Relevant bibliographies by topics / Tshwane University of Technology

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Academic literature on the topic 'Tshwane University of Technology'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Tshwane University of Technology"

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Patrick, Ebong Ebewo, Shambare Richard, and Rugimbana Robert. "Entrepreneurial intentions of Tshwane University of Technology, Arts and Design students." African Journal of Business Management 11, no. 9 (May 14, 2017): 175–82. http://dx.doi.org/10.5897/ajbm2017.8253.

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Mjumo, Mzyece. "">French South African Institute of Technology (F"SATI), Tshwane University of Technology, South Africa." South African Journal of Information and Communication, no. 12 (2012): 0. http://dx.doi.org/10.23962/10539/19711.

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Ebewo, Patrick J., and Mzo Sirayi. "Curriculum Transformation in a Post-Apartheid South African University: The Arts Faculty, Tshwane University of Technology." Africa Education Review 15, no. 2 (January 5, 2018): 82–95. http://dx.doi.org/10.1080/18146627.2017.1307090.

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Louw, Ina. "Projects to improve mathematics performance at a university of technology." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 28, no. 4 (September 7, 2009): 366–77. http://dx.doi.org/10.4102/satnt.v28i4.72.

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Lecturers at tertiary institutions have been expressing concern about the quality of students in mathematics for a long time now. Blame is usually placed at the door of secondary schools, but through put figures are still determining state subsidies and as such necessitate institutions to constantly revisit their efforts in terms of improving performance in mathematics. In this article, the results of two studies to improve the mathematics performance at a technical university are reported. The first study took place at the former Technikon Northern Gauteng and was an action research project with an experimental design. The study entailed the implementation of tutorial sessions and it revealed certain traits of tertiary mathematics education. Data were collected through structured observation, questionnaires and focus group interviews. A standardized questionnaire, Study Orientation Questionnaire in Maths (SOM), was introduced and “study habits” was the field in the test that featured most significantly in both the experimental and the control groups. The results revealed, inter alia, that timely assessment is needed to detect and correct misconceptions as soon as possible. It also pointed out that attendance of lectures (and tutorials) impacted strongly on performance. Lastly, it was found that students preferred communicating mathematics through the medium of English and not by using their mother tongue. The second project was conducted at the Tshwane University of Technology (TUT) and consisted of an investigation into assessment practices in first year mathematics. The study was executed with action research as strategy and data were collected through interviews, questionnaires and focus group interviews. Qualitative and quantitative data were collected and respondents were exposed to contemporary assessment strategies as suggested by OBE. The aim of the study was to enhance the respondents’ insight into contemporary assessment strategies and to empower them to execute their assessment in a more accountable way. The merger of the institution was still underway at the time, which left many respondents with questions and uncertainties about their future. Some of the findings were, inter alia, that some respondents were convinced that new assessment strategies would lower the standard of teaching; some respondents mentioned the poor quality of students and were convinced that the Tshwane University of Technology would benefit from reviewing their admission criteria, and respondents cited large class groups, lack of marking assistance and ignorance about Outcomes Based Education (OBE) as reasons for failing to undertake assessment renewal. In the mean time class groups got even bigger and a new solution needs to be found as a matter of urgency
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Ambe, Cosmas, Queen Ntombikayise Ambe, and Fortune Ganda. "Assessment of environmental management accounting at South African universities: Case of Tshwane University of Technology." Journal of Governance and Regulation 4, no. 4 (2015): 274–88. http://dx.doi.org/10.22495/jgr_v4_i4_c1_p11.

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The overall objective of the paper is to assess the application of environmental management accounting (EMA) at Tshwane University of Technology (TUT) as a service organization and examine how the institution manages, account and report environmental cost. Data was collected by means of exploratory and explanatory research techniques using two data sets; documentary and fourteen in-depth individual face-to-face interviews employing a semi-structured questionnaire with closed and open ended questions to collect primary data. The results indicate that; the implementation of EMA and general governance for environmental responsibility and accountability is extremely weak. The potential use of EMA is neglected and, as such, EMA implementation is not considered a priority. Three barriers to the adoption of EMA within TUT were identified as: institutional pressures, a low profile of accounting for the environment, and management’s attitudes. A general ledger model and action plan for the implementation of EMA at TUT utilizing the use of activity based costing has been suggested.
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Mavuso, Amanda. "My personal journey: Being a black woman student activist on Tshwane University of Technology Soshanguve Campus." Agenda 31, no. 3-4 (October 2, 2017): 5–9. http://dx.doi.org/10.1080/10130950.2017.1392787.

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Maree, Kobus, and Ina Louw. "The nature, purpose and effectiveness of assessment in tertiary mathematics at the Tshwane University of Technology (TUT)." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 26, no. 4 (September 22, 2007): 279–98. http://dx.doi.org/10.4102/satnt.v26i4.144.

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Despite the fact that mathematics is the cornerstone of scientific literacy, many South African learners do not perform adequately in this subject. Furthermore, adopting an Outcomes-based Education (OBE) approach has not contributed to an improvement of the situation. In fact, even in 2007, OBE has not been implemented at most tertiary training institutions in South Africa. Only a few educators (lecturers) implement OBE in the teaching of mathematics at tertiary training institutions. Lecturers use their discretion to decide whether or not to implement an OBE approach in learning facilitation and assessment. At TUT problem-based teaching (PBL) and problem-oriented learning (POL) were introduced previously in some departments and executed with varying degrees of success. Even though no formal decision had been made at TUT with regard to the acceptance of a specific teaching and learning model at the time of the current study, there was general agreement that OBE would be the teaching and learning model of choice, especially since (from 2009 onwards) all prospective students will have received schooling in an OBE-based teaching and learning environment. (In the majority of departments lecturers are currently being groomed to implement OBE and the current study formed part of this process.) First-year students’ insufficient achievement in mathematics was, however, the main thrust behind this attempt to investigate renewal in mathematics assessment at TUT by means of action research. An important aim of the study was to evaluate the nature of prevailing assessment practices on the different TUT campuses, the main aim being to introduce lecturers to effective strategies and to encourage the implementation of these strategies by means of action research. The overarching working assumption guiding the current research was the belief that suitable assessment would probably enhance the effectiveness of students’ learning (thereby impacting on their performance). The research focused on the following questions:Are tertiary mathematics facilitators adequately trained and prepared to implement outcomes-based assessment strategies at TUT? To what extent are outcomes-based strategies effectively and regularly introduced in the teaching of mathematics at TUT? Action research was chosen as research strategy because it was deemed suitable to facilitate improvement of current assessment practices. Furthermore, the cyclical nature of action research lent itself ideally to the introduction and handling of different facets of OBE during the different cycles. During the first cycle (questionnaires) information related to assessment practices was obtained. Quantitative and qualitative data were collected through questionnaires, personal interviews, interviews with focus groups, observations, documentation and a reflective diary. This article, however, only focuses on the qualitative data obtained from lecturers. Respondents were exposed to assessment strategies in an attempt to enhance their insight into contemporary assessment practices in an outcomes-based teaching and learning environment and, in doing so, empower them to execute their activities in a more accountable way. The authors report extensively on the findings and make recommendations for improving assessment practices (obviously, at TUT in the first place, but, hopefully, at other tertiary training institutions as well). The main findings were as follows:OBE strategies were not being introduced throughout TUT in the teaching of mathematics. Group work and peer assessments were rare occurrences.Some lecturers were convinced that new assessment methods would lower the standard of teaching. Uncertainty about the merger and the varying teaching conditions at the different campuses tended to inhibit lecturers, making them less willing to undertake assessment renewal. The lecturers cited large class groups, a lack of marking assistance and ignorance about OBE as reasons for failing to undertake assessment renewal. TUT should benefit from reviewing its admission criteria.n conclusion, it should be said that respondents generally agreed that this research went some way towards preparing them for assessment renewal. Moreover, since TUT recently went through a merger, assessment renewal seems to be an idea whose time has come, a hiatus that deserves the attention of serious researchers and academics alike. The authors realise that this article is not a panacea, not a cure-all; obviously, we do not have all the answers. However, hope is expressed that he study has made a significant contribution to this positive development and has contributed in some way to ongoing debates in the field.
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Yende, Sakhiseni Joseph, and George Mugovhani. "Employability Challenges Facing Vocal Art Graduates in South Africa: A Case Study of Tshwane University of Technology." Muziki 18, no. 1 (January 2, 2021): 110–26. http://dx.doi.org/10.1080/18125980.2021.1957002.

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Smith, Robert. "Reviewer Acknowledgements." Journal of Education and Training Studies 7, no. 3 (February 26, 2019): 251. http://dx.doi.org/10.11114/jets.v7i3.4100.

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Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 7, Number 3Enisa Mede, Bahcesehir University, TurkeyFatma Ozudogru, Usak University, TurkeyFroilan D. Mobo, Philippine Merchant Marine Academy, PhilippineHenry D. Mason, Tshwane University of Technology, South Africaİbrahim Yaşar Kazu, Firat University, TurkeyJane Liang, California Department of Education, USAJeyavel Sundaramoorthy, Gulbarga University Campus, IndiaJohn Cowan, Edinburgh Napier University, UKJonathan Chitiyo, University of Pittsburgh Bradford, USALinda J. Rappel, Yorkville University/University of Calgary, CanadaLorna T. Enerva, Polytechnic University of the Philippines, PhilippinesMary Sciaraffa, Eastern Kentucky University, USAMaurizio Sajeva, Pellervo Economic Research PTT, FinlandPuneet S. Gill, Texas A&M International University, USASandro Sehic, Oneida BOCES, USASayim Aktay, Mugla Sitki Kocman University, TurkeySelloane Pitikoe, University of Kwazulu-Natal, South AfricaSimona Savelli, Università degli Studi Guglielmo Marconi, ItalyStamatis Papadakis, University of Crete, GreeceYavuz Değirmenci, Bayburt University, Turkey Robert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://jets.redfame.com
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E. Letsoalo, Maupi. "A critique of admission criteria into pharmacy programme at Tshwane University of Technology : students performance at first year." Journal of Gender, Information and Development in Africa 8, no. 3 (December 15, 2019): 111–48. http://dx.doi.org/10.31920/2050-4284/2019/8n3a6.

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Dissertations / Theses on the topic "Tshwane University of Technology"

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Wessels, M. L., and J. M. Jacobsz. "Reconceptualisation of cooperative education at the Tshwane University of Technology : a case study." Journal for New Generation Sciences, Vol 9, Issue 2: Central University of Technology, Free State, Bloemfontein, 2011. http://hdl.handle.net/11462/594.

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In universities of technology there is much confusion regarding the concept cooperative education and related terminology. The aim of this article is to offer a conceptual alternative for cooperative education, based on findings from the literature, workshops conducted institutionally and nationally in universities of technology and supported by a PhD study conducted by the first author. The findings suggest an alternative approach towards the conceptual understanding of cooperative education and its associated components. In addition, the proposed conceptual framework provides a directive towards structural development and managing applicable learning types in a university of technology environment with regard to work-integrated learning and service learning.
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Jacobs, S. J., and M. E. Herselman. "Technology Station in Electronics at the Tshwane University of Technology - strengthening technological innovation activities amongst SMEs and students." Journal for New Generation Sciences, Vol 7, Issue 1: Central University of Technology, Free State, Bloemfontein, 2009. http://hdl.handle.net/11462/519.

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This article focuses on how the competence and capacity within the Faculty of Engineering and the Built Environment, specifically the electronic / electrical discipline, at the Tshwane University of Technology is utilised to support Small Medium Enterprises (SME) as well as student development in a challenging industry environment where the emphasis is on producing innovative products which can serve South African communities. The outputs of innovative products and training provided by the Technology Station in Electronics (TSE), an initiative of the Department of Science and Technology (DST), and academic departments within the Faculty, will be highlighted. Other universities of technology, technology stations and industry can benefit from the challenges and lessons learnt by the TSE in supporting SME and student experiential training in South Africa. The TSE managed to increase SME support from 7 to 37 per annum over a period of 3 years and involved third-year electrical engineering students in 85 of the 87 projects with industry. This contributed towards enhancing the teaching and learning process of students and assisted in the production of user-driven innovation in SMEs.
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Lalla, Vedhna. "The impact of the merger on the employees of Tshwane Univerty of Technology." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/23937.

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The goal of this research was to explore the impact of the merger on the employees of Tshwane University of Technology (TUT). The objective of this study aimed firstly, to conduct a literature review to measure the impact of the merger on the employees of Tshwane University of Technology; and secondly, to explore the impact of the merger on the employees of Tshwane University Technology through an empirical study. The research question for this study is: “What was the impact of the merger on the employees of Tshwane University of Technology”. This study utilised a quantitative descriptive research design to analyse the data using statistical procedures. All the data was statistical in nature. The sample comprised 72 respondents from the TUT Gauteng community, i.e. TUT Pretoria campus, TUT Garankuwa campus and TUT Soshanguve campus. The research tool utilised to conduct the study was a self-administered questionnaire. This was hand delivered and collected from the respondents. The findings of this study revealed that mergers definitely impact on people from both a personal and professional perspective. The study further revealed that the merger had a negative impact on management relationships, job security, job position and promotion, communication, performance standards and some elements of collegial relationships. Further research is suggested with regards to the communication breakdown and how it affected the merger. This study indicated distinctly that there was a breakdown in communication as a result of the merger. However the researcher believes that this area should be investigated further to allow others to discover what mechanisms to put in place so that communication during a merger is transparent and consistent. The researcher is also of the belief that further research is necessary to determine whether responses participants had given concerning to the impact of the merger were in any way affected by their own level of maturity and resilience. This could lead to a better understanding of individuals as they experience a merger. Copyright
Dissertation (MSW)--University of Pretoria, 2010.
Social Work and Criminology
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Marais, L., and H. Johannes. "The perceived usefulness of WebCT training for Public Management students at Tshwane University of Technology (TUT)." Journal of Public Administration, 2005. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000906.

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At previous conferences in the subject field of web-based teaching and learning a number of presenters emphasised the importance of training to users of WebCT, as well as the unsuccessful implementation of WebCT tools and applications due to insufficient training. To address this important and basic step of successful use of WebCT, third year Public Management students at the Tshwane University of Technology (TUT) received intensive training to make use of particular WebCT applications comfortably. The focus, pertaining to WebCT activities in the subject Public Human Resource Management, is primarily on on-line assignments and e-tivities, as well as the use of quizzes for self-assessment. The WebCT training subsequently focuses primarily on the use of the assignment and quiz tools in WebCT, additional to the use of general tools such as the bulletin board and calendar. The paper will outline and explore the various steps and applications, used to enhance WebCT training to these students. Special measures were implemented to accommodate a large group of students (200). Furthermore, the perceived usefulness and value of a Camtasia Studio training DVD, compared to face-to-face training in the Electronic Research Centres (ERCs), will be explored. This article aims to focus on the end results and success in terms of the experiences and perceptions of the students, as well as skills obtained by the provision of intensive training for the use of particular WebCTtools. It will determine by exploring a number of training strategies and approaches for "Creative training strategy can make a difference, this article uses interesting empirical data to illustrate the use of student training as a key success factor in the implementation of WebCt in teachning and learning environments.
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Orlandi, Laetitia Annette. "Basic piano instruction for vocal art students at the Tshwane University of Technology in Pretoria, South Africa." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/23885.

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At most universities internationally, secondary piano instruction is compulsory for all music students regardless of their field of specialisation. Vocal art students studying at the Tshwane University of Technology (TUT) are also expected to complete three years of basic piano tuition. Since the researcher teaches secondary piano at the Department of Performing Arts: Vocal Art (TUT), the aim of this study was to determine the objectives of the tuition, and appropriate methods through which they can be best achieved. The research is based on an investigation of relevant literature on secondary piano instruction for music majors at universities in South Africa and abroad. Since the researcher was primarily trained to teach basic piano to very young beginners, it was thought necessary to firstly investigate the field of adult education and basic piano instruction for adults and college-age students. The results of the literature search confirmed that basic piano tuition for children differs greatly from that for older beginners. It became clear that the success of basic piano instruction for adults greatly depends on the teacher’s understanding of these fundamental differences as well as knowledge of appropriate approaches and methods with which to accommodate adults’ unique characteristics. Subsequently, the purpose of teaching piano playing skills to non-piano music majors was investigated. Results indicated that there is a broad spectrum of skills which can aid the musician in his future career. These include technique, sight-reading, accompanying, harmonisation, transposing, repertory study, vocal score-reading and reduction, instrumental score reduction, improvisation, playing by ear, playing of folk songs, developing musicianship skills, critical listening, performance skills, chord playing, ensemble playing, realisation of figured bass, modulation, memorisation, music analysis, playing two or more parts from multiple staves, playing warm-up exercises, singing a vocal part while playing other parts, and jazz piano playing. The most important piano playing skills for non-piano music majors to acquire were identified as technique, sight-reading, accompanying, repertory study and improvisation. Controversies exist about the importance of each of these skills, but most teachers agree that they should all be present in the secondary piano curriculum. The most common method used to teach these skills to instrumentalists and singers was identified as group tuition. This method of teaching is not used merely because it is more economical but also for various musical and sociological reasons. Musical advantages include the acquisition of a broad spectrum of skills such as critical faculties, listening skills, ensemble activities, self-assessment skills, improved practice habits and progress, rhythmic stability, improved intonation, memory training and notational reading. Social advantages include interaction, peer-learning, motivation, encouragement, discovery-learning, enjoyment, involvement and the development of individuality and self-esteem. At the end of each chapter, specific guidelines for teaching basic piano to vocal art students at TUT are given. The study culminates in conclusions and recommendations drawn from the results of the literature investigation Copyright
Dissertation (Music)--University of Pretoria, 2010.
Music
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Sethole, Sharo Peter. "The nature and extent of mother tongue interference by Sepedi on the effectiveness of learning English among Information Technology foundation students at Tshwane University of Technology." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/46227.

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This dissertation investigates the mother tongue interference by Sepedi and the impact of errors on the effectiveness of English learning among Information Technology (IT) foundation students at Tshwane University of Technology. To tackle problems with learning English, curriculum innovators need to develop English language intervention courses that are relevant for addressing the shortfalls in the of learning English among IT foundation students. In this study, l examine the errors relating to the students’ English language skills. The autobiographical essays that students were asked to write were used to investigate first language interference on second language and the errors that are transferred from the first language to the second language. Foundation students of Information Technology were chosen for this purpose because they are in an extended programme and do not qualify to be admitted to first year of study. Qualitative research methodologies were used in this study. Accordingly, Students were used as the data collection population to reveal the extent of Sepedi interference and error transfer in English language learning. The data collected were analysed using descriptive and content analysis methods. The study addresses the central research question: “How do mother tongue interference and language errors influence the effectiveness with which English is learnt by IT foundation students at TUT?” The study will make recommendations for the improvement of English language teaching and will provide a learning model that can be used in the future to improve the English Language skills of Information Technology students.
Mini-dissertation (MA)--University of Pretoria, 2014.
tm2015
Afrikaans
MA
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Basini, Dixie Thomas. "Assessment of knowledge, attitudes and practices (KAP) on HIV/AIDS among peer educators and students at the Tshwane University of Technology." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79952.

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Thesis (MPhil)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: Introduction: The aim of the study was to assess the knowledge, attitudes and practices of peer educators and university students, on whether the Peer Education-HIV/AIDS Prevention Programme has made an impact on the behavioural change of the recipients of the module as compared to the non-recipients. Methods: A cross-sectional survey was conducted using stratified sampling design among peer educators and students to assess the knowledge, attitudes and practices of peer educators and students. Participants were selected from Tshwane University of Technology campuses in Pretoria, Soshanguve and Ga-rankuwa. The study was conducted among 300 participants; 150 peer educators and 150 students. Informed consent was provided with each structured questionnaire. Findings and Discussion: Three quarters of the respondents in this study were females. This is consistent with many other studies of HIV/AIDS among students. The response rate in this study was 68% and was higher than the 45% of the Namibian Polytechnic students who participated in the KAP surveys of HIV/AIDS (De Beer et al., 2012). Mean knowledge levels of HIV/AIDS in this study were slightly higher among peer educators (92%) than among students (90%). Peer educators had more positive attitudes towards HIV/AIDS than students in knowing someone who is HIV+ (78% vs. 67%) and sharing a desk with a PLHIV (97% vs. 95%). On whether HIV+ children should mix with others, attitude levels were the same (92% vs. 92%). Better practices were observed on peer educators vs. students - more peer educators (87%) than students (75%) said they always used a condom when they have sex. Conclusion and Recommendations: Knowledge, attitudes and practices of HIV/AIDS are high among peer educators and students at Tshwane University of Technology and it is recommended that the Peer Education-HIV/AIDS Prevention Programme at TUT should continue giving attention to changing attitudes and practices among peer educators and other learners.
AFRIKAANSE OPSOMMING: Inleiding: Die doel van die studie is om die kennis, houding en praktyke van Portuur Voorligters te assesseer, oor die vraag of die eweknie-opvoedkundige MIV/VIGS Voorkoming program 'n impak het op die gedrags verandering van die ontvangers van die module in vergelyking met die nie-ontvangers Metodes: 'n Deursnee-opname is uitgevoer deur gebruik te maak van gestratifiseerde steekproefneming ontwerp onder eweknie-opvoeders en studente om die kennis, houding en praktyke van eweknie-opvoeders en studente te assesseer. Deelnemers is gekies uit die Tshwane Universiteit van Tegnologie kampusse in Pretoria, Soshanguve en Ga-Rankuwa. Die studie is gedoen onder 300 deelnemers, 150 portuuropvoeders en 150 studente. Ingeligte toestemming is voorsien met elke gestruktureerde vraelys. Bevindings en bespreking: Driekwart van die respondente in hierdie studie was vroulik. Dit is in ooreenstemming met baie ander studies van MIV/VIGS onder studente. Die reaksie in hierdie studie was 68% en hoër as die 45% van die Namibiese Polytechnic studente wat deelgeneem het aan die KAP opnames van MIV/VIGS (De Beer et al, 2012). Middel kennis vlakke van MIV/VIGS in hierdie studie was effens hoër onder eweknie-opvoeders (92%) as onder studente (90%). Eweknie-opvoeders in hierdie studie het meer positiewe houdings teenoor MIV/VIGS as studente in die kennis van iemand wat MIV + is (78% vs. 67%), die deel van 'n lessenaar met 'n PLHIV (97% vs. 95%) en of HIV + kinders moet meng met ander (92% vs. 92%). Beter praktyke is waargeneem op portuuropvoeders teen oor studente, meer portuuropvoeders (87%) as studente (75%) het gesê hulle het altyd 'n kondoom gebruik wanneer jy seks het. Gevolgtrekking en aanbevelings: Bewustheid, kennis, positiewe houdings en praktyke van MIV/VIGS is hoog onder eweknie-opvoeders en studente by die Tshwane Universiteit van Tegnologie en aanbevelings sal aangespreek word aan die einde van die studie.
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Boucher, Belinda Elfriede. "Librarian Web-based training : an investigation into the Tshwane University of Technology’s Library and Information Services use of broadband in training." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/51264.

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Broadband is a critical success factor to improve overall living standards. This is especially the case for the development of skills through training. Broadband provided the human race with the ability to transfer data-intensive training material through the Internet using web-based training tools and technologies, such as video and video tutorials; Web 2.0, such as Facebook, blogs and vlogs; live streaming, such as virtual classes, online conferencing and webinars. After establishing that the Tshwane University of Technology (TUT) has the broadband capacity to utilise web-based training tools and technologies, this study then investigated the advantages and disadvantages of using these tools and technologies and their effect on staff development. This study adopted a mixed method approach. Two questionnaires gathered both quantitative and qualitative data. TUT librarians were asked whether they use web-based training tools, and technologies and based on their experience, to indicate what tools and technologies do they use, , what do they experienced as advantages and disadvantages and, based on that, what are the effects of Web-based training on their personal development and on their institution. TUT online service and product suppliers were also asked whether they offer Web-based training facilities, Which Web-based training tools and technologies do they use for their training programmes, what advantages and disadvantages have they experienced when offering Web-based training, and what are the effect on librarians. This study found that TUT librarians use broadband to conduct Web-based training using various tools and technologies. Web-based training opportunities are offered to TUT by most online service and product providers. This study identified various advantages and disadvantages of using Web-based training tools and technologies, and found that they definitely play a role in staff development and in the improvement of work quality and productivity.
Mini Dissertation (MIT)--University of Pretoria, 2015.
Information Science
MIT
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Sekhukhune, Mmasello Evelyn. "An empirical investigation into the key factors causing second-year accounting students to drop out at Tshwane University of Technology Soshanguve Campus between 2004 to 2006 / by M.E. Sekhukhune." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2336.

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Sefularo, Tebogo Veronica. "A phenomenological study of four students' experiences of voluntary counselling and testing." Diss., Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-11192008-190129.

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Books on the topic "Tshwane University of Technology"

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Katulski, Ryszard. Gdansk University of Technology. Edited by Politechnika Gdańska. Gdańsk: Gdańsk University of Technology, 2006.

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Technology, managerialism and the university. Glenrothes: Glenrothes Publications, 2001.

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Technology transfer and the university. Phoenix, AZ: American Council on Education/Oryx Press, 2000.

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Technology transfer and the university. New York: National University Continuing Education Association, 1990.

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Canada, Science Council of. University offices for technology transfer: Toward the service university. Ottawa, Ont: Science Council of Canada, 1986.

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Technology, Ajman University of Science &. Ajman University of Science & Technology: AUST. Ajman: Ajman University of Science & Technology, 2001.

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Higher Education Funding Council for England. Quality Assessment Division. Loughborough University of Technology: Chemical engineering. Bristol: HEFCE, 1995.

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Keeble, D. University and technology: Science and technology parks in the Cambridge region. Cambridge: ESRC Centre for Business Research, University of Cambridge, 2001.

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Jones, Ann. Technology and tweed at Heriot-Watt University. [S.l.]: Scottish Archives, 2001.

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Cantor, Leonard. Loughborough University of Technology - past and present. Loughborough: Loughborough University of Technology, 1990.

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Book chapters on the topic "Tshwane University of Technology"

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Sharma, Suresh K., and Karl E. Meyer. "University Technology To Market." In Industrializing Innovation-the Next Revolution, 135–40. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12430-4_11.

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Makieła, Zbigniew. "Innovative university 4.0." In Sustainability, Technology and Innovation 4.0, 3–23. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003184065-2.

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Peris-Ortiz, Marta, Monica Acosta-Alvarado, and Mariella C. Remund. "CETYS University: Teaching in a Proactive and Entrepreneurial University." In Innovation, Technology, and Knowledge Management, 249–57. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47949-1_17.

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Baldwin, Lawrence M., Panagiotis T. Metaxas, and Winifred J. Wood. "Assessing Instructional Technology." In Building University Electronic Educational Environments, 217–32. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-0-387-35502-3_16.

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Çobanoğlu, Şengül, and Zeki Bayram. "Semantic Web Services for University Course Registration." In Semantic Technology, 3–16. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06826-8_1.

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Çobanoğlu, Şengül, and Zeki Bayram. "Semantic Web Services for University Course Registration." In Semantic Technology, 3–16. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-14122-0_1.

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Vaquero-García, Alberto, Francisco Jesús Ferreiro-Seoane, and José Álvarez-García. "Entrepreneurship and University: How to Create Entrepreneurs from University Institutions." In Innovation, Technology, and Knowledge Management, 47–63. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47949-1_4.

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Bain, Alan, and Lucia Zundans-Fraser. "Technology for Learning and Teaching." In The Self-organizing University, 133–50. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4917-0_7.

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Secundo, Giustina, and Karim Moustaghfir. "Rethinking the University System: A Strategic Roadmap Towards the Entrepreneurial University Model." In Creating Technology-Driven Entrepreneurship, 115–48. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59156-2_5.

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Cunningham, James A., Brian Harney, and Ciara Fitzgerald. "University Research Commercialisation: Contextual Factors." In Effective Technology Transfer Offices, 15–31. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-41946-2_2.

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Conference papers on the topic "Tshwane University of Technology"

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Coetzee, Isabella. "Student support to enhance student living and learning at a South African University." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2659.

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Quantitative measures show that the higher education system in South Africa remains inefficient and this reality poses significant challenges to all universities. The Faculty of Humanities at the Tshwane University of Technology has added a Student Support Programme to the existing institutional student support structures. In this article, the author reflects on the experiences of student supporters who were appointe in 2014 and 2015 for the enhancement of students' living and learnining to improve success in the Faculty of Huanities. The findings indicated that this programme has indeed improved the academic performance and personal circumstances of hundreds of students. The under-preparedness of students entering South African higher education institutions was highlighted as a major obstacle in academic performances. The majority of students who are supported by this programme experience intense personal and social challenges that are by and large brought about by and as the result of severe financial needs. The student supprters were adamant in their departing statement that much more had to be done over and beyond the general and existing approach and support structures at the Tshwane University of Technology to support these students.Keywords: Student support; Student living; Student learning; Social challenges
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Hans, Robert T. "Using a biometric system to control access and exit of vehicles at Tshwane University of Technology." In 2014 International Conference on Computer, Communications, and Control Technology (I4CT). IEEE, 2014. http://dx.doi.org/10.1109/i4ct.2014.6914180.

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Evans, Nina. "The Need for an Analysis Body of Knowledge (ABOK) - Will the Real Analyst Please Stand Up?" In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2781.

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An in-depth study of the business-IT interface produced numerous reasons why Information Technology (IT) solutions often do not meet the expectations of the business client. Major contributors towards the expectation gap are: Insufficient analysis of the business problem, bad user requirement specifications and documentation, ineffective communication and interpersonal relationship problems. All of these are the responsibility of the business- and/or systems analyst, who acts as a bridge between the IT function and the rest of the business. There is confusion about the title, role and required knowledge and skills of analysts. A formal ‘Body of Knowledge’ (BOK) can address the confusion in the ICT industry and guide higher education institutions to effectively prepare such employees for the industry. This article discusses the results of the initial phase of a joint research project by the Tshwane University of Technology and the Special Interest Group for Analysis in South Africa towards creating such an Analysis Body of Knowledge (ABOK). In this phase the need for a BOK was determined and the world of analysis in South Africa investigated to draw up a preliminary analysis profile. The plans for follow-up research to develop a comprehensive ABOK are also discussed.
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le Roux, Gerhard, Louwrence Erasmus, and Leon Pretorius. "Technology and Crime Prevention: Integrating Technologies to Support Community Safety in Tshwane, South Africa." In 2019 Portland International Conference on Management of Engineering and Technology (PICMET). IEEE, 2019. http://dx.doi.org/10.23919/picmet.2019.8893736.

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Quigley, Gordon F. "Commercializing university technology." In Space technology and applications international forum: 1st conference on commercial development of space; 1st conference on next generation launch systems; 2nd spacecraft thermal control symposium; 13th symposium on space nuclear power and propulsion. AIP, 1996. http://dx.doi.org/10.1063/1.49971.

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Reichert, William, and Robert Ssekitoleko. "DUKE UNIVERSITY - MAKERERE UNIVERSITY BIOMEDICAL ENGINEERING PARTNERSHIP." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0066.

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Cross, Stephen E., and Donald P. McConnell. "How a research university supports university-industry collaboration." In 2017 IEEE Technology & Engineering Management Conference (TEMSCON). IEEE, 2017. http://dx.doi.org/10.1109/temscon.2017.7998349.

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Hua, Tian, and Zhang Xuemei. "University knowledge spillovers in university-industry collaboration: A case study of Lanzhou University of Technology." In 2012 International Symposium on Management of Technology (ISMOT). IEEE, 2012. http://dx.doi.org/10.1109/ismot.2012.6679504.

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Erkal, Abdi. "Negative Factors in Corporate Reporting of a University: Kütahya Dumlupınar University Sample." In COMMUNICATION AND TECHNOLOGY CONGRESS. ISTANBUL AYDIN UNIVERSITY, 2021. http://dx.doi.org/10.17932/ctcspc.21/ctc21.016.

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In this study, it was aimed to determine the reasons why the Press and Public Relations Consultancy of the Kütahya Dumlupınar University, which prepared the corporate news of university, could not reach a concrete standard in its contents and to show how these problems can be overcome. In the study, on-site observation technique was used and the data were obtained thanks to the author's being a consultancy employee. According to these data, it has been determined that the problems that harm to corporate reporting are experienced during the acquisition, preparation and distribution of texts. Based on the data obtained, the problems of the university in corporate reporting are as follows: The lack of an infrastructure that will provide awareness about corporate communication in the institution; As a result, it does not raise the expectation of corporate reporting. Finally, the corporate identity standards that will be the basis for corporate reporting have not been determined. It was concluded that Kütahya Dumlupınar University should initiate a corporate identity study targeting corporate reporting based on certain standards in order to solve the aforementioned problem.
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Kristinawati, Didin, and Atik Aprianingsih. "Technology Commercialization Office Role in Technology University. A Case in A Technology University in Indonesia." In 3rd International Seminar and Conference on Learning Organization. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/isclo-15.2016.47.

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Reports on the topic "Tshwane University of Technology"

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Dasher, Richard B. The Stanford University US-Japan Technology Management Center. Fort Belvoir, VA: Defense Technical Information Center, January 2002. http://dx.doi.org/10.21236/ada398773.

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Fried, Michael, and Christy McDaniel. Different Approaches to Piloting Advising Technology: Comparing Webster University and West Virginia State University. Ithaka S+R, May 2021. http://dx.doi.org/10.18665/sr.315551.

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Tran, Thien. Strategic Evaluation of University Knowledge and Technology Transfer Effectiveness. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1059.

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Pendse, Hemant P. University of Maine Integrated Forest Product Refinery (IFPR) Technology Research. Office of Scientific and Technical Information (OSTI), November 2010. http://dx.doi.org/10.2172/1127350.

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Zilinski, Lisa. Food Technology and Processing / Food Preservation - University of South Florida. Purdue University Libraries, January 2012. http://dx.doi.org/10.5703/1288284315003.

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Brueck, S. R. Optoelectronic Materials Center, A Collaborative Program Including University of New Mexico, Stanford University and California Institute of Technology. Fort Belvoir, VA: Defense Technical Information Center, May 1993. http://dx.doi.org/10.21236/ada265575.

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Kawamura, Kazuhiko. Program in US-Japan Industry & Technology Management at Vanderbilt University. Fort Belvoir, VA: Defense Technical Information Center, October 1994. http://dx.doi.org/10.21236/ada295120.

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Nigle N. Clark. Graduate Automotive Technology Education (GATE) Program: Center of Automotive Technology Excellence in Advanced Hybrid Vehicle Technology at West Virginia University. Office of Scientific and Technical Information (OSTI), December 2006. http://dx.doi.org/10.2172/927312.

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Tyksinski, Deborah J. State University of New York Institute of Technology (SUNYIT) Summer Scholar Program. Fort Belvoir, VA: Defense Technical Information Center, October 2009. http://dx.doi.org/10.21236/ada509774.

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Foster, Nancy, and Christine Mulhern. Making a Place for Curricular Transformation at the University of Technology Sydney. New York: Ithaka S+R, September 2015. http://dx.doi.org/10.18665/sr.241927.

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