This study focuses in the students’ perception of self-regulation in learning as influenced by the teaching-learning-environment. The study was conducted at the University of Pretoria. The participants in the study were first year students registered for a second semester module in Educational Psychology in the faculty of education. The size of the sample was nine (22,5%) male students and 31 (77,5%) female students. At the time of participation, the participants had attended university for a period of at least six months and had written tests and one examination. The Interactive Qualitative Analysis (IQA) method as described by Northcutt and McCoy (2004) was used to elicit participants’ knowledge and experiences of the research phenomenon. The participants were expected to complete an instrument that required them to indicate the direction of three relationships between all combinations of the themes which were selected on the basis of literature review. The participants were required to indicate how they perceive the nature of relationships between themes that were developed by the researcher as associated with self-regulated learning in a system of cause and effect. The main findings of the study indicate that language of instruction and student personality are primary drivers that determine the academic success of the students. The two themes exert great influence on other themes that are involved in the teaching-learning environment. Academic success emerged as primary outcome which means that it is a theme that depends to a large extent on how the other themes that exist in the teaching-learning environment are structured. The findings of the study indicate that there is no significant difference that exists in the male and female participants’ perception of the factors that influence self-regulation in learning. In both sample primary drivers were language of instruction and students’ personality and the primary outcome was academic success. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2008. / Educational Psychology / unrestricted

Purpose The purpose of the research was firstly, to determine the competencies required of risk managers and secondly, to consider the implications of such competencies in determining possible modules for inclusion in the design of a specialised undergraduate qualification in Risk Management. Methodology A qualitative research approach was followed, involving focus group interview sessions as part of an Interactive Qualitative Analysis (IQA) research study. Focus Group 1 comprised of academics teaching risk management at public universities in South Africa, and Focus Group 2 comprised of risk management practitioners in South Africa. Findings The competencies identified are business management and risk management knowledge; attributes such as assertiveness and courage; values such as ethics and integrity; as well as people, business and technical skills. Research implications The unique contribution of the current research was the innovative use of IQA for data collection, the removal of subjectivity and the rigour in analysing and presenting the results. The results are a starting point or foundation for the design of a specialised undergraduate degree in risk management that will both meet the requirements of the risk management profession and will equip learners with the best possible combination of knowledge, skills, attributes, values and attitudes to effectively manage risk in organisations. The implications for further research are that a study of the design, benchmarking and validation of a curriculum framework for a specialised undergraduate degree in risk management could be conducted. The development of a curriculum framework or curriculum did not form part of the scope of this study. / Okokuqala inhloso yocwaningo, ukuthola amakhono adingekayo kubaphathi bezinhlekelele kanti okwesibili, ukubheka imiphumela yalokho kusebenza ekunqumeni amamojuli angafakwa ekwakhiweni kweziqu ezikhethekile ezingakaphothulwa ngabafundi ku-Risk Management. Kwalandelwa indlela yocwaningo efanelekile, ebandakanya izikhathi zokuxoxisana zamaqembu njengengxenye yocwaningo lwe-Interactive Qualitative Analysis (IQA). I-Focus Group yoku-1 inabafundi abafundisa ukulawulwa kwezinhlekelele emanyuvesi vi kahulumeni aseNingizimu Afrika, kanye neFocus Group yesi-2 inabasebenzi bokulawulwa kobungozi eNingizimu Afrika. Amakhono ahlonziwe ukuphathwa kwebhizinisi nolwazi lokulawulwa kobungozi; anezimpawu ezinjengokuzethemba kanye nokuba nesibindi; ubugugu obufana nokuziphatha nobuqotho; kanye nabantu, amakhono ebhizinisi nezobuchwepheshe. / Die doel van die studie was eerstens om die bekwaamhede waaroor risikobestuurders moet beskik te bepaal, en tweedens, wat die implikasies van sodanige bekwaamhede inhou vir die modules vir insluiting in die ontwerp van ‘n gespesialiseerde voorgraadse kwalifikasie in Risikobestuur. Die studie het ‘n kwalitatiewe navorsingsbenadering gevolg deur gebruik te maak van fokusgroepsessies as deel van ‘n Interaktiewe Kwalitatiewe Ontleding (IKO) navorsingstudie. Fokusgroep 1 het bestaan uit akademici wat risikobestuur by openbare universiteite in Suid-Afrika doseer, en Fokusgroep 2 het uit risikobestuurpraktisyns in Suid-Afrika bestaan. Die bekwaamhede wat identifiseer is, is kennis van ondernemingsbestuur en risikobestuur; eienskappe soos selfgeldendheid en moed; waardes soos etiek en integriteit; asook mense, sake en tegniese vaardighede. / Finance, Risk Management and Banking / M. Com. (Risk Management)