intentions of the students, and the writer therefore proposes that the expectations of students be managed in order to obviate these shortcomings. The analysis of student recommendations revealed three main themes requiring attention, i.e. appropriate project identification, better time allocation, and improved support from faculty. Using these themes and the information learnt from the content analysis, final recommendations were made.
Books on the topic "Stellenbosch University – Social change"
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Winelands, wealth and work: Transformations in the Dwars River Valley, Stellenbosch. Scottsville, South Africa: University of KwaZulu-Natal Press, 2014.
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Marsden, Lorna R. Canada's women university presidents: Social change in Canada. London: Canadian High Commission, 2004.
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Marsden, Lorna. Canada's women university presidents: Social change in Canada. London: Canadian High Commission, 2004.
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University autonomy, the state, and social change in China. Hong Kong: Hong Kong University Press, 2009.
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Kirkness, John. The University in the community: Responding to change. Toronto, Ont: Council of Ontario Universities, 1993.
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F, Allison Robert, and Munson Fred C, eds. Governing university hospitals in a changing environment. Ann Arbor, Mich: Health Administration Press, 1986.
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Agyeman, Dominic Kofi. Continuity and change in Africa: The paradox of development : an inaugural lecture delivered on 28th October 1992 at the University of Cape Coast, Cape Coast. Accra: Ghana Universities Press, 1996.
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Hogan, B. F. University, church, and social change : the case of Catholic colleges in Ontario, 1931-1961. London, Ont: History of Education Review, 1994.
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Howl of the wolf: North Carolina State University students call out for social change. Raleigh, North Carolina?]: [Rupert W. Nacoste?], 2012.
Find full textBook chapters on the topic "Stellenbosch University – Social change"
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Nolt, John. "Climate Change, Intergenerational Justice, and the University." In Social Justice and the University, 114–27. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137289384_6.
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Brennan, John, Allan Cochrane, Yann Lebeau, and Ruth Williams. "Universities, Social Change and Transformation: Global Perspectives." In The University in its Place, 13–31. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-024-1296-3_2.
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Porter, Fenella, and Tracy Walsh. "The RED Learning Co-operative: Research, Education and Development for Social Change." In Palgrave Critical University Studies, 109–24. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21625-2_6.
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Rowan, Leonie. "University Teaching as Situated Work: Imagining, Experimenting, and Working for Change." In Higher Education and Social Justice, 125–37. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-05246-1_5.
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Tsukahara, Togo. "Global Climate Change and Uncertainty: An Examination from the History of Science." In Kobe University Monograph Series in Social Science Research, 291–312. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8689-7_15.
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Waghid, Yusef, Faiq Waghid, Judith Terblanche, and Zayd Waghid. "The University, Power and Social Change Towards a Period of Post-Massification." In Higher Teaching and Learning for Alternative Futures, 51–71. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75429-7_5.
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Bloom, Gordon, and Michael Pirson. "Unleashing a Rising Generation of Leading Social Change Agents: An Emerging University Pedagogy." In Business Schools Under Fire, 246–56. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230353855_17.
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Stahl, Garth, and John Young. "‘ACE Boys’: Gender Discourses and School Effects in How First-in-Family Males Aspire to Australian University Life." In Youth, Inequality and Social Change in the Global South, 67–81. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3750-5_5.
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Akin, Suzan, Victoria Robinson, and Cynthia Gordon da Cruz. "Take a Course, Change yOUR Future: The American Cultures Engaged Scholarship Program at the University of California, Berkeley." In Educating for Citizenship and Social Justice, 251–63. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62971-1_18.
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Miller, Christine, Jacqueline Verrilli, Teesta Jain, and Nik Rokop. "Enhancing Social and Intellectual Collaboration in Innovation Networks: A Study of Entrepreneurial Networks in an Urban Technological University." In Studies on Entrepreneurship, Structural Change and Industrial Dynamics, 39–48. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74295-3_4.
Full textConference papers on the topic "Stellenbosch University – Social change"
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Zlokazov, Kirill V. "Development of extremist attitudes among teenagers and the change of their perception of social environment." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-35.
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Hassan, Rana. "The Role of Corporate Social Responsibility in Restoring Green Concepts: Qataris Response to Social Media Campaigns." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0258.
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This research focuses on consumer behavior in Qatar and the individual social responsibility in support of environment. The research also describes the role of social media and CSR in promoting awareness campaigns and how effective they are in changing conceptions and behavior. This is measured by focusing on standards, emotions and actions of individuals and how they are affected by CSR campaigns launched by corporations and public sectors.The study measures the uses and impact of new media technology such as mobile applications and social media in achieving the environment pillar of Qatar vision 2030 in addition to designing effective CSR campaign. The Trans theoretical Model of behavior change, by Prochaska and DiClemente (1983) will be examined through a quantitative analysis on social media users.
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Zhang, Guishan. "Study on the Functions Evolution and Role Change of University Libraries Subject Librarian." In 2016 4th International Education, Economics, Social Science, Arts, Sports and Management Engineering Conference (IEESASM 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ieesasm-16.2016.209.
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Herus, Olha, Larysa Klymanska, Romana Myshok, and Viktor Savka. "HEALTH-SAVING ACTIVITIES AT MODERN UNIVERSITY." In International Scientific and Practical Conference “Partnerships for Social Change: 20 Years of Experience”, Devoted to the 20th Anniversary of Canada-Ukraine “Reforming Social Services” Project (1999-2003). NDSAN (MFC - coordinator of the NDSAN), 2019. http://dx.doi.org/10.32437/pscproceedings.issue-2019.hkms.10.
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Bhatnagar, P., and N. Townsend. "P98 Assessing change in physical activity levels in adolescent ethnic groups." In Society for Social Medicine, 61st Annual Scientific Meeting, University of Manchester, 5–8 September 2017. BMJ Publishing Group Ltd, 2017. http://dx.doi.org/10.1136/jech-2017-ssmabstracts.199.
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Fatah, Yahya. "The role of social media in political change in the Kurdistan Region of Iraq." In REFORM AND POLITICAL CHANGE. University of Human Development, 2021. http://dx.doi.org/10.21928/uhdiconfrpc.pp97-114.
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This study deals with the relationship between the political field and the media field especially the role of the social media platforms on the political transformation recently in Kurdistan region of Iraq. This is done through a scientific and theoretical study about the controversial relationship between both politic and media and by directing a group of questions concerning this subject to the media experts and socialists in both of Sulaymaniyah and Polytechnic University of Sulaymaniyah. Finally the researcher reaches a group of results, of which: most of the sample members see that the social media platforms is a suitable environment to express and oppose the authority in the Kurdistan region but it is also see that the social media platforms causes stirring up strife and chaos in the region and they also see that it encourages violence which leads to burning party headquarters and governmental institutes in the Kurdistan region of Iraq. On the other hand, most of the sample people see that the role of the religious leaders is stronger than the role of the social media on the community in the Kurdistan region of Iraq.
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Zeiringer, Johannes P. "Knowledge Risks in Digital Supply Chains Proposal of a Dissertation Project at the School of Business, Economics and Social Sciences University of Graz." In Digital Support from Crisis to Progressive Change. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-485-9.54.
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The digital transformation changes the way how organizations exchange data in supply chains (SC). Data traditionally shared, is enriched by detailed data sets captured by sensors in the production itself. Advanced data analytic approaches make it possible to extract knowledge from such data sets and thus increase the risk that competitive knowledge unintentionally spills over. From a knowledge management perspective, little attention is paid to such knowledge risks arising from data-centric collaborations. Hence, this proposed PhD project aims at investigating this, by using the overall method of Design Science Research. The project focuses on digital SC, as data-centric collaborations play a central role within them. To contribute to knowledge research, a framework is being sought. The elaborated framework should allow an assessment of knowledge risks and support the selection of suitable measures and it should contribute on how to support the management of knowledge risks in digital SC.
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Zhang, GuisHan. "Role Change and Team Building for Embedded Subject Librarian of Teaching-research University in Embedded Subject Service Mode." In 2016 5th International Conference on Social Science, Education and Humanities Research. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ssehr-16.2016.320.
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Hunt, Kathleen P., and Dara M. Wald. "The Impact of Source Credibility on Scientific Skepticism of Climate Change and Genetically Modified Foods: Findings from the General Social Survey." In 6th Iowa State University Summer Symposium on Science Communication. Iowa State University, Digital Repository, 2018. http://dx.doi.org/10.31274/sciencecommunication-181114-13.
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Myshok, Romana. "FEATURES OF CIVIL INTERNET BEHAVIOROF STUDENTS LVIV POLYTECHNIC NATIONAL UNIVERSITY." In International Scientific and Practical Conference “Partnerships for Social Change: 20 Years of Experience”, Devoted to the 20th Anniversary of Canada-Ukraine “Reforming Social Services” Project (1999-2003). NDSAN (MFC - coordinator of the NDSAN), 2019. http://dx.doi.org/10.32437/pscproceedings.issue-2019.rm.1.
Full textReports on the topic "Stellenbosch University – Social change"
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Tulloch, Olivia, Tamara Roldan de Jong, and Kevin Bardosh. Data Synthesis: COVID-19 Vaccine Perceptions in Africa: Social and Behavioural Science Data, March 2020-March 2021. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/sshap.2021.030.
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Safe and effective vaccines against COVID-19 are seen as a critical path to ending the pandemic. This synthesis brings together data related to public perceptions about COVID-19 vaccines collected between March 2020 and March 2021 in 22 countries in Africa. It provides an overview of the data (primarily from cross-sectional perception surveys), identifies knowledge and research gaps and presents some limitations of translating the available evidence to inform local operational decisions. The synthesis is intended for those designing and delivering vaccination programmes and COVID-19 risk communication and community engagement (RCCE). 5 large-scale surveys are included with over 12 million respondents in 22 central, eastern, western and southern African countries (note: one major study accounts for more than 10 million participants); data from 14 peer-reviewed questionnaire surveys in 8 countries with n=9,600 participants and 15 social media monitoring, qualitative and community feedback studies. Sample sizes are provided in the first reference for each study and in Table 13 at the end of this document. The data largely predates vaccination campaigns that generally started in the first quarter of 2021. Perceptions will change and further syntheses, that represent the whole continent including North Africa, are planned. This review is part of the Social Science in Humanitarian Action Platform (SSHAP) series on COVID-19 vaccines. It was developed for SSHAP by Anthrologica. It was written by Kevin Bardosh (University of Washington), Tamara Roldan de Jong and Olivia Tulloch (Anthrologica), it was reviewed by colleagues from PERC, LSHTM, IRD, and UNICEF (see acknowledgments) and received coordination support from the RCCE Collective Service. It is the responsibility of SSHAP.
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Tulloch, Olivia, Tamara Roldan de Jong, and Kevin Bardosh. Data Synthesis: COVID-19 Vaccine Perceptions in Sub-Saharan Africa: Social and Behavioural Science Data, March 2020-April 2021. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/sshap.2028.
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Safe and effective vaccines against COVID-19 are seen as a critical path to ending the pandemic. This synthesis brings together data related to public perceptions about COVID-19 vaccines collected between March 2020 and March 2021 in 22 countries in Africa. It provides an overview of the data (primarily from cross-sectional perception surveys), identifies knowledge and research gaps and presents some limitations of translating the available evidence to inform local operational decisions. The synthesis is intended for those designing and delivering vaccination programmes and COVID-19 risk communication and community engagement (RCCE). 5 large-scale surveys are included with over 12 million respondents in 22 central, eastern, western and southern African countries (note: one major study accounts for more than 10 million participants); data from 14 peer-reviewed questionnaire surveys in 8 countries with n=9,600 participants and 15 social media monitoring, qualitative and community feedback studies. Sample sizes are provided in the first reference for each study and in Table 13 at the end of this document. The data largely predates vaccination campaigns that generally started in the first quarter of 2021. Perceptions will change and further syntheses, that represent the whole continent including North Africa, are planned. This review is part of the Social Science in Humanitarian Action Platform (SSHAP) series on COVID-19 vaccines. It was developed for SSHAP by Anthrologica. It was written by Kevin Bardosh (University of Washington), Tamara Roldan de Jong and Olivia Tulloch (Anthrologica), it was reviewed by colleagues from PERC, LSHTM, IRD, and UNICEF (see acknowledgments) and received coordination support from the RCCE Collective Service. It is the responsibility of SSHAP.
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McKenna, Patrick, and Mark Evans. Emergency Relief and complex service delivery: Towards better outcomes. Queensland University of Technology, June 2021. http://dx.doi.org/10.5204/rep.eprints.211133.
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Emergency Relief (ER) is a Department of Social Services (DSS) funded program, delivered by 197 community organisations (ER Providers) across Australia, to assist people facing a financial crisis with financial/material aid and referrals to other support programs. ER has been playing this important role in Australian communities since 1979. Without ER, more people living in Australia who experience a financial crisis might face further harm such as crippling debt or homelessness. The Emergency Relief National Coordination Group (NCG) was established in April 2020 at the start of the COVID-19 pandemic to advise the Minister for Families and Social Services on the implementation of ER. To inform its advice to the Minister, the NCG partnered with the Institute for Governance at the University of Canberra to conduct research to understand the issues and challenges faced by ER Providers and Service Users in local contexts across Australia. The research involved a desktop review of the existing literature on ER service provision, a large survey which all Commonwealth ER Providers were invited to participate in (and 122 responses were received), interviews with a purposive sample of 18 ER Providers, and the development of a program logic and theory of change for the Commonwealth ER program to assess progress. The surveys and interviews focussed on ER Provider perceptions of the strengths, weaknesses, future challenges, and areas of improvement for current ER provision. The trend of increasing case complexity, the effectiveness of ER service delivery models in achieving outcomes for Service Users, and the significance of volunteering in the sector were investigated. Separately, an evaluation of the performance of the NCG was conducted and a summary of the evaluation is provided as an appendix to this report. Several themes emerged from the review of the existing literature such as service delivery shortcomings in dealing with case complexity, the effectiveness of case management, and repeat requests for service. Interviews with ER workers and Service Users found that an uplift in workforce capability was required to deal with increasing case complexity, leading to recommendations for more training and service standards. Several service evaluations found that ER delivered with case management led to high Service User satisfaction, played an integral role in transforming the lives of people with complex needs, and lowered repeat requests for service. A large longitudinal quantitative study revealed that more time spent with participants substantially decreased the number of repeat requests for service; and, given that repeat requests for service can be an indicator of entrenched poverty, not accessing further services is likely to suggest improvement. The interviews identified the main strengths of ER to be the rapid response and flexible use of funds to stabilise crisis situations and connect people to other supports through strong local networks. Service Users trusted the system because of these strengths, and ER was often an access point to holistic support. There were three main weaknesses identified. First, funding contracts were too short and did not cover the full costs of the program—in particular, case management for complex cases. Second, many Service Users were dependent on ER which was inconsistent with the definition and intent of the program. Third, there was inconsistency in the level of service received by Service Users in different geographic locations. These weaknesses can be improved upon with a joined-up approach featuring co-design and collaborative governance, leading to the successful commissioning of social services. The survey confirmed that volunteers were significant for ER, making up 92% of all workers and 51% of all hours worked in respondent ER programs. Of the 122 respondents, volunteers amounted to 554 full-time equivalents, a contribution valued at $39.4 million. In total there were 8,316 volunteers working in the 122 respondent ER programs. The sector can support and upskill these volunteers (and employees in addition) by developing scalable training solutions such as online training modules, updating ER service standards, and engaging in collaborative learning arrangements where large and small ER Providers share resources. More engagement with peak bodies such as Volunteering Australia might also assist the sector to improve the focus on volunteer engagement. Integrated services achieve better outcomes for complex ER cases—97% of survey respondents either agreed or strongly agreed this was the case. The research identified the dimensions of service integration most relevant to ER Providers to be case management, referrals, the breadth of services offered internally, co-location with interrelated service providers, an established network of support, workforce capability, and Service User engagement. Providers can individually focus on increasing the level of service integration for their ER program to improve their ability to deal with complex cases, which are clearly on the rise. At the system level, a more joined-up approach can also improve service integration across Australia. The key dimensions of this finding are discussed next in more detail. Case management is key for achieving Service User outcomes for complex cases—89% of survey respondents either agreed or strongly agreed this was the case. Interviewees most frequently said they would provide more case management if they could change their service model. Case management allows for more time spent with the Service User, follow up with referral partners, and a higher level of expertise in service delivery to support complex cases. Of course, it is a costly model and not currently funded for all Service Users through ER. Where case management is not available as part of ER, it might be available through a related service that is part of a network of support. Where possible, ER Providers should facilitate access to case management for Service Users who would benefit. At a system level, ER models with a greater component of case management could be implemented as test cases. Referral systems are also key for achieving Service User outcomes, which is reflected in the ER Program Logic presented on page 31. The survey and interview data show that referrals within an integrated service (internal) or in a service hub (co-located) are most effective. Where this is not possible, warm referrals within a trusted network of support are more effective than cold referrals leading to higher take-up and beneficial Service User outcomes. However, cold referrals are most common, pointing to a weakness in ER referral systems. This is because ER Providers do not operate or co-locate with interrelated services in many cases, nor do they have the case management capacity to provide warm referrals in many other cases. For mental illness support, which interviewees identified as one of the most difficult issues to deal with, ER Providers offer an integrated service only 23% of the time, warm referrals 34% of the time, and cold referrals 43% of the time. A focus on referral systems at the individual ER Provider level, and system level through a joined-up approach, might lead to better outcomes for Service Users. The program logic and theory of change for ER have been documented with input from the research findings and included in Section 4.3 on page 31. These show that ER helps people facing a financial crisis to meet their immediate needs, avoid further harm, and access a path to recovery. The research demonstrates that ER is fundamental to supporting vulnerable people in Australia and should therefore continue to be funded by government.