Academic literature on the topic 'Tshwane University of Technology'

Published Article<br>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.

Published Article<br>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.

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<br>Dissertation (MSW)--University of Pretoria, 2010.<br>Social Work and Criminology<br>unrestricted

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.

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<br>Dissertation (Music)--University of Pretoria, 2010.<br>Music<br>unrestricted

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.<br>Mini-dissertation (MA)--University of Pretoria, 2014.<br>tm2015<br>Afrikaans<br>MA<br>Unrestricted

Thesis (MPhil)--Stellenbosch University, 2013.<br>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.<br>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.

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.<br>Mini Dissertation (MIT)--University of Pretoria, 2015.<br>Information Science<br>MIT<br>Unrestricted