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1
Kruger, Mariana. "Ethics education in a problem-based medical curriculum." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50339.
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Thesis (MPhil)--Stellenbosch University, 2005.ENGLISH ABSTRACT: The complex ethical dilemmas created by advanced technological medicine and problematic doctor-patient relationships have lead to an increasing interest in medical ethics education since the 1980's. The Medical School of the University of Pretoria has embarked on a new undergraduate medical curriculum in 1997. Ethics is educated in a longitudinal fashion over the six years of the medical curriculum and has focussed largely on the principal-based approach as described by Beauchamp and Childress. The research participants were the first final year class of this new curriculum, while the facilitators were medical educators or philosophers. The major finding was that the students were not yet able to identify ethical dilemmas with ease, although they were successful in the application of the principal-based approach to the vignettes of the study. The students did not cope well with the uncertainty created by ethical dilemmas and sought to solve the situation by creating boundaries provided by medical law. Therecommendations of the study are that the theoretical component of the ethics curriculum should: 1) include more approaches to ethics, than only the principal-based approach; 2) address daily experienced ethical dilemmas during the study years in small group discussions; 3) and implement a portfolio assessment which can serve as a tool for students to track their own development in reflection on ethical dilemmas. In conclusion, the question remains whether we are currently ready to come ""face to face" with the "other" as Levinas argues or are we still divided into "only two classes of mankind in the world - doctors and patients" as remarked by Kipling in the 19th century.
AFRIKAANSE OPSOMMING: Die komplekse etiese dilemmas, veroorsaak deur hoogs gespesialiseerde tegnologiese medisyne en die problematiese dokter-pasiënt verhouding, het gelei tot 'n verhoogde belangstelling in mediese etiekonderrig sedert die 1980's. Die Mediese Skool van die Universiteit van Pretoria het in 1997 'n nuwe voorgraadse mediese kurrikulum geïmplimenteer. Etiek is op 'n longitudinale manier onderrig oor ses jaar in die mediese kurrikulum en het gefokus op die beginsel-benadering soos beskryf deur Beauchamp en Childress. Die navorsingsdeelnemers was die eerste finale-jaar klas van die nuwe kurrikulum, terwyl die fasiliteerders mediese dosente of filosowe was. Die hoofbevinding van die kurrikulum was dat die studente nie die etiese dilemmas met gemak kon identifiseer nie, alhowel hulle suksesvol die beginsel-benadering kon toepas op die gevallestudies. Die studente hanteer nie onsekerheid, veroorsaak deur die etiese dilemmas, met gemak nie en probeer om die saak op te los deur die skep van grense verskaf deur mediese reg. Die aanbevelings van die studie is dat die teoretiese komponent van die etiekkurrikulum die volgende moet bevat: 1) bekendstelling aan meerdere benaderings tot die etiek, bo en behalwe die beginsel-gebaseerde benadering; 2) aanspreek van die daaglikse etiese dilemmas gedurende die studiejare in kleingroepbesprekings; 3) en die implementering van 'n portfolio-evaluasie, wat kan dien as 'n instrument vir die studente om hul eie ontwikkeling aangaande nadenke oor etiese dilemmas na te gaan. Opsommend, die vraag is steeds of ons tans gereed is om "aangesig-tot-aangesig" te verkeer met die "ander" soos Levinas redeneer of is ons steeds verdeel in "slegs twee klasse van menswees in die wêreld - dokters en pasiënte" soos opgemerk deur Kipling in die 19deeeu.
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Matentjie, Tshepiso. "The impact of the National Qualifications Framework on Higher Education with specific reference to access, teaching and learning : a case study." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/16615.
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Thesis (MPhil)--University of Stellenbosch, 2005.ENGLISH ABSTRACT: The purpose of this study was to investigate the impact of the NQF on higher education institutions focussing specifically on access, teaching and learning. The study aimed to answer the following research questions: What was the impact of the NQF on increasing access to higher education? In particular how did the RPL process facilitate access into the University of Pretoria? Secondly, how did the NQF influence the processes of teaching and learning at this particular institution? And finally, why did the NQF have differential impacts on different faculties within the same higher education institution? To gain the end-users’ perspective, a case study of the University of Pretoria was conducted. Data was gathered using interviews with ten senior members of staff at the university working in nine different departments, and student records indicating admissions through RPL into the University of Pretoria as well as relevant institutional documents. The findings suggest that the impact of the NQF on access, teaching and learning differed across departments, resulting in a partial implementation of the policy. This was facilitated by factors inherent in the policy itself and factors inherent to the institution. The influence of external factors such as professional bodies on teaching and learning practices of end-users at the University of Pretoria posed a major challenge against NQF implementation. The motivations leading to NQF implementation are not directly linked to the NQF policy per se, although they resulted in portraying the extent of change to access, teaching and learning along a continuum that distinguished between departments that ‘blindly complied’, that selectively adapted and those that strategically avoided implementation of the policy. Indications for further research are that a wider look at the impact of the NQF on access, teaching and learning in higher education is less revealing than a more focussed investigation. Future research should zoom-in on individual departments within higher education institutions to reveal the deeper and more nuanced impact of the NQF.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om die impak van die NKR (NQF) op veral toegang, onderrig en leer in hoër onderwysinstellings te ondersoek. Die studie poog om die volgende navorsingsvrae te beantwoord: Watter impak het die NKR op toenemende toegang tot hoër onderwys? Hoe fasiliteer die EVL-proses ("RPL process") toegang tot die Universiteit van Pretoria? Hoe beïnvloed die NKR die onderrig- en leerproses aan hierdie spesifieke instelling? Ten slotte, waarom het die NKR 'n differensiële invloed op verskillende fakulteite binne dieselfde hoër onderwysinstelling? Ten einde die uiteindelike gebruiker se perspektief te bepaal, is 'n gevallestudie aan die Universiteit van Pretoria uitgevoer. Data is ingesamel uit onderhoude met tien senior personeellede wat in nege verskillende departemente werk, studenterekords aangaande toelating tot die Universiteit van Pretoria deur EVL, en ook relevante institutêre dokumente. Die bevindinge impliseer dat die impak van die NKR op toegang, onderrig en leer van departement tot departement verskil en dat dit lei tot 'n gedeeltelike implementering van die beleid. Dié verskil is aangehelp deur faktore wat inherent is aan die beleid, maar ook faktore inherent aan die instelling. Die invloed wat eksterne faktore soos professionele liggame op die onderrig- en leerpraktyke van finale gebruikers aan die Universiteit van Pretoria het, is 'n groot struikelblok vir die implementering van die NKR. Motiverings wat lei tot die implementering van die NKR is nie noodwendig aan die NKR-beleid gekoppel nie, alhoewel dit daartoe gelei het dat die mate van verandering in toegang, onderrig en leer op 'n kontinuum aangedui is. Hierdie kontinuum onderskei tussen departemente wat die beleid "blindelings navolg", ander wat dit selektief aanpas en nog ander wat die implementering van die beleid strategies vermy. Aanduidings vir verdere navorsing is dat 'n breë ondersoek van die NKR se impak op toegang, onderrig en leer in hoër onderwys minder beduidend is as 'n meer spesifieke ondersoek. Toekomstige navorsing behoort te fokus op individuele departemente binne hoër onderwysinstellings ten einde 'n indringender en meer genuanseerde impak van die NKR te bepaal.
3
Engelbrecht, Nadine. "University of Pretoria : school of motion picture production." Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-11212008-103253.
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Duncan, Shawn Adrian. "UP hotelier school : a school of hospitality management." Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-11242008-230853.
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Windisch, Ingrid Elisabeth. "Strategic management of campus recreation at the University of Pretoria." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-11062007-112258.
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Kyakuwa, Julius. "Exploring African musical arts as community outreach at the University of Pretoria." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60374.
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Verwoerd, Ronel Elize. "A management strategy for the museums and collections of the University of Pretoria." Diss., University of Pretoria, 2001. http://hdl.handle.net/2263/22892.
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In this dissertation, a high-level management strategy was developed for the
museums and collections of the University of Pretoria. Specific areas where
improvements to the current operations of the University museums can be made, were
identified and solutions proposed. This analysis was based on a survey of the current
operations of the University museums, as well as an analysis of the needs of all
stakeholder groups.
Proposals to improve the operation of the University museums include the following:
- Rationalising collections to ensure that available technical and organisational
resources are focused on the most valuable collections;
- Improving the use and maintenance of collections to ensure that the needs of
stakeholders are met;
- Ensuring that sufficient financial and organisational resources are mobilised to
support the operations of the museums.
A brief overview of the steps needed to implement these proposals and to adjust the
management strategy on an ongoing basis, is given. The author believes that the
implementation of the proposals outlined in this report can contribute towards ensuring
that the museums of the University of Pretoria help to fulfil the overall mission and
vision of the University of Pretoria.Dissertation (MA)--University of Pretoria, 2001.
Historical and Heritage Studies
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Botha, Edward J. "Existing fabric as generator for a 'New Identity' : re-connecting lost space." Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-11272008-155829.
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De, Kamper Gerard Christiaan. "Taking stock : a history of collecting collections at the University of Pretoria (1908-2014)." Diss., University of Pretoria, 2018. http://hdl.handle.net/2263/65309.
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Until relatively recently the histories of collections across the world was a subject sadly neglected. Generally most research on museums was specifically collections-based, meaning research that focused on the actual or individual objects with no real effort being made to preserve or research the actual collecting or acquiring history in detail. The question then arises, what is the importance of preserving collection history? Besides the pragmatic necessity to keep record of the details of the acquisition from a legal perspective, the actual provenance and historical context is also of relevance. On the one hand it is telling of what a particular society or institution deemed worthy of preservation within a particular time and therefore reflects on that past – while on the other hand, it also speaks to the nature and context of the collections themselves. It is from this perspective that this proposed study considers the range of collections that the University of Pretoria gathered over a period of just over a centuryDissertation (MHCS)--University of Pretoria, 2018.
Historical and Heritage Studies
MHCS
Unrestricted
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Louw, Jakobus Murray. "Learning of person-centred practice amongst clinical associate students at the University of Pretoria." Thesis, University of Pretoria, 2019. http://hdl.handle.net/2263/72533.
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Aim:
This is a study of the extent to which clinical associate students learn person-centred practice (PcP) as well as the curricular elements that may facilitate such learning.
Methods:
A quality improvement intervention by students on their own medical consultations was explored in focus group discussions. The learning of PcP were analysed using the capability approach framework. PcP was measured in consultations during Objective Structured Clinical Examinations (OSCEs) before and after the intervention in both intervention and control groups.
Results:
Disruptions to students’ abilities, knowledge, identity and relationships triggered learning. The quality improvement process functioned as a learning cycle scaffolded by peer feedback and assessment tools during which students reviewed disruptions and developed improvement plans.
Even though students articulated their passion for PcP in focus groups, few actually demonstrated these skills during OSCE consultations with simulated patients. An increase in PcP was observed but the difference between intervention and control groups was not significant.
Students’ sense of self was disturbed when they were unable to help patients. In response, self-directed students devised learning strategies involving relationships with peers and facilitators. Relationships are thus both triggers for learning and a means to learning.
Conclusion and recommendations:
The significantly better improvement in third year students, compared to those in second year, suggest that learning PcP is grounded in increased confidence in biomedical knowledge and skills, motivation and sense of self-efficacy.
Students learn and practice PcP best in authentic encounters with real patients. Therefore, student learning and practice of PcP should be evaluated in such encounters and, to achieve PcP, the student-patient relationship needs to be given primacy in professional identity formation as patients and their needs transform student apprentices into caring, solution-seeking clinicians who engage with rather than other patients in the therapeutic alliance.Thesis (PhD)--University of Pretoria, 2019.
Scholarship of Teaching and Learning (SoTL) fund of the Faculty of Health Sciences, University of Pretoria
Family Medicine
PhD Family Medicine
Unrestricted
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Perold, Maretha. "Music2 - extension and conversion of the Department of Music of the University of Pretoria." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/30201.
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The upgrading of facilities for the Music Department of the University of Pretoria has long been overdue. The Department is constantly growing in terms of enrolment numbers and academic expertise, however, the facilities for the Department are limited and obsolete. This dissertation will thus explore the possibilities of extending and converting the existing Music Department's facilities in an effort to provide sufficient venues for performances and tuition, as well as portray the Department's contemporary image and dynamics through its new facilities on Campus in an effort to revitalise the music precinct and provide more exposeure to a public audience for the Department. CopyrightDissertation (MArch(Prof))--University of Pretoria, 2010.
Architecture
unrestricted
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Ding, Anning. "Programs and curricula at a Chinese vocational university: A case study." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280691.
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This study attempted to investigate the characteristics of vocationalization and localization of program structure and curricular system at Chinese vocational universities. As a case, Nantong Vocational College was chosen for an in-depth study. Both interviews and document analysis were applied as data collection to reveal the nature of programs and curricula. A field research strategy was adopted. Institutional administration and external management network were examined and organizational behavioral change was analyzed. Both vocationalism and localism were developed and adopted at Chinese vocational universities along with China's modernization campaign and China's involvement into the global world. In this unique social transitional process, localization of global influence was visited as both significant and magnificent. The local economic structure was altered and a new labor market rose. In addition, China's national bureaucratic structure under the Communist Party of China and the central government played a decisive role in guiding the transition from the mandatory planned economy to a market oriented economy. In this turbulent social economic context, Nantong Vocational College was forced to internalize the institutional initiatives for adaptation to the external transformation. Consequently, the college organizational structure and management mechanisms altered both at the institutional and departmental levels. Business management strategy was adopted. Programs and curricula were further vocationalized and localized as a result in line with the globalized local economic structure. Academic pursuance retreated to vocational training, to job skill building and competency acquisition for local economic development and the needs of the labor market. Following conclusions are drawn: (1) Program structure and curricular system has changed and is changing toward vocationalism and localism. (2) Chinese vocational universities have become semi-political and semi-economic institutions serving the national interests under the guidance of the Party and the central government. (3) Program restructuring and curricular reconfiguration were initiated and managed to serve the changing local economic needs. (4) Institutional administration adopted business type mechanism for marketization and competition. (5) Global forces contributed to the localization of the institutional change.
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Hall, Jeanne Kathleen. "Student satisfaction regarding meal experience at the residential dining halls of the University of Pretoria." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/41114.
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The residential meal experience has certain unique characteristics that can be attributed to both the socio-demographic profile of the student and the type of food service provided. These characteristics result in specific expectations that should be satisfied to meet the organisational and financial goals of the service provider and the University. The main challenges include addressing cultural diversity of captive consumers and providing for the specific needs of Generation Y. Globally there is an increased effort to determine the level of satisfaction of students with their meal experiences, in order to improve the food service provided. Limited research within the unique multi-cultural South African context; the changing demographic profile of Pretoria University students since 1996, and the increase in negative media reports regarding foodservice provided on campus motivated the urgent need for an investigation.
The aim of this study was to describe the satisfaction of the University of Pretoria‟s residential students regarding their meal experience in terms of the food itself, the service and the ambience, in order to provide the University‟s Department of Residence Affairs and Accommodation with recommendations to improve the meal experience offered by taking into account the demographic profile of students.
To obtain the relevant data to meet the stated aim, focus group discussions in which probing questions were asked of the participants were conducted in order to develop a questionnaire. Self-administered questionnaires were issued to a stratified random sample of 878 respondents from 22 responding residences. Data analysis involved descriptive statistics and the chi-square test. - vi -
Results indicated that most respondents were satisfied with the meal experience. Respondents were most satisfied with the ambience and least satisfied with the food. Respondents were most satisfied with the sensory and portion size attributes, but least satisfied with the price attributes of the food. Respondents were most satisfied with the tangible and empathy attributes of the service and most satisfied with the cleanliness and neatness attributes of the ambience. Food was ranked as most important followed by service and ambience. Freshness, nutritional value and cost (value for money) were ranked the most important attributes of food. Operating hours and cleanliness (neatness) were ranked most important for service and ambience respectively.
The food dimension was identified as a priority for improvement, specifically with respect to: the price of both booked meals and commercial items, regular incorporation of new menu items, healthy/nutritious food and variety of fruit and vegetables provided. Apart from the food attributes the availability of stock at item sales and the operating hours in general, were identified as attributes of the service requiring improvement. In addition, statistically significant relationships were found between satisfaction and specific profile characteristics such as ethnic group, gender and the number of years using a specific dining hall. The results of the open-ended question confirmed the findings of the rest of the questionnaire.
This study has contributed to the limited literature on student satisfaction regarding their meal experiences at residential dining halls. Valuable recommendations for improvement of the residential meal experience were provided.Dissertation (MConsumer Science)--University of Pretoria, 2013.
gm2014
Consumer Science
unrestricted
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Van, der Walt Angelique. "Stakeholder perceptions of science communication at the University of Pretoria Centre for Sustainable Malaria Control." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60525.
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In current turbulent times, sustainable relationships hinge on the mutual understanding created by a clear communication strategy between a business unit and its stakeholders. The purpose of this research was to develop a corporate communication strategy model for the University of Pretoria Centre for Sustainable Malaria Control (UP CSMC).
Purposive sample testing was conducted to determine the stakeholder perceptions of the main variables of this study, being: communication management, social media, stakeholder relationships and the corporate communication strategy. Objectives were achieved, the hypotheses stated duly tested and the results applied towards the development of a conceptual framework for a more formal and sustainable corporate communication strategy with a specific focus on communication about science related matters.
This study contributes to effective stakeholder communication between the organisation and its stakeholders through the introduction of communication mediums like social media and traditional media.
This research proposes a corporate communication strategy with integrated social media platforms, which helps organisations manage the relationships with their stakeholders. It suggests that when communicating about science, the UP CSMC should aim to communicate through different forms of interpersonal communication such as one-on-one engagements, events, seminars, exhibitions and other presentations. The Centre's corporate communication strategy should also include objectives to improve communication about science through interpersonal communication with stakeholders.
The new model proposes concepts that focus on an analysis of the environment, identification of strategic issues, development of communication hierarchy, communicating an effective communication strategy, developing a strategic communication plan and monitoring complete embedment.
The new proposed model is founded on an empirical study that comprises a descriptive study based on 45 developed questionnaires developed specifically for this study and answered by stakeholders of the UP CSMC. The standard corporate communication model presented by Steyn and Puth (2000) was analysed, evaluated and tailored to fit the organisation's requirements. The proposed model developed in this study includes critical components relevant to the establishment and maintenance of sustainable relationships and can be adopted by any organisation with similar communication challenges as covered in this study.Dissertation (MCom)--University of Pretoria, 2016.
Communication Management
MCom
Unrestricted
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Womack, Jonathan Michael. "A history of ministerial formation of Uniting Churches at the University of Pretoria : 2000-2017." Thesis, University of Pretoria, 2019. http://hdl.handle.net/2263/75282.
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This research has focused on the history of ministerial formation in the Uniting Presbyterian Church of Southern Africa (UPCSA) and the Uniting Reformed Church in Southern Africa (URCSA). This history falls within a focus period from 2000 to 2017. This work was inspired by a perceived lack in contemporary history surrounding ministerial formation from an ecclesial perspective inside South Africa. Ministerial formation is the way in which leaders of the church are formed and trained. As such, an understanding of the recent history of ministerial formation is important, not only in understanding the current situation but also in its future development.
This research worked through the method of comparative histories. This methodology allowed insight to be developed that was relevant and meaningful to each denomination (Ideographic insight) as well as the development of general principles pertinent to ministerial formation in general (nomothetic insight). Working from this perspective, a recent history of ministerial formation was established. This history has importance in its own right, as well as in how it can educate and guide future endeavours in ministerial formation. In order to establish the history of ministerial formation, a theory surrounding the discipline was first outlined. This theory focused on both the ideal understanding of ministerial formation and the contextual relevance of such a theory. Once established this theory was used to help guide the development of the historical narrative of each denomination. First focusing on each denomination as an independent case study, this research worked to draw out key events in their approach to ministerial formation. Here each denominations success and struggles with ministerial formation were presented. Following the case studies, a comparison was undertaken. This comparison allowed for confirmation of the significance of each individual history. Further, the comparison allowed for the development of general principle relating to ministerial formation.
Working predominantly from the discipline of church history, but also incorporating church polity, missiology and practical theology, this work has brought forward information from an ecclesial perspective relevant to the wider dialogue on ministerial formation. This work has challenged current discourse which tended to focus on theory and demonstrated the vital importance of practicality. Working from an ecclesial perspective has allowed it to give insight to the two focus denominations, highlighting success and challenges. Beyond this, it has shown the importance of understanding, and being rooted in, the local context and developing approaches to ministerial formation which are practically achievable and guided by a strong theoretical understanding of the nature and aims of ministerial formation.Thesis (PhD)--University of Pretoria, 2019.
Church History and Church Policy
PhD
Unrestricted
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Pretorius, Jaco. "A Work System Theory Approach to the Study of Knowledge Integration : the University of Pretoria." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/58983.
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Industries, as well as the governments of the world, scrutinise higher education institutions. Although Higher Education is the most stable of all the educational levels, the demand for greater relevance of these institutions in today’s society is a matter of certainty. South Africa’s economy is strongly dependent for its growth on finance, real estate and business services. This fast growing sector demands a knowledge-based economy for sustainable growth. In order to stay relevant and to be sustainable, research is imperative. The new responsibility to produce more research has led to a transition phase that puts universities constantly on the defence. This study considers the effect of producing more and more research and the race to be the top research university in South Africa. Challenges are numerous, including Government’s pressure on universities be more independent of state funds.
The University of Pretoria serves as exemplar to study the effect and consequences of the transition from a knowledge management perspective. The researcher implemented the Work System Theory of Steven Alter to analyse the elements of the research work system. The study has been conducted on two levels: The Research Information Management System (RIMS) database of the Department of Research and Innovation Support (DRIS) was analysed to obtain a broad overview of the research conducted by University of Pretoria researchers between 2006 and 2009. On the second level, the top researchers from faculties on the main campus were identified and interviewed during 2014 and 2015 in order to obtain an individual perspective. The findings and gap analysis showed that although the University of Pretoria is considered one of the top research institutions, many gaps exist that inhibit the dissemination of knowledge throughout organisations and that changes need to be implemented. The fields of Economic Geography and Information Systems were applied to get a better understanding of knowledge integration in the knowledge management field. The study culminated in a research framework derived from strategic, tactical and operational input by top researchers. Aspiring researchers can use the framework to understand the environment in which research needs to take place and to improve their personal strategies to enhance their research output.Thesis (DPhil)--University of Pretoria, 2017.
Geography, Geoinformatics and Meteorology
DPhil
Unrestricted
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Lazenby, Karen. "Technology and educational innovation a case study of the virtual campus of the University of Pretoria /." Diss., Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-03172003-094954/.
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Botes, Nico. "Critically assessing the selection of beginner students in architecture at the University of Pretoria (1971-2016)." Thesis, University of Pretoria, 2018. http://hdl.handle.net/2263/64172.
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In this study a critical assessment is undertaken of the methods employed for the selection of beginner students for purposes of admission to studies in architecture. The study employs mixed methodologies that include studies of literature and archival sources, a national survey, heuristic analysis and critical reflection.
A brief overview of education in architecture and its development in South Africa introduces the study. The admission procedures and assessment tools employed for the selection of beginner students into systems of architectural education internationally is investigated through the analysis of case studies and published surveys. The lack of available information on the subject necessitated that a national survey be undertaken so as to determine how and by what means assessment tools are employed by schools of architecture in South Africa for the selection of students for admission to studies in the discipline of architecture. The findings of the survey are critically examined so as to establish an understanding and framework of local practice.
In the thesis the final focus is on the academic informants, procedures, assessment tools and outcomes for the selection of beginner students for admission to the Department of Architecture, University of Pretoria. This case study covers three consecutive episodes that span the forty-five years up to and including the 2016 academic year in order to critically assess, reflect upon and make pertinent and informed recommendations as to current procedures both specifically for the institution as well as nationally and internationally.Thesis (PhD)--University of Pretoria, 2018.
Architecture
PhD
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Sowazi, Siyanga David. "Making cultural links : the case of an art gallery." Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-11272008-154318.
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Earle, Nicola Lynne. "An evaluation of the postgraduate diploma in Enterprise Management at Rhodes University." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1002797.
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This research is concerned with the development of entrepreneurship at higher education institutions (HEI). Entrepreneurship is very important in every country as there is a direct correlation between entrepreneurship development and economic growth (Hegarty, 2006). Entrepreneurship education is essential as it assists students who want to start up their own businesses by giving them the relevant skills and knowledge to have a successful business. The purpose of this research is to evaluate the Postgraduate Diploma in Enterprise Management (PDEM) within the Management Department at Rhodes University, Grahamstown. A qualitative approach was implemented which used an adapted version of the Context, Input, Process and Product Model (Stuffelbean, Mckee and Mckee, 2003). Data was collected in the form of interviews and focus group interviews. There were six lecturer interviews, one course coordinator interview and five past student interviews. There were two focus group interviews that took place; this was done so to gather data from seven current PDEM students. The data collected was then analysed through the use of qualitative data analysis techniques. These were sensing themes, constant comparison, recursiveness, inductive and deductive thinking and interpretation to generate meaning (Ruona 2005, cited in Swanson and Holton, 2005). The Management Department aims to equip students to think realistically in terms of starting their own business and to enhance the students’ knowledge and skills so that they are better able to find employment in the corporate and government sectors. The PDEM aims to be an action-learning course and to create an entrepreneurial environment which will encourage students to start up their own businesses. The role of the lecturers and the course coordinator is important as they need to ensure that there is a continuous transfer of knowledge to the students. Students are not expected to be specialists within each subject; however they need to have a basic grounding in order to run a business. Students felt that the Alpha Project was important and useful as it improved their confidence about starting a new business. An issue that was raised about the Alpha Project was that the separation of students into the Alpha Project groups was not executed well. The course was perceived to be disorganised however the students tended to enjoy it and felt that the Management Department was supportive of their businesses.
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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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Maphutha, Mampiane Johanna. "Investigating the use of essential features within technology pre-service programmes a case of University of Pretoria /." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-07212008-093800.
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Mhaka, Sikhanyiso. "Perceptions on the fourth Industrial revolution and agricultural economics - the case of the University of Pretoria alumni." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/77850.
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Tertiary education is servicing a rapidly changing labour market which is driven by the digital revolution. Big data is prefigured as the raw material of the digital revolution and its resulting concepts such as automation and artificial intelligence, blockchain technology and robotics which are reshaping the nature of the workforce in every sector of the economy. The digital revolution concepts are increasingly assumed that it will augment human abilities by assisting human beings to reduce tedious and monotonous tasks, thereby allowing human beings to spend more time on creative endeavours. On the other hand, the same innovations will result in job losses. This set of circumstances warrants a tracer study into assessing if the programme supply is speaking to market demand so as to advise curriculum review. The impact that big data, automation and artificial intelligence, blockchain technology and robotics have on the agricultural economics profession is not yet known and more so how much of it are the graduates exposed to in their current jobs. This study, therefore, provided some insight into the impacts of some of the digital revolution concepts by capturing the perceptions of the University of Pretoria alumni. Out of a total of 165 graduates, from an undergraduate programme in Agricultural Economics at the University of Pretoria, 50 respondents completed the on-line questionnaire.
The results obtained indicated that a large proportion of the graduates, 82%, are gainfully employed with the majority employed in the agriculture and food sector. The graduates are proficient with most of the skills expected of agricultural economists but that they needed improvements in computer programming skills, advanced IT and analytical skills which are rendered as very essential skills for the digital revolution labour market. To determine the familiarity of the graduates with general concepts related to the digital revolution, their familiarity score was calculated. The scores ranged from 13 to 23, and the average score was 17.5 which was more skewed towards the low familiarity. Using familiarity as a proxy for the adoption of new technologies, the results suggested that the graduates are not adept at using new digital technologies hence negatively affecting their adoption. To identify the key determinants of propensity to adopt to new digital technologies, years of experience and undergraduate academic performance were considered. Neither academic performance nor years of professional experience were statistically significant in explaining the propensity to adopt new technologies. Having established that none of the variables of interest was statistically significant and could be used to determine the graduates’ aptitude to adopt new technologies, the graduates’ perceived impacts were considered. The graduates perceive an increased prevalence of automation, big data, artificial intelligence, robotics and blockchain technologies in their current jobs as years ensue. The popular impact perceived as a result of the application of robotics and artificial intelligence is employment loss. Big data and automation are commonly perceived to result in making work easier. Application of blockchain technology is perceived as having no impact on the nature of jobs by most of the graduates.Dissertation (MSc (Agric))--University of Pretoria, 2020.
Agricultural Economics, Extension and Rural Development
MSc (Agric)
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Albrecht, Milde. "The relationship of values and identity in female Muslim students’ dress practices at the University of Pretoria." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/41184.
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Western and Eastern societies are known to vary in terms of their important values,
identities and dress practices. The Muslim culture is a typical Eastern culture, in
which the veil is the most visible symbol of a woman’s Islamic identity. Today many
Muslims live in Western societies. The non-Muslim cultural context has resulted in
Muslim women becoming acculturated to the new context and thereby having
adopted new patterns of dress. South Africa is generally considered to be a Western
society. South African Muslim women follow a variety of dress practices, and take
part in the acculturation process to different degrees in order to adapt to the cultural
context.
Islam is the fastest growing religion in the world, but in South Africa Muslims are a
minority group. While various international studies have focused on the values and
identities that influence Muslim women’s dress practices, very few studies have
analysed these aspects within a South African context. This research study fills an
important contextual gap in existing knowledge on the behaviour of Muslim women in
terms of their dress practices, as related to their values and identity. The study
makes a contribution to the fields of culture and apparel behaviour research. e fields of culture and apparel behaviour research.
Female Muslim students attending a university in Pretoria follow varied dress
practices. While some individuals wear traditional Islamic garments, others follow
Western fashion trends. These differences in dress can be attributed to the
acculturation process. The campus environment is a multicultural context. Female
Muslim students must decide to what extent they are willing to adopt the new values,
identities and dress practices that surround them. The aim of this study is to explore
and describe the relationship between values and identity in the dress practices of
female Muslim students attending a university in Pretoria.
The study’s literature review includes explanations of different value typologies,
identity types and acculturation strategies. All of these concepts are related to dress.
A cultural perspective served as the theoretical framework for the study. This
perspective recognises the relationship between the material and non-material
aspects of culture and provides a framework to determine how abstract concepts
manifest in dress over time.
The sample consisted of 200 female Muslim students enrolled at the University of
Pretoria. Participants were all between 17 and 25 years of age. Non-probability
sampling methods were used, including purposive and snowball sampling.
Participants were asked to complete a self-administered questionnaire. An
exploratory survey research design was followed with a quantitative approach to
collect data.
The results of the study revealed that participants could not be divided into three
groups according to the different acculturation strategies, but rather into two groups,
based on less modest and more modest dress practices. Only slight differences in
values and identity were identified between the two groups. While the group who
followed less modest dress practices placed more importance on social values, the
group following more modest dress practices placed more importance on religious
values and found a Muslim identity to be more predominant. All other values and
identities were rated as being equally significant to both groups and were also ranked
in the same order of importance.Dissertation (MConsumer Science)--University of Pretoria, 2012.
gm2014
Consumer Science
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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 CopyrightDissertation (Music)--University of Pretoria, 2010.
Music
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Shaw, Jonathan. "Pragmatic dualism : socio-economic change, teachers and knowledge transfer to Vietnamese university curricula." Thesis, University of Sussex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394255.
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Diol, Phillip Pritam. "Incorporating interactive design threads into four-year university undergraduate visual communication design curricula." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1327507405.
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McLellan, Carlton Eugene. "Internationalisation and the pursuit of a developmental settlement the case of a South African university /." Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-09172008-120622/.
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Arizona, University of. "1999-2001 Graduate Catalog." University of Arizona, 1999. http://hdl.handle.net/10150/555503.
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Arizona, University of. "1988-1989 College of Medicine Catalog." University of Arizona, 1988. http://hdl.handle.net/10150/555504.
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Arizona, University of. "1986-1987 College of Medicine Catalog." University of Arizona, 1986. http://hdl.handle.net/10150/555505.
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Arizona, University of. "1985-86; 1986-87 General Catalog." University of Arizona, 1985. http://hdl.handle.net/10150/579939.
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Arizona, University of. "1990-1991 College of Medicine Catalog." University of Arizona, 1990. http://hdl.handle.net/10150/579771.
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Arizona, University of. "1989-90 College of Medicine Catalog." University of Arizona, 1989. http://hdl.handle.net/10150/579804.
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Arizona, University of. "1989-90.1990-91 Graduate Catalog." University of Arizona, 1989. http://hdl.handle.net/10150/580804.
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Arizona, University of. "1991-1992 College of Medicine Catalog." University of Arizona, 1991. http://hdl.handle.net/10150/579803.
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Arizona, University of. "1995-96, 1996-97 General Catalog." University of Arizona, 1995. http://hdl.handle.net/10150/623418.
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Arizona, University of. "1991-92, 1992-93 General Catalog." University of Arizona, 1991. http://hdl.handle.net/10150/623419.
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Arizona, University of. "1989-90, 1990-91 General Catalog." University of Arizona, 1989. http://hdl.handle.net/10150/623421.
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Arizona, University of. "1998-1999 General Academic Manual." University of Arizona, 1998. http://hdl.handle.net/10150/623422.
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Arizona, University of. "1997-1998 General Academic Manual." University of Arizona, 1997. http://hdl.handle.net/10150/623423.
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le, Roux Salomé. "The face of the University of Pretoria : a critical investigation of selected portraits in the UP Art Collection." Diss., University of Pretoria, 2018. http://hdl.handle.net/2263/65569.
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An institution’s unique identity and culture can be constructed and communicated through the artworks (such as portraits) that it collects, commissions and inherits. As a representation, not only of the identity of the sitter portrayed, but also of various social types and stereotypes circulating in particular cultural contexts, a portrait is an especially powerful visual manifestation of the ‘invisible’ identity and culture an institution aims to establish and maintain. This dissertation explores what the portraits in the University of Pretoria’s Art Collection reveal about this Institution’s values, reputation, identity and culture. The research focuses on the official, commissioned portraits of University officials, as well as portraits in the Collection by Erich Mayer. The main aim of the study is to investigate the discourses that are articulated through the selected portraits by considering the various meanings they convey. Furthermore, this dissertation investigates the ways in which their explicit and implicit meanings might support or negate the University of Pretoria’s envisioned institutional culture and identity. The study argues that artworks in the UP Art Collection that have contentious subject matter and histories need to be rehabilitated and renegotiated in creative, innovative ways, because artworks in the Collection are treasures that provide various benefits to the Institution.Mini Dissertation (MA)--University of Pretoria, 2018.
Visual Arts
MA
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Mathekga, Abbey Mokwape. "Towards widening access to underrepresented groups in the biological sciences : a case study of the University of Pretoria." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/24039.
Full textAbstract:
Since the dawn of democracy in South Africa, significant progress has been made with regards to access to higher education. However, widening participation to under-represented groups in science and technology fields, with special reference to Biological Sciences, still remains a challenge. Despite the growing number of black students in this programme, there is still a substantial gap in terms of the enrolment numbers of student from this racial group in the Biological Sciences. This research is a case study carried out in the faculty of Natural and Agricultural Sciences at the University of Pretoria, which is a historically white institution with a strong Afrikaans culture. The study used Osborne and Gallacher’s (2004) framework of getting in and getting through to explore access policy at this institution in relation to widening participation in Biological Sciences. The findings showed that, while there has been progress with regards to physical and epistemological access, getting in to Biological Sciences still proves difficult to attain, especially for black male students from under-represented groups, including those from township and rural areas. The challenges related to getting in are compounded by various factors. These include inadequate preparation of learners for university studies such as limited preparation for natural science studies, limited exposure to science laboratories, inadequate career guidance resulting in wrong subject mix, late submission of application forms and the ‘walk–in’ phenomenon. Funding is crucial for facilitating access to Biological Sciences but it is hard to come by and insufficient for students from low socioeconomic groups. The government initiated funding have potential to help needy students with talent but it is not sufficient to cover both tuition and residence fees. In addition to the financial assistance that the university offers, it also provides a strong academic and psychosocial support to students, particularly in first year in Biological Sciences. Both academic and psychosocial support are factors enabling access and widening participation in Biological Sciences. They also underpin getting through. However, students in residences tend to benefit more from these support initiatives.Thesis (PhD)--University of Pretoria, 2012.
Education Management and Policy Studies
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Chothia, Nazly. "Architecture as dialogue : the Law annexe : an extension to the Law Faculty precinct at the University of Pretoria." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/30014.
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The Law Faculty precinct, located at the north-eastern edge of the University of Pretoria’s Hatfield Campus, is already one of great esteem to the University. The precinct consists of two buildings: the celebrated Law Faculty Building and the inadequately accommodated Law Clinic. The Law Faculty is currently negotiating with the board of the University of Pretoria for a new facility, the Institute for International Comparative Law, for which they will require additional space. This design proposal is for an extension building within the existing Law Faculty precinct to accommodate the new Institute for International Comparative Law and to provide improved premises for the existing Law Clinic. The project seeks to design consciously, within its physical context and within the socio-political and historical context of South Africa. Furthermore, it seeks to reconcile the discordant boundary of the University of Pretoria with the Hatfield surrounds.Dissertation (MArch(Prof))--University of Pretoria, 2010.
Architecture
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Crumrine, Kristi. "Are Speech-Language Pathologists Prepared To Work In Palliative Care Settings By University Curricula?" Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586454010332233.
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Smith, Mary. "Content Analysis of Conflict Resolution Curricula." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/399.
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Violence in schools in various forms has become recognizable. Awareness of this situation has resulted with proliferation of curricula for conflict education. The purpose of this study was to analyze conflict resolution curricula designed for five to eight year olds. The study examined three issues formulated from the review of related literature: time and space, skill building, and developmentally appropriate practices. The findings included time and physical space requirements for conflict resolution curricula, the suggested skills needed to peacefully resolve conflicts, and an evaluation of the developmentally appropriate activities in the curricula for early childhood ages 5-8.
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Arizona, University of. "1987-1989 Graduate Catalog." University of Arizona, 1987. http://hdl.handle.net/10150/288552.
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Daza, Stephanie Lynn. "Local responses to globalizaton policy, curricula, and student cultural productions at a Colombian public university /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1148644072.
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Nwanze, Ikechukwu. "How can we include disability issues in undergraduate curricula at the University of Cape Town?" Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/23423.
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This study examined how disability issues can be included into the undergraduate curriculum at the University of Cape Town (UCT). It was based on Ohajunwa's (2012) study which looked at whether disability is included at all in UCT curricula. She found that disability issues were included but with minimal support and was done through individual effort and not a university collective effort. She also found that lecturers did not have support structures on how to even begin to think of including disability issues. This study therefore asked how disability issues can actually be included in the undergraduate curriculum at UCT. A literature search found that institutions in South Africa have not started looking at the inclusion of disability issues in the curriculum in universities but rather have been focusing on the inclusion of students with disabilities. Inclusion of disability issues in university curricula has been happening on a small scale internationally with institutions citing a lack of support on how this can be embedded into all curricula rather than as an add-on. The aims and objectives of this study, therefore, were to identify what content area should be the focus for the inclusion of disability issues, what teaching and assessment methods should be used, and what support structures are likely to be needed. The methodology used was a case study design and the case of disability inclusion in the University of Cape Town undergraduate curriculum. Focus group discussions, in-depth interviews, document analysis, and a reflective journal were means of data collection. Data were analysed using a thematic analysis method with an inductive approach. The findings are reported in relation to a curriculum process framework which emphasises the links between why disability issues should be included, how, when and by what means. The findings are presented in four themes: 1. Achieving transformation through curriculum change; 2. Build and design the curriculum for diversity; 3. Creating a community of practice; and 4. Translating talk into action. Trustworthiness and rigor were observed through member checking for credibility, reflexivity and peer-review for confirmability, and an audit trail for dependability. The study concluded with a recommendation that with the use of the curriculum process framework that emerged from the study, disciplines may have a way to include disability issues in undergraduate curricula in order to transform these curricula. However, this should be done in an integrated way through considering various parts of the curriculum process framework.
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Arizona, University of. "1932 University of Arizona Summer Courses in Trade and Industrial Education and Mechanic Arts." University of Arizona, 2018. http://hdl.handle.net/10150/626634.
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