Dissertations / Theses: '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.

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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.

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Dumiso, Phazamile. "Identity politics of race and gender in the post-apartheid South Africa : the case of Stellenbosch University." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49984.

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Thesis (MPhil)--Stellenbosch University, 2004.
ENGLISH ABSTRACT: Identity has been a contentious issue in South Africa for many years. This created many problems including, among others, discrimination against people on the basis of race and gender. When the new government came to power in 1994, it promised to make valuable changes, and hence programmes such as affirmative action and black economic empowerment were introduced. This study investigates perceptions of students at Stellenbosch University (US) towards identity politics of race and gender after 1994. The subject of investigation includes, inter alia, student accommodation, language of tuition, relationship between students, class participation, sexual harassment and politics (affirmative action and black economic empowerment). This research investigates the university's treatment of students and how students themselves treat each other. Information was collected through a survey using a questionnaire in four selected residences, viz. Concordia, Goldfields, Huis DeViIIiers and Lobelia. The findings of this study indicate that there still are some problems as far as identity politics of race and gender at the US are concerned. For example, this study came to the following conclusions: • The majority of students from the three racial groups who participated in this study have a perception that racial divisions still exist at the US in three areas (classroom, residences and the student centre). The perception is these divisions are caused by the fact that students come from different cultural backgrounds. Language differences also play a role in this respect; • The majority of students also have a perception that black students are less likely to speak in class because they feel intimidated; • The majority of black and coloured students support the ANC (African National Congress), while the majority of white students support the DA (Democratic Alliance). Although this is the case, this research also finds that many students at the US do not want to indicate their political support; • Black and coloured students are positive about the role of Affirmative Action (AA) and Black Economic Empowerment (BEE), whereas white students have a different view; • Women students at the US have a perception that South Africa is still confronted by a problem of gender inequality; • The majority of students have a perception that white men are the worst affected group by AA and BEE; • Most students, regardless of their race or gender, feel protected at the US. There is a perception that there is no gender discrimination by their lecturers; • Men and women students view sexual harassment differently; for example, women students view sexist jokes and wolf-whistling as constituting sexual harassment while men students have a different view. They all have perception that women students are the one who experience more of these forms of sexual harassment than their male counterparts do.
AFRIKAANSE OPSOMMING: Identiteit is reeds vir baie jare in Suid-Afrika 'n omstrede kwessie. Dit het baie probleme veroorsaak, waaronder, diskriminasie teen mense gegrond op ras en geslag. Tydens die totstandkoming van die nuwe regering in 1994, is beloftes gemaak om veranderinge teweeg te bring. Gevolglik is programme soos regstellende aksie en swart ekonomiese bemagtiging ingestel. Hierdie studie ondersoek die persepsie van studente, verbonde aan die universiteit van Stellenbosch (US), jeens die identiteitspolitiek van ras en geslag na 1994. Die onderwerp van die studie sluit ondermeer die volgende in: studente-akkommodasie, die onderrigstaal, die verhouding tussen studente, klasdeelname, seksuele teistering en politiek (regstellende aksie en swart ekonomiese bemagtiging). Dit ondersoek die universiteit se hantering van studente en die behandeling van studente se optrede teenoor mekaar. Die inligting is ingesamel deur 'n meningspeiling verkry deur die verspreiding van vraelyste in vier geselekteerde koshuise, naamlik Concordia, Goldfields, Huis de Villiers en Lobelia. Die bevindinge van die studie toon dat daar steeds baie probleme bestaan wat betref die politieke identiteit van ras en geslag aan die US. Die studie het byvoorbeeld tot die volgende gevolgtrekkings gekom: • Die meerderheid van studente, uit drie rassegroepe, wat aan die studie deelgeneem het, het die persepsie dat rasse-verdeeldheid steeds in drie areas voorkom (die klaskamer, koshuise en die studente sentrum). Die persepsie word voorgehou, onder andere, dat die verdeeldheid versoorsaak word deur die feit dat studente van verskillende kulture afkomstig is, asook dat taalverskille 'n rol speel. • Die meerderheid studente het ook die persepsie dat swart studente neig om minder te praat in die klas omdat hulle geïntimideerd voel. • Die meerderheid swart en bruin studente steun die ANC (African National Congress), terwyl die meerderheid wit studente die DA (Demokratiese Alliansie) steun. Hoewel dit die geval blyk te wees, het die studie ook gevind dat baie studente aan die US nie hulle politieke steun bekend wil maak nie. • Swart en bruin studente is positief oor die rol van regstellende aksie en swart ekonomiese bemagtiging, teenoor wit studente wat 'n ander uitkyk hierop het. • Vroue studente aan die US het die persepsie dat Suid-Afrika steeds gekonfronteer word met die probleem van geslagsongelykheid. • Die meerderheid studente het die persepsie dat wit mans die ergste geraak word deur regstellende aksie en swart ekonomiese bemagtiging. • Meeste studente, ongeag hul ras of geslag, voel beskermd by die US. Die persepsie bestaan dat geen geslagdiskriminasie deur lektore toegepas word nie. • Mans- en vroue-studente sien seksuele teistering verskillend. Vroue-studente, byvoorbeeld, sien seksistiese grappe en wolwefluite as seksuele teistering, teenoor mansstudente wat dit nie so sien nie. Almal het wel die persepsie dat vrouestudente meer geraak word deur seksuele teistering as hulle manlike eweknieë.

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Paulsen, Zenley Olivia. "An evaluation of the impact of the business in society programme on business students at the University of Stellenbosch Business School." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96203.

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Thesis (MBA)--Stellenbosch University, 2014.
The global business environment has undergone a systemic transformation that has influenced the way we see and do business. Central to this transformation is the rising importance of environmental sustainability, social responsibility and sound corporate governance. Given these changes, leaders require training and education about building a values-based, ethical business platform in order to operate effectively. Therefore, it is imperative that business people are appropriately educated in the art of handling matters of this nature. The primary aim of this research study is to evaluate the impact of environmental, social and governance (ESG) education on future business leaders by comparing the expected outcomes of a specific educational curriculum with its actual real-world outcomes. The University of Stellenbosch Business School (USB) introduced a module called Business in Society in 2011. This duration of the module is one full semester. At the time, the course outline stated that the aim of the programme was to improve the decision-making ability of students about ESG issues in the business context. Participants who were busy studying or had graduated from the programme were expected, in reasonable measure, to be able to formulate appropriate responses to the challenges and opportunities inherent in matters of the environment, sustainability and governance. The primary aim of this study was therefore to review and assess both current student’s and graduates’ envisioned and practical application of theory, their environmental and social awareness levels and any significant changes in ethical outlook and values, or lack thereof. The secondary aim of the study was to assess the quality of the educational intervention itself. In order to review the impact of the programme on participants, the study focused on the subjective experience of the students, their perceptions of the programme and their subsequent behaviour in the workplace as an outcome. The research involved a two-tier approach. The first tier entailed the deployment of surveys to the randomly selected graduates of the programme. The second tier involved interviews with randomly selected respondents in the first round of surveys. These research participants were current and former students of the programme. The expectation was to find that these future business leaders were properly equipped and educated to make the right decisions concerning sustainability issues and ethical dilemmas. Based on the results of the survey, it was evident that the majority of students had come away with a positive experience of the Business in Society Programme, and that the course had had a positive impact on their lives both professionally and personally. The results of the interview analysis offered a holistic review of the experience of students in relation to their learning, the essential learnings and practical application, and the extent of the impact on their personal and professional lives. Recurrent themes which came to light in the analysis were the increase in awareness and the absence of practical engagement. There was a general discontent with the delivery of the course, in particular its lack of practical emphasis, and fragmentation in delivery. Recommendations to improve the course are supplied and may be utilised and implemented at the discretion of the Business School.

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Dittmar, Vera. "The appreciation and understanding of value diversity' : an evaluation of a value diversity intervention at the University of Stellenbosch." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53615.

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Thesis (MPhil)--Stellenbosch University, 2003.
ENGLISH ABSTRACT: South Africa has made a remarkable transformation from an openly racist to a tolerant and democratic nation. The transformation process removed the legal barriers between subgroups that formerly postulated separate development for the various racial groups and restricted the contact between individuals to a major extent. In present day society, one can observe the transformation process in that South African citizens from different backgrounds have to develop new patterns of communication and interaction. This process was mirrored in the student culture of Stellenbosch. The first objective of this study was to research how individual students experienced their social and academic environment. Since student relations do not always conform to the University norm of mutual respect for human diversity, the University felt the need to facilitate an intervention for valuing human diversity. The second objective of this study was to evaluate the process of the intervention, focusing on the programme context, the programme activities and the program theory. In addition, the impressions of workshop participants were studied. In order to conceptualise the research objectives, the theoretical principles of valuing diversity were discussed in the form of a purposive literature review on the social psychology and sociology of stereotyping and related processes, which were examined as barriers to valuing diversity. The Value Diversity Intervention was implemented in August 2001. The intervention aimed to heighten students' awareness of the diversity of the student body and to improve the interaction among the various student subgroups. The intervention was designed as a workshop and included 50 students from various backgrounds who were living in the University residences. Two evaluation types were utilised in this study, i.e. the evaluation of perceived needs and the evaluation of the intervention process. The research questions were clarified and the specific methods for gathering and analysing the data were specified. In addition, the aspect of validity and the quality of the obtained data were reviewed. The evaluation of perceived needs showed that individual students perceived the student population to be divided into minority ('coloured', 'black') and majority ('white') groups. Even though group membership did not affect specific instances of intergroup relations (e.g. individual friendships), it had implications for the social atmosphere on campus, which was characterised by a lack of intergroup contact and a domination by the majority group. Accordingly, minority group members interpreted the social atmosphere more negatively than majority group members. Hence, minority group members perceived a need to improve intergroup interaction. This analysis indicates that a value diversity intervention may be beneficial. This corresponded to the view of the Department of Student Affairs, which arranged the Value Diversity Intervention. The evaluation of the intervention highlighted both negative and positive aspects. Firstly, the intervention design did not include the promotion of the intervention itself, which might have been essential making students interested in the diversity topic and in motivating students to participate. Secondly, the intervention did not address the specific diversity challenges as experienced by students of the University of Stellenbosch. Students expressed concerns regarding the applicability of the provided information in their daily life. Thirdly, the workshop focused mainly on stereotypes. Yet, the possible effects of stereotypes were not sufficiently discussed. In addition, a large number of stereotypes were listed, but these were often biased due to the lack of participants from diverse groups. Further, no workshop technique which questioned the presented lists of biased stereotypes was applied or generated. Besides these technical considerations, it should be noted that stereotypes in general perpetuate the division between subgroups. Thus, the workshop focused to a large extent on past and present aspects, which divide the student population, instead of focusing on uniting issues. The described negative aspects might have been balanced by one of the four observed workshops. This specific workshop was characterised by a small amount of participants and a positive presentation of one of the main facilitators. This resulted in a productive discussion, where the participants used the possibility to reflect on the current situation out of their perspective and reflected upon the contributions of the facilitator. Students might have been motivated to take positive impulses of this workshop in their daily life. Based upon this research, recommendations can be determined. Firstly, the promotion of the intervention should emphasize the desirability of diversity values and highlight the personal potential benefits to participants. Secondly, it might be useful to acknowledge differences between students, but to place a greater emphasis on similarities, i.e. on aspects that connect students. Thirdly, the curriculum of the intervention should be modified to cater especially for student needs. Fourthly, the selected workshop components should achieve an equal balance between lecture parts and interactive elements. Participants should have the possibility to take an active part in the intervention if they are interested in doing so. The final recommendation entails that future interventions should be based on a comprehensive, sustained strategy with long-term goals. These strategies should be integrated in the already existing infrastructure of an institution. This intervention has to be understood as a contribution to the transformation process that South Africa is currently undergoing. Based on the recent discussion at the University of Stellenbosch about the adoption of a comprehensive diversity strategy, it is hoped that this singular intervention will be linked to further contributions in this transformation process.
AFRIKAANSE OPSOMMING: Suid Afrika het 'n merkwaardige transformasie vanaf 'n openlik rassistiese tot 'n tolerante en demokratiese nasie ondergaan. Voorheen het die wetlike skeiding tussen subgroepe aparte ontwikkeling en, vir verskeie rassegroepe, minimale kontak met individue in verskillende rassegroepe beteken. Die transformasieproses in Suid-Afrika het hierdie omstandighede verander en in die huidige Suid-Afrikaanse samelewing is die proses waardeur mense van verskillende agtergronde nuwe patrone van kommunikasie en interaksie moet ontwikkel, merkbaar. Die transformasieproses kan ook in die studentekultuur van Stellenbosch gesien word. Die eerste doel van die tesis was om ondersoek in te stel na hoe individuele studente hulle sosiale en akademiese omgewing ervaar. Aangesien studenteverhoudinge nie altyd tot die Universiteit se norm van wedersydse respek vir menslike diversiteit konformeer nie, het die Universiteit gevoel dat daar 'n behoefte is om 'n intervensie te fasiliteer om waardering vir menslike diversiteit skep. Die tweede doel van die tesis was om die proses van die intervensie te evalueer deur te fokus op die konteks van die program, die programaktiwiteite en die programteorie. Verder is die indrukke van die deelnemers aan die werkswinkelook bestudeer. Die teoretiese beginsels onderliggend aan die waardering van diversiteit is bespreek ten einde die navorsingsdoelwitte te konseptualiseer. Dit is verwesenlik deur 'n "doelgerigte" literatuurstudie oor die sosiale sielkunde en sosiologie van stereotipering en verwante prosesse wat gesien word as struikelblokke in die evaluering van diversiteit. Die intervensie vir die waardering van diversiteit is in Augustus 2001 deur die Universiteit van Stellenbosch geimplimenteer. Die intervensie het as doel gehad om studente 'n verhoogde gewaarwording van die diversiteit van die studenteliggaam te bied en ook om interaksie tussen die verskeie studente-subgroepe te bevorder. Die intervensie is ontwerp as 'n werkswinkel vir 50 studente van verskillende agtergronde wat van Universiteitsbehuising gebruik maak. Die tesis verduidelik hoe die navorsingsdoelwitte korrespondeer met die evalueringstipes wat gebruik is, nl. die evaluasie van waargenome behoeftes en die evaluasie van die proses. Die navorsingsvrae is duidelik gestel en die wetenskaplike metodes vir dataversameling en dataanalise word gespesifiseer. Verder word die aspek van die geldigheid en kwaliteit van die data ook bespreek. Die evaluering van waargenome behoeftes het gewys dat individuele studente die studentepopulasie sien as verdeel In 'n minderheidsgroep ('bruin' en 'swart') en 'n meerderheidsgroep ('wit'). Alhoewel lidmaatskap tot n betrokke groep rue intergroepverhoudings affekteer nie (bv. individuele vriendskappe), het dit tog implikasies vir die sosiale atmosfeer op kampus wat deur 'n tekort aan intergroepkontak en dominasie deur die meerderheidsgroep gekarakteriseer kan word. Vervolgens interpreteer minderheidsgroepe die sosiale atmosfeer meer negatief as lede van die meerderheidsgroep. Dit kan dan ook as die rede aangevoer word waarom lede van minderheidsgroepe 'n waargenome behoefte het om intergroepinteraksie te bevorder. Die persepsies van die respondente wat 'n onderhoud toegestaan het, het aangedui dat 'n intervensie vir die waardering van diversiteit voordelig sal wees en dit het ooreengestem met die siening van die Departement van Studentesake, wat die intervensie gereël het. Die evalusie van die intervensie beklemtoon albei die negatiewe en positiewe aspekte. Eerstens, het die intervensie intervensie-ontwerp, nie die promosie van die intervensie self behels nie, wat noodsaaklik sou gewees het om student geinteresseerd te maak in die diversiteit van die onderwerp en om die studente te motiveer om mee te doen. Tweedens, het die intervensie nie die spesifieke uitdagings soos deur die studente van die Universiteit van Stellnbosch ondervind is, aangespreek nie. Studente het hulle bekommernis uitgespreek oor die toepassing van die informasie in hulle daaglikse lewe. Derdens het die werkswinkel hoofsaaklik gefokus op stereotipes. Nogtans was die effekte van die stereotipes nie deeglik bespreek nie. Boonop was daar te groot aantal stereotipes gelys, maar dit was bevooroordeeld as gevolg van die gebrek van deelnemer van diverse groepe. Daar was ook geen werkswinkel tegnieke van toepassing wat die aangebode lyste van die bevooroordeelde stereotipes bevraagteken het nie. Naas die tegniese oorwegings, moet daar gelet word dat stereotipes in die algemeen die verdeling tussen subgroepe in stand hou van stereotipes in die algemeen. Dus het die werkswinkel tot 'n groot mate gefokus op huidige en vorige aspekte wat die studente verdeel het in plaas daarvan om te fokus op sake van ooreenstemming. Gegrond op hierdie navorsing, kan aanbevelings gemaak word. Eerstens moet daar klem gelê word op die bevordering van die verskeie behoeftes en waardes van die intervensie en die potensiaal waarby deelnemers kan baat. Tweedens, kan dit waardevol wees om verskille tussen studente te erken maar groter klem te lê op eendersheid, d.i. aspekte wat die studente tot mekaar verbind. Derdens moet die leerplan van die intervensie gewysig word om in die behoeftes van die student te voorsien. Vierdens, moet daar 'n balans gehandhaaf word tussen die lesings en interaktiewe elemente. Daar moet 'n moontlikheid bestaan vir deelnemers om 'n aktiewe rol in die intervensie te speel indien hulle dit verlang. Ten slotte word aanbeveel dat toekomstige intervensie gebaseer word op begrypende en volgehoue strategie met lang termyn doelwitte. Die bogenoemde strategie moet in die alreeds bestaande infrastruktuur verweef word. Hierdie intervensie kan beskou word as 'n bydrae tot die transformasie proses wat Suid-Afrika huidiglik ondergaan. Gebaseer op die onlangse gesprek by die Universiteit van Stellenbosch oor die aanneming van'n omvattende diversiteitstrategie, word daar gehoop dat die enkelvoudige intervensie kan inskakel by verdere bydraes in die transformasie proses.

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Cloeren, Nicole Birgit. "Acts of reciprocity: Analyzing social exchange in a university theater for social change project." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1550154040.

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De, Beer Hannari. "Attitude and empathy generalisation as mediators of the secondary transfer effect amongst white South African students at Stellenbosch University." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96892.

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Thesis (MA)--Stellenbosch University, 2015
ENGLISH ABSTRACT : Intergroup contact has proven to be one of the most effective ways to reduce prejudice and improve attitudes towards an outgroup (e.g., Allport, 1954; Pettigrew & Tropp, 2006). The present study investigated the extent to which positive intergroup contact (namely cross-group friendships) with coloured South African students are associated with positive attitudes towards not only coloured South Africans in general (the primary outgroup), but also towards black (African) South Africans in general (a secondary outgroup). As such, the present study focused on testing the secondary transfer effect of intergroup contact (Lolliot et al., 2013; Pettigrew, 2009). A quantitative, cross-sectional design was used to explore the secondary transfer effect of intergroup contact via the processes of empathy and attitude generalisation. Data were collected amongst white South African students at Stellenbosch University (N = 551), via an electronic survey. The findings from the present study show that cross-group friendships with coloured South African students (primary outgroup) positively and significantly predicted more positive attitudes towards coloured South Africans in general, and that these effects generalised towards black (African) South Africans in general (secondary outgroup), after controlling for general contact with this secondary outgroup. These findings support the secondary transfer effect of contact. Moreover, the results show that the secondary transfer effect occurs via the processes of empathy and attitude generalisation. This research contributes to the relatively sparse body of literature exploring the secondary transfer effect and the underlying processes mediating this effect. Knowing how positive attitudes generalise from one outgroup to other outgroups could offer practical means for shaping intergroup contact interventions that aim to reduce prejudice and improve intergroup relations, especially in the post-conflict South African context.
AFRIKAANSE OPSOMMING : Daar is bewys dat intergroep kontak een van die doeltreffendste maniere is om vooroordeel te verminder en houdings teenoor 'n uitgroep te verbeter (b.v., Allport, 1954; Pettigrew & Tropp, 2006). Die huidige studie ondersoek tot watter mate positiewe intergroep kontak (naamlik kruis-groep vriendskappe) met bruin/kleurling Suid-Afrikaanse studente verband hou met positiewe houdings nie net teenoor bruin/kleurling Suid-Afrikaners oor die algemeen nie (die primêre uitgroep), maar ook teenoor swart Suid-Afrikaners in die algemeen (‘n sekondêre uitgroep). Na aanleiding hiervan fokus die huidige studie om die sekondêre oordrag effek van intergroep kontak te toets (Lolliot et al., 2013; Pettigrew, 2009). 'n Kwantitatiewe, deursnee-ontwerp was gebruik om die sekondêre oordrag effek van intergroep kontak te verken, via die prosesse van empatie- en houding-veralgemening. Die data was onder wit Suid-Afrikaanse studente by Stellenbosch Universiteit (N = 551) ingesamel deur middel van ‘n elektroniese vraelys. Die bevindinge van die huidige studie toon dat kruis-groep vriendskappe met bruin/kleurling Suid-Afrikaanse studente (primêre uitgroep) positief en beduidend meer positiewe houdings teenoor bruin/kleurling Suid-Afrikaners in die algemeen voorspel en dat hierdie effekte veralgemeen na swart Suid-Afrikaners in die algemeen (sekondêre uitgroep) nadat daar kontrole gehou is oor die algemene kontak met hierdie sekondêre uitgroep. Hierdie bevindinge ondersteun die sekondêre oordrag effek van intergroep kontak. Die bevindinge bewys ook dat die sekondêre oordrag effek plaasvind deur die prosesse van empatie- en houding-veralgemening. Hierdie navorsing dra by tot die relatief yl beskikbare literatuur wat die sekondêre oordrag effek ondersoek, asook die onderliggende prosesse wat hierdie effek bemiddel. Die wete hoe positiewe houdings van een uitgroep na ander uitgroepe veralgemeen, kan prakties aangewend word tot intergroep kontak intervensies wat poog om vooroordeel te verminder en tussengroep-verhoudings te verbeter, veral in die post-konflik Suid-Afrikaanse konteks.

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Koch, Christa. "Sosiale aanpassings van studente met gestremdhede aan die Stellenbosch Universiteit." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5336.

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Bibliography
Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: The year 1994 is seen as a significant year in South Africa. The new democratic dispensation contributed to the education system, including higher education, by presenting it with new demands and challenges. Higher education institutions have been encouraged to include individuals representing groups that have been excluded on the grounds of age, gender and disabilities. Inclusive education is encouraged with the ultimate goal of attaining inclusion in society as a whole. Inclusion is the overarching concept that addresses the right to acceptance and belonging in society of all learners, adults, children with disabilities and people without disabilities. The primary aim of this study was to obtain an in-depth understanding of how students with disabilities adapt socially at Stellenbosch University. The study was based upon the assumption that it is important to hear the voices of students with disabilities before any recommendations in terms of involving students with disabilities in social opportunities can be made to the role players. The study was conducted by means of qualitative research, and the methods of data collection consisted of individual and focus group interviews as well as document analysis. The research findings can be described as follows: Students with disabilities experience both internal and external support and barrier factors and processes that impact on their social adaptation. Internal support and barrier factors and processes include emotional, behavioural, belief, personality and cognitive aspects. External support and barrier factors and processes include the support network, the faculty and department, the university at large and the social system. Four overarching themes emerged from the data of the participants: communication, attitude and awareness, inclusion and self-advocacy. The findings of the study have important implications for all role players. Recommendations are made with the aim of improving the campus climate so that an inclusive environment can be created together with an environment where all students at Stellenbosch University can adapt socially; enjoy equal opportunities and full participation, and where they experience no discrimination.
AFRIKAANSE OPSOMMING: In Suid-Afrika word 1994 beskou as 'n waterskeidingsjaar. Die nuwe demokratiese bestel het daartoe bygedra dat die onderwyssektor, insluitend hoëronderwys, aan talle nuwe eise en uitdagings blootgestel is. Hoëronderwysinstansies is aangemoedig om groepe wat tradisioneel op grond van ras, ouderdom, geslag en gestremdheid uitgesluit was te ondersteun en te akkommodeer. Inklusiewe onderwys word aangemoedig met die uiteindelike doel dat inklusie in die samelewing bereik word. Inklusie is die oorkoepelende konsep wat alle leerders, volwassenes, kinders, mense met gestremdhede en mense sonder gestremdhede se reg tot aanvaarding en hulle gevoel dat hulle in die samelewing tuishoort ("have a sense of belonging") aanspreek. Die doel van die studie was om diepgaande kennis te verkry van studente met gestremdhede se ervarings van sosiale aanpassing aan die Universiteit Stellenbosch. Die ondersoek is gebaseer op die aanname dat alhoewel daar voorstelle aan rolspelers gemaak kan word ten opsigte van strategieë om studente met gestremdhede meer by sosiale geleenthede op kampus te betrek, dit belangrik is om allereers na die stemme van die studente met gestremdhede self te luister. Die studie is aan die hand van 'n kwalitatiewe metodologie onderneem en data is hoofsaaklik deur middel van individuele en fokusgroeponderhoude asook dokumentanalise, gegenereer. Die navorsingsbevindinge het betekenisvolle insigte oor die ervarings van studente met gestremdhede se sosiale aanpassing opgelewer en kan soos volg opgesom word: Studente met gestremdhede ervaar beide interne en eksterne ondersteunings- en belemmerende faktore en prosesse wat 'n uitwerking het op hul sosiale aanpassing. Interne faktore en prosesse behels emosionele, gedrags-, oortuigings-, persoonlikheids- en kognitiewe aspekte. Eksterne faktore en prosesse sluit onder meer die ondersteuningsnetwerk, die fakulteite en departemente, die universiteit in die geheel, asook die sosiale stelsel in. Die vier oorkoepelende temas sluit kommunikasie, houdings en bewustheid, inklusie en self-voorspraak van die studente met gestremdhede se behoeftes in. Die bevindinge van die studie hou belangrike implikasies in vir alle rolspelers. Aanbevelings word gemaak met die doel om die kampusklimaat te verbeter sodat 'n ware inklusiewe omgewing geskep kan word – 'n omgewing waarin alle studente gelyke geleenthede en volle deelname kan geniet, geen diskriminasie ervaar nie en waar hulle ook as studente aan die Universiteit Stellenbosch sosiaal kan

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Bester, Zaan. "An investigation into the ability of South African students at Stellenbosch University to interpret implicatures in their second language English." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71635.

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Thesis (MPhil)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: Due to increasing concern about the low levels of throughput at university level, and with an ever-growing awareness of the important role that students’ academic literacy plays in academic success, Stellenbosch University implemented language support courses in various faculties across the campus. In addition, the massification of higher education means that the demographic profile of the student population in university classrooms has changed, and lecturers are increasingly faced with students from a variety of multicultural contexts. It is within this context that a study was done to determine to what extent linguistic and cultural background affects a speaker’s ability to derive meaning from conversational and, by extension, academic implicatures in English. Previous studies have found that native speakers (NSs) and nonnative speakers (NNSs) of English infer different meanings when confronted with particular types of implicature and that NNSs tend to interpret certain types of implicature correctly more often than others. First-year students at Stellenbosch University with a variety of mother tongues were asked to complete a questionnaire containing various types of implicatures. Their responses indicated significant differences in the accuracy with which NSs and NNSs interpreted certain types of implicatures, and in the meanings they arrived at. The thesis considers possible reasons for these differences, and discusses the implications of the study’s results for academic literacy/language support courses offered at South African universities.
AFRIKAANSE OPSOMMING: Te midde van toenemende kommer oor die lae deurvloeikoerse op universiteitsvlak, en ’n al groter bewustheid van die beduidende impak van studente se akademiese geletterdheid op akademiese sukses, het die Universiteit Stellenbosch taalondersteuningskursusse in verskeie fakulteite op kampus geïmplementeer. Daarbenewens het die massifikasie van tersiêre onderwys tot gevolg dat die demografiese profiel van die studentebevolking in universiteitsklaskamers verander het, en dosente kom toenemend in aanraking met studente vanuit diverse kulturele kontekste. Binne hierdie konteks is ’n studie onderneem om vas te stel in watter mate ’n spreker se vermoë om die betekenis van geïmpliseerde taalgebruik (in alledaagse gesprekke en by implikasie ook akademiese taal) te bepaal, deur taal en kulturele agtergrond beïnvloed word. Navorsing het getoon dat moedertaalsprekers en nie-moedertaalsprekers van Engels verskillende betekenisse toeken wanneer hulle met sekere tipes geïmpliseerde taalgebruik in aanraking kom, en dat nie-moedertaalsprekers sekere tipes geïmpliseerde taalgebruik meer dikwels korrek interpreteer as ander. Eerstejaarstudente aan die Universiteit Stellenbosch met ’n verskeidenheid moedertale is gevra om ’n vraelys met verskillende tipes geïmpliseerde taalgebruik te voltooi. Die response het getoon dat daar beduidende verskille is in die akkuraatheid waarmee moedertaalsprekers en nie-moedertaalsprekers sekere tipes geïmpliseerde taal interpreteer, en in die betekenisse wat hulle daaraan toeken. Die tesis bespreek moontlike redes vir hierdie verskille, sowel as die implikasies van die studie se resultate vir akademiese geletterdheids- /taalondersteuningskursusse wat by Suid-Afrikaanse universiteite aangebied word.

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Roosth, Joshua. "UNIVERSITY LEADERSHIP IN SUSTAINABILITY AND CAMPUS-BASED ENVIRONMENTAL ACTIVISM." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3963.

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This thesis examines the development of environmental sustainability on 194 of the wealthiest colleges and universities in the United States and Canada. Campus-based environmental organization membership data, organizational profiles, participant observation, and sustainability grades (from the Sustainable Endowment Institutes College Sustainability Report Cards 2009) are used to examine the relationship between campus-based environmental organizations and sustainability of higher educational institutions. Linear regression is used to analyze the overall university sustainability grades as an outcome variable. Overall university sustainability grades are impacted by campus-based environmental activism social movement organizations, high endowment per student, the age of the university, and the presence of state renewable portfolio standards. My findings suggest that the Sustainable Endowment InstituteÂ s College Sustainability Report Card might be improved by including indicators of greenhouse gas reports and interdisciplinary courses on sustainability.
M.A.
Department of Sociology
Sciences
Applied Sociology MA

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Sutherland, Claire Euline. "Positive deviance during organization change| Researchers' social construction of expanded university goals." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600315.

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Many universities have expanded from teaching only to include research goals, requiring shifts in organization behavior. An exploratory case study method was used to examine these dynamics among positive deviant researchers at the University of Technology, Jamaica (UTech), the single case examined, from a social construction perspective. As a participant observer in the organization, the researcher engaged in marginality and its associated risks in studying UTech’s transition from low to higher research outputs to answer the research questions—significant norms influencing positive deviancy patterns of the researchers and, their perceptions and experiences during transition. A qualitative case report and mini-organization ethnography of UTech was produced to enhance contextual understanding of positive deviance among university researchers, an area not previously described in the literature. Several important organizational findings emerged from the analysis of interviews of 6 participants who received the President’s Research Initiative Award (PRIA), artifacts of the organization, and participant observation. The results detail early development of a descriptive typology of positive deviance during organization change, including motivation, feelings of being marginalized and coping strategies. Three patterns—(1) teaching versus research (2) disorder, and (3) personal resilience—and 9 interrelated themes enhance understanding of role adaptations and the meanings and beliefs that these faculty associate with their research environment. The results also indicate organizational factors and personal dimensions in a research subculture that is emerging amidst strong pivotal teaching norms and culture; social costs involved in such a transition, and; some challenges and opportunities for building a research culture and a high performance research environment at UTech. A construct of organizational and individual adaptation to stress was hypothesized, subject to future research. The main conclusions included that research is a peripheral norm; doing teaching and research involved tensions, challenges, incongruence, disequilibria as new identities and the implied research subculture are emerging at UTech; there are anti-research risks to the transition, and; organizational tradeoffs might be required. The findings, although not a template, are of potential usefulness in any organizational setting where organization growth and change are contemplated. Recommendations are made for UTech and future research.

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Hoffman, Matthew D. "Change in CHANGE: Tracking first-year students' conceptualizations of leadership in a themed living, learning community." Miami University Honors Theses / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1272422327.

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Coles, Keith Ralph. "Children's games and social change in Savage Cove, Newfoundland (1900-1992)." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0022/MQ36108.pdf.

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Leslie, Mike (M C. ). "Exploring the developmental outcomes of service-learning in Higher Education for partner organisations : an exploratory study of two modules at Stellenbosch University." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4242.

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Thesis (MPhil (Sociology and Social Anthropology))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: Amidst debates over the transformation of South African (SA) Higher Education (HE), the core institutional function of community engagement is a possible means of bolstering the developmental role of HE in relation to community needs. The potential for community engagement, and more specifically service-learning, to contribute to community development is yet to be fully explored in the SA context. Broad policy mandates such as the Reconstruction and Development Programme (GNU, 1994) and the White Paper on Transformation of Higher Education (DoE, 1997) have created a policy environment supportive of community engagement as an institutional function of HE advancing the state’s developmental agenda. In the course of the national reorganization of the HE system, the Joint Education Trust (JET) / Community-Higher Education- Service Partnerships (CHESP) initiative undertook feasibility studies of community engagement in SA HE and consulted widely around community engagement. The main outcome has been service-learning’s promotion as an endorsed means of knowledge-based community engagement. Concerted efforts to build the institutional capacities for service-learning nationwide have since been conducted and service-learning is now an increasingly prominent means of community engagement in HE. The conceptual origins of service-learning suggest that mutual student and community benefits are achieved in the course of service-learning programmes, with significant research substantiating student learning outcomes. However, there is limited research available on community outcomes and a lack of empirical evidence on how the community is engaged in service-learning. Conceptualizations of service-learning partnerships in SA yield the introduction of a third party, the partner organization as the host of the service-learning modules in addition to the university and the community. The Triad Partnership Model applied at Stellenbosch University (SU) provides an opportunity to explore the experience of the third party, the partner organization, in what is conceptualized as a dyadic relationship between student and community. As a former student, representative of a partner organization and co-facilitator in a servicelearning module, the author explores the experiences of representatives of partner organizations of service-learning in HE. This dissertation presents the experiences of ten site-supervisors from nine partnering organizations of Stellenbosch University as evidence of some of the developmental outcomes of two service-learning modules. The study discusses the various stages in the process of partnership as it pertains to outcomes experienced by the sitesupervisors of the partner organizations. These experiences help clarify the developmental implications of the Triad Partnership Model for the partner organizations of the two service-learning modules studied. The dissertation concludes by making recommendations for future areas of study and makes some considerations for prospective service-learning modules at SU.
AFRIKAANSE OPSOMMING: Die kern institusionele funksie van gemeenskapsbetrokkenheid is te midde van die debate oor die transformasie van Suid-Afrikaanse (SA) Hoër Onderwys (HO), ‘n moontlike wyse om die ontwikkelingsrol van HO in verhouding tot gemeenskapsbehoeftes te bevorder. Die potensiaal van gemeenskapsontwikkeling, en meer spesifiek diensleer se bydrae tot gemeenskaps-ontwikkeling, is nog nie voldoende in die SA konteks ondersoek nie. As breë beleidsmandate het die Heropbou en Ontwikkelingsprogram (GNU, 1994) en die Witskrif oor die Transformasie van Hoër Onderwys (DoE, 1997) ‘n beleidsomgewing geskep wat ondersteunend is vir gemeenskapsinteraksie as ‘n institusionele dryfkrag van HO om die Staat se ontwikkelingsagenda te bevorder. Ten tye van die nasionale herorganisering van die HO stelsel het die Joint Education Trust (JET) / Community-Higher Education- Service Partnerships (CHESP) inisiatief volhoubaarheidstudies van gemeenskapsbetrokkenheid in SA HO gedoen en ook gekonsulteer oor verskeie aspekte rondom gemeenskapsbetrokkenheid in die breë. Die belangrikste uitkoms hiervan was die bevordering van diensleer as ‘n legitieme wyse van kennisgebaseerde gemeenskapsbetrokkenheid. Doelbewuse pogings is onderneem om die institusionele kapasiteit vir diensleer op nasionale vlak uit te bou, wat vandag ‘n toenemende prominente wyse van gemeenskapsbetrokkenheid in HO is. Die konsepsuele oorsprong van diensleer veronderstel dat gemeenskaplike student- en gemeenskapsvoordele deur die verloop van diensleermodules bereik word. Alhoewel daar heelwat navorsing gedoen is wat fokus op leeruitkomste vir studente, is daar weining navorsing beskikbaar oor gemeenskapsuitkomste, sowel as ‘n tekort aan empiriese bewyse van hoe die gemeenskap betrokke is by diensleer. Konsepsualisering van diensleer vennootskappe in SA sluit ‘n derde party in, die vennootskap-organisasie waar die diensleermodule gehuisves word, bykomend dus tot die universiteit en gemeenskap. Die Triad Vennootskap Model wat by die Universiteit van Stellenbosch (US) toegepas word, bied die geleentheid om ondersoek in te stel na die ervaring van ‘n derde party, die vennootskap-organisasie, oor wat gekonseptualiseer word as ‘n diadiese verhouding tussen student en gemeenskap. As ‘n vorige student, verteenwoordiger van ‘n vennootskap-organisasie en mede-fasiliteerder in ‘n diensleermodule, stel die outeur ondersoek in na die ervarings van verteenwoordigers van vennootskaporganisasies van diensleer in HO. Hierdie verhandeling stel die ervarings van tien supervisors van nege vennootskaporganisasies van die Universiteit van Stellenbosch voor, as bewys van sommige van die potensiële uitkomste van twee diensleer modules. Die ondersoeker bespreek die fases van die proses van vennootskap-vorming soos wat dit verband hou met uitkomste wat supervisors ervaar het. Hierdie ervarings help om die ontwikkeling implikasies van die Triad Vennootskap Model vir die deelnemer-organisasies van die twee diensleermodules wat bestudeer is, te verhelder. Die verhandeling word afgesluit deur aanbevelings te maak vir toekomstige studie-areas en oorweging te skenk vir toekomstige diensleermodules by die US.

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Durdle, Jodi L. "Women, health and social change in a rural Newfoundland community." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ63977.pdf.

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Louw, Marie-Louise. "The relevance, importance and applicability of corporate social and environmental responsibility : South African case studies /." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/378.

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Pan, Suyan, and 潘甦燕. "How higher educational institutions cope with social change: the case of Tsinghua University, China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B42577755.

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Pan, Suyan. "How higher educational institutions cope with social change the case of Tsinghua University, China /." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B42577755.

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Davis, Reade. "Gambling on the future : video lottery terminals and social change in rural Newfoundland /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape2/PQDD_0015/MQ55500.pdf.

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Bender-Slack, Delane Ann. "Teaching texts for social justice : English teachers as agents of change /." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1183419335.

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Thesis (Dr. of Education)--University of Cincinnati, 2007.
Advisor: Holly Johnson Title from electronic thesis title page (viewed Dec.10, 2007). Includes abstract. Keywords: Teaching for Social Justice; Literature; Adolescent Literacy; Texts; Teacher Beliefs Includes bibliographical references.

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Long, Amanda Marlene. "Agents of Change? Analyzing the Effect of Media Bias and Attitudinal Change in the Political Opinions of High School Students." NCSU, 2009. http://www.lib.ncsu.edu/theses/available/etd-03252009-225238/.

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This research is an action-research study that will analyze the effect of media on high school students' political perceptions. There are many things that influence students' political perceptions and these influences could potentially shape students' political and personal opinions. The process for how these influences actually play out is not well known. What we do know is that mass media resources can have an effect on the attitudes of students, and the degree to which this occurs can be either positive or negative. This action research study was conducted using two student groups of similar demographics and exposing them to different media materials in order to identify changes in political attitudes. This research attempts to answer the question: How does political media affect student opinions about politics and civic participation?

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White, Ross Lindsay. "People, place and psyche : belongingness and coping with change in isolation /." View thesis View thesis, 2001. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030409.124037/index.html.

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Wells, Marilyn A. "Perceptions of knowledge gatekeepers social aspects of information exchange in an organisation undergoing change /." View thesis, 2009. http://handle.uws.edu.au:8081/1959.7/45372.

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Thesis (Ph.D.)--University of Western Sydney, 2009.
A thesis presented to the University of Western Sydney, College of Business, School of Management, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.

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Barbour, Katrina Louise. "Exploring the impact of change on university careers services : death of a service or surviving and thriving?" Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7177/.

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This Dissertation takes the form of a case study exploring the position of university Careers Services working under a neo-liberal paradigm. The study was motivated by a wish to explore the changes that have taken place in university Careers Services since 1997 in order to understand the changed landscape, and to provide a snapshot of the current setting that might be of use to those considering entry to and those working in careers advisory work. Additionally the study was intended to inform my own professional practice and understanding. I consider the position of Careers Services through the commentary of eight University Careers Advisers from four institutions in Scotland. Through semi-structured interviews I explore their perceptions and views about their work and the environment in which they work. Specifically, changes to work in the areas of careers education, careers information and careers guidance are considered alongside changes to the concept of career, changes in graduate employer practices, and the students and graduates organisations seek to employ. The study highlights the challenges faced by the Careers Service in universities in Scotland and explores the experiences and views of the professionals that work in that Service against a backdrop of an employability agenda and increasingly instrumentalised expectations. Giroux’s (1993) notion of education as a vehicle for individual empowerment and Nussbaum’s (2011) Capabilities Approach provide the theoretical framework to support the analysis of the state of university Careers Services and to offer a defence of the importance of careers advisory and guidance work. My data confirms that the role of university Careers Services has changed significantly post- Dearing (1997) and that, increasingly, Services based in traditional research lead universities and those in newer institutions are differentiated. The changing landscape has allowed Careers work to flourish and gain a more prominent role in some institutions, raising the profile of those Services. However, some Careers Services, the study indicates, have struggled to carve out a niche for themselves and these Services risk becoming marginalised within their institutions. A Careers Service that contributes to its university’s graduate employability objectives may secure a strong institutional position but raise questions about its activity with respect to long held underlying assumptions about careers guidance work and the ethical purpose of the activity of the Careers Service. I conclude by anticipating possible futures for the university Careers Service with a call to maintain and strengthen the function of guidance and advisory work within these Services.

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Carlock, Robert Michael. "A New (Bowling Green State) University: Educational Activism, Social Change, and Campus Protest in the Long Sixties." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1555087986990235.

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Cengiz, Cevdet. "Physical Activity And Exercise Stages Of Change Levels Of Middle East Technical University Students." Master's thesis, METU, 1999. http://etd.lib.metu.edu.tr/upload/12608524/index.pdf.

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The purposes of this study were to examine (a) physical activity participation levels, (b) exercise stages of change levels and (c) physical activity preferences of the Middle East Technical University undergraduate students with respect to gender, residence and faculty. Participants were 953 students from 5 different faculties (496 male, and 547 female). For the data collection, International Physical Activity Questionnaire (IPAQ), Physical Activity Stages of Change Questionnaire, and Physical Activity Preferences Questionnaire were used. Descriptive statistics (frequency, mean, median, percentage), and nonparametric statistical methods (Mann Whitney U test, Kruskal-Wallis test, Pearson chi-square test) were used for the data analysis. According to the IPAQ, male students were more physically active than female counterparts. Students who were living in campus had higher physical activity levels, and faculty of architecture students were more sedentary compared to other faculty students (p <
0.05). In general, 24.8% of the students were physically active, 59.9% of the students were moderately active, and 15.3% of them were inactive. The results on exercise stages of change revealed that male students were at upper stages as compared to the female students. Faculty of architecture students were at lower stages compared to the other faculty students (p <
0.05). There was no significant differences on the stages of students who were living in and out of the campus (p >
0.05). In general, students at pre-contemplation, contemplation, preparation, action and maintenance stages were 15.2%, 31.4%, 25.3%, 7.5%, and 20.6% respectively. Swimming (59.2%), walking (56.7%), cycling (36.2%) and football (30.4%) were the most frequently preferred physical activities. Dancing and tennis were preferred more with the female students while football and basketball preferred more with the male students. Physical activity preferences of students living in and out of campus were similar. In conclusion, female students, students living out of the campus and students of faculty of architecture were more at risk. Approximately 75% of the METU undergraduate students&rsquo
physical activity levels were not satisfactory for a healthy life. University physical activity facilities, extracurricular programs and the courses should be reconsidered based on the findings of this study.

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Cruz, Luis Felipe. "Challenges confronting a first-year elementary school principal distributed leadership, social capital, and supported change /." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=28&did=1905738711&SrchMode=1&sid=2&Fmt=7&retrieveGroup=0&VType=PQD&VInst=PROD&RQT=309&VName=PQD&TS=1270137959&clientId=48051.

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Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Includes bibliographical references (leaves 179-191). Issued in print and online. Available via ProQuest Digital Dissertations.

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Twehues, Kelly C. "Parental perception of change in social skills and problem behavior in adolescents with Asperger's Syndrome and high functioning Autism following a conversation skills group intervention." Cincinnati, Ohio University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?ucin1179315509.

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Walker, Roz. "Transformative strategies in Indigenous education a study of decolonisation and positive social change." Click here for electronic access, 2004. http://adt.caul.edu.au/homesearch/get/?mode=advanced&format=summary&nratt=2&combiner0=and&op0=ss&att1=DC.Identifier&combiner1=and&op1=-sw&prevquery=OR%28REL%28SS%3BDC.Identifier%3Buws.edu.au%29%2CREL%28WD%3BDC.Relation%3BNUWS%29%29&att0=DC.Title&val0=Transformative+strategies+in+indigenous+education+&val1=NBD%3A.

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Thesis (Ph.D.) -- University of Western Sydney, 2004.
Title from electronic document (viewed 15/6/10) Presented for the degree of Doctor of Philosophy, University of Western Sydney, 2004. Includes bibliography.

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Walker, Roz, University of Western Sydney, of Arts Education and Social Sciences College, and School of Humanities. "Transformative strategies in indigenous education : a study of decolonisation and positive social change : the Indigenous Community Management Program, Curtin University." THESIS_CAESS_HUM_Walker_R.xml, 2004. http://handle.uws.edu.au:8081/1959.7/678.

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This thesis is located within the social and political context of Indigenous education within Australia. Indigenous people continue to experience unacceptable levels of disadvantage and social marginalisation. The struggle for indigenous students individually and collectively lies in being able to determine a direction which is productive and non-assimilationist – which offers possibilities of social and economic transformation, equal opportunities and cultural integrity and self-determination. The challenge for teachers within the constraints of the academy is to develop strategies that are genuinely transformative, empowering and contribute to decolonisation and positive social change. This thesis explores how the construction of two theoretical propositions – the Indigenous Community Management and Development (ICMD) practitioner and the Indigenous/non-Indigenous Interface – are decolonising and transformative strategies. It investigates how these theoretical constructs and associated discourses are incorporated into the Centre’s policy processes, curriculum and pedagogy to influence and interact with the everyday lives of students in their work and communities and the wider social institutions. It charts how a group of Indigenous and non-Indigenous staff interact with these propositions and different ideas and discourses interrupting, re-visioning, reformulating and integrating these to form the basis for both Indigenous and non-Indigenous futures in Australia.
Doctor of Philosophy (PhD)

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Quinn, Emerald. "The story of indigenous Australians : the role of categorisation shifts in inter-group conflict resolution and collective action for social change /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19740.pdf.

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Webb, Tony. "Towards a mature shame culture theoretical and practical tools for personal and social growth /." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20040330.103805/index.html.

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Egan, Paul. "An investigation into corporate social investment practices and policies within the South African insurance sector." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50267.

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Thesis (MBA)--Stellenbosch University, 2005.
ENGLISH ABSTRACT: This is an exploratory study that examines how companies within the South Africa insurance sector approach the area of Corporate Social Investment (CSI). South Africa is burdened with a number of pressing social problems- such as unemployment. HIV/AIDS and crime - and in many respects the insurance industry is on the front-line; as these problems have a direct impact on their core business. The primary research, upon which the findings are based, consist of ten qualitative interviews with individuals who were either responsible for CSI within their organisation or were involved in the decision-making process. Its main aim is to understand the motivations and drivers that underpin corporate giving programmes. In particular, the study focuses on how social investment is managed within the context of a society that is undergoing social transformation. It also touches on the question of self-interest and how this impacts on giving programmes. Notably. the study observed a major shift in how companies set-about their social investments post-1994. These include a more business-like approach in which corporations were managing CSI, a move away from utilizing CSI as a marketing tool, and integrating CSI with other aspects of corporate social responsibility. The research also identified a change in the rationale and philosophies underpinning involvement in CSI. Coupled with this is added external pressure from government and investors, as well as self-imposed drivers arising out of the Financial Sector Charter.
AFRIKAANSE OPSOMMING: Hierdie is 'n ondersoekende studie wat fokus op die benadering van die Suid Afrikaanse versekerings sektor tot die area van Korporatiewe Sosiale Beleggings (KSB). Suid Afrika word geteister deur 'n aantal drukkende sosiale probleme - soos werkloosheid, MIV/VIGS en misdaad - en in baie gevalle is die versekeringsektor in die voorste linie deurdat hierdie kwessies direk impak maak op hul kern besigheid. Die primere navorsing in hierdie verslag is gegrond op tien kwalitatiewe onderhoude met individue wat verantwoordelikheid dra vir KSB binne hul organisasies, of ten minste betrokke is by besluitneming daarrondom. Die hoof doelstelling is om die motivering en drywers te verstaan wat KSB onderspan. In besonder kyk die studie na die bestuur van KSB binne die konteks van 'n samelewing wat sosiale transformasie ondergaan. Die studie raak ook die vraag aan van self-belang en hoe dit impak maak op skenkingsprogramme. Dit is nodig om te let op die punt dat daar 'n groot skuif was in die manier wat maatskappye KSB benader post 1994. Dit sluit 'n sterker besigheidsbenadering in, 'n beweging weg van KSB as 'n bemarkings-instrument, asook die integrasie van KSB met ander aspekte van korporatiewe sosiale verantwoordelikheid. Die studie het ook veranderinge identifiseer in die redes en filosofiee wat dien as grondslag vir KSB. Ook verwant aan dit is die addisionele druk van regering en beleggers, asook die self-opgelegde drywers wat voortspruit uit die Finansiele Sektor Handves.

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Herrera-Castro, Natividad Delfina. "Ecological consequences of gendered work and social change among Totonac coffee growers of Veracruz, Mexico a political ecology approach /." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=52&did=1874451701&SrchMode=1&sid=2&Fmt=7&retrieveGroup=0&VType=PQD&VInst=PROD&RQT=309&VName=PQD&TS=1270147003&clientId=48051.

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Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Includes bibliographical references (leaves 2287-298). Issued in print and online. Available via ProQuest Digital Dissertations.

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Argabright, Karen Jane. "Social Support in Ohio State University Extension: A Mixed-Methods Approach to Examining Central Actor Characteristics and Influence in a Distributed Educational Outreach Organization." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524130604744304.

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Barry, Michael Peter. "Establishing a transformative institutional culture at a comprehensive South African university: the role of the arts." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1013069.

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Universities in South Africa have emerged from an exceptionally fragmented and divided past and are responding to this by reconceptualising and restructuring their institutional governance structures. This is been done through the introduction of policies and strategies aimed at transforming institutional landscapes and creating environments that are conducive to meeting the demands and pressures of a transformed SA. Previous studies have indicated that there is a need for institutional transformation and change at newly merged universities in SA. However, very little is known about the possible role the arts could play in institutional change and transformation processes and what Badat refers to, when referencing the process of institutional transformation, as “the dissolution of existing social relations and institutions, policies and practices, and their re-creation and consolidation into something substantially new” (2009:456). The goal of this research study is to explore the views, opinions and perceptions of key stakeholders and decision-makers at a comprehensive South African university, in this case, Nelson Mandela Metropolitan University (NMMU), in order to gain their insights into the role the arts could play in creating and consolidating a transformative institutional culture at a merged university in SA. The data was obtained from semi-structured interviews with 16 key decision-makers and stakeholders at NMMU. Based on the thematic data analysis, the responses from these key stakeholders indicate that there is wide support for the arts to play a role in the establishment of a transformative institutional culture and it appears that not only should the arts play a role, they should play a central role.

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Stephens, Maggie. "Sustainable behavior change at Kansas State University: applying the Fogg Behavior Model as a community-based social marketing approach among faculty and staff." Kansas State University, 2014. http://hdl.handle.net/2097/17558.

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Master of Science
Department of Landscape Architecture and Regional & Community Planning
Huston Gibson
Communities are currently faced with the issue of integrating sustainable practices into citizen lifestyles, a problem that can be addressed through behavior changes strategies. Higher education institutions can provide a testing ground for different behavior change strategies, specifically the Fogg Behavior Model (FBM) and its application to the social structures that are important in community-based social marketing (CBSM). This research proposes to examine FBM among Kansas State University faculty and staff as a viable CBSM approach for sustainable behavior change. A targeted behavior and trigger for the targeted behavior were selected. The trigger was implemented among select university departments with both pre- and post-experiment surveys distributed to assess trigger effectiveness and limiting factors to ability and motivation. The research showed an increase to the targeted behavior due to trigger implementation and described ability and motivation limiting factors within those select departments. With further investigation into these limiting factors and a widespread trigger effectiveness study, FBM could serve as an effective model that addresses social behavior change within a CBSM framework. FBM’s potential success in a university setting bodes well for its success in communities and a community-based social marketing approach to create sustainable behavior change.

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Robus, Donovan. "Discourses surrounding 'race', equity, disadvantage and transformation in times of rapid social change : higher education in post-apartheid South Africa." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1007196.

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Since the dismantling of Apartheid in South Africa in 1994, the South African socio-political and economic landscape has been characterised by rapid change. In the ten years since the 'new' democratic South Africa emerged, transformation has become a dominant discourse that has driven much action and practice in a variety of public areas. One of the areas of focus for transformation has been Higher Education whereby the Department of Education aimed to do away with disparity caused by Apartheid segregation by reducing the number of Higher Education institutions from 36 to 21. This research draws on Foucauldian theory and post-colonial theories (in particular Edward Said and Frantz Fanon), and the concept of racialisation in an analysis of the incorporation of Rhodes University's East London campus into the University of Fort Hare. Ian Parker's discourse analytic approach which suggests that discourses support institutions, reproduce power relations and have ideological effects, was utilised to analyse the talk of students and staff at the three sites affected by the incorporation (viz. Rhodes, Grahamstown, Rhodes, East London and Fort Hare) as well as newspaper articles and public statements made by the two institutions. What emerged was that in post-Apartheid South Africa, institutional and geographic space is still racialised with virtually no reference to the historical and contextual foundations from which this emerged being made. In positioning space and institutions in this racialised manner a discourse of 'white' excellence and 'black' failure emerges with the notion of competence gaining legitimacy through an appeal to academic standards. In addition to this, transformation emerges as a signifier of shifting boundaries in a post-Apartheid society where racialised institutional, spatial and social boundaries evidently still exist discursively.

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Fisher, John. "Paper folio one. Educational reform and societal change in Newfoundland and Labrador, Paper folio two. Stressors in the lives of students within the context of social and economic changes and educational reform ; Paper folio three. The changing role of school psychologists within the context of societal change and educational reform." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0003/MQ42377.pdf.

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Permall, Charne Lee. "Emotional intelligence and work engagement of leaders in a financial services organisation undergoing change." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9569_1320754375.

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Research (Sartain et al., 2006) indicates that engagement demands a more thoughtful way to address the everyday realities of organisational life. The current research endeavours to elucidate the relationship between emotional intelligence and work engagement amongst leaders in a financial service organisation undergoing change.

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Klyn, de Novelo Jessica. "The impact of intercultural differences in change agentry interventions in technology transfer." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/833.

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This qualitative study explored the effects of intercultural differences on technology transfer interventions. More specifically, the emphasis was on key differences between the worldviews of change agents and clients that impact such change agentry attempts. Utilizing frameworks taken from intercultural relations, change agentry, and diffusion of innovations research, the study examined a single case of change agentry-the distribution of cookstoves to a rural community in Peru-in an attempt to answer the following question: How do intercultural differences help shape the results of change agentry interventions in technology transfer attempts? The focus of this study was the distribution of "improved cookstoves" in rural Andean, Peru, by a rural aid organization based at a university in Lima, Peru. Individuals from both the aid organization and the community were interviewed regarding their experience, including the engineering and technical team responsible for diffusing the technology, as well as community members who adopted the technology, others who did not, and a third group trained by the aid organization to be local "experts" in the use of cookstoves. The research contributes to a deeper understanding of the relationships between change agents and client recipients by contributing a,n intercultural perspective to discussions of the diffusion of innovations and development interventions.

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Lee, Ilknur. "Beyond body an analysis of diachronic changes of societal beliefs and attitudes /." [Pensacola, Fla.] : University of West Florida, 2006. http://purl.fcla.edu/fcla/etd/WFE0000007.

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Dissertations / Theses on the topic 'Stellenbosch University – Social change'

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