Communication departments may have the core knowledge to practise excellent communication, but senior management must also share a common understanding of the role and function of communication and communication managers in an organisation for communication to be excellent. The need for this study originated from the perception that the top communicator is often not at the table when strategic decisions are made. Yet, public relations specialists often have expertise that can contribute to organisational decision-making. They can, amongst others, facilitate dialogue between key publics and members of senior management in order to enhance understanding of the vision and goals of the organisation and the needs of the organisation's clients and stakeholders. This form of two-way symmetrical communication is the basis of excellent communication. Most practitioners agree that the best place for the top communicator is within an organisation's senior management - taking part in strategic decision-making through two-way communication (Dozier, Grunig, L&Grunig, J, 1995). The three spheres of communication excellence - as identified in the Excellence Study, the largest and most intensive investigation ever conducted of public relations and communication management - include the knowledge base of communication departments; shared expectations between the top communicator and senior management; and the culture of the organisation. The middle sphere of shared expectations between the top communicator and semor management, has three components which will be investigated in this study. The first component is departmental power - the ability to influence members of senior management. Sometimes top communicators are members of senior management, participating directly in strategic management and planning. In other cases, they exert informal influence as providers of information and as process facilitators to senior management. The power of the public relations department is associated with the value members of senior management attach to public relations as a function, as well as the strategic contribution the top communicator and the communication department make to organisational decision-making. The second component of excellence in this sphere is the demand-delivery loop. Senior managers in excellent organisations demand two-way public relations practices from their communicators to persuade and negotiate, and top communicators are aware of this. This sets up a loop of repeated behaviour, with senior management demanding and communicators delivering excellent communication programmes. In this study, top communicators in South African organisations are asked about their perceptions of these expectations. The third component of excellence in this sphere is the organisational role played by the top communicator. Top communicators may have formal decision-making authority for communication policy and may be responsible for programme success or failure, which means that they play the manager role. On the other hand, top communicators may play an informal role as senior advisors who outline options and provide research information needed for decision-making by other senior managers. Both manager and senior advisor role¬playing, contribute to communication excellence. However, senior management can also expect the top communicator to play the technician role. Top communication departments from the Excellence Study combine knowledge of both manager and technician roles to provide the requisite foundation for excellence. To actually achieve excellence, however, top communicators must play advanced organisational roles of communication manager and senior advisor. One of the objectives of this study was to establish whether the top communicator in the South African organisation does indeed contribute to excellence in the organisation by being involved in the organisation's strategic management process. For top communicators to be part of the strategic management process, a positive relationship must exist between themselves and senior management. This relationship is investigated by questioning the top communicator on the three components of the sphere of shared expectations, namely departmental power, the demand-delivery loop (and the practising of the four models of communication) and the organisational role played by the top communicator. The empirical study was undertaken amongst top communicators in South African organisations. A clear exposition is given of the methods and procedures used in the study. Hypotheses have been developed and the testing of these hypotheses attempts to provide a contribution to the scientific knowledge of communication excellence in the South African organisation. The following assumptions can be made about the findings of the study regarding the perceptions of top communicators in South African organisations in respect of the beliefs and expectations of senior management of the top communicator and the communication department: <ul><li> It is the perception of top communicators that senior management expects them to make a strategic contribution to organisational decision-making by playing the public relations manager role. </li><li> Senior management expects those top communicators predominantly playing the public relations manager role to make use of two-way public relations models in organisational decision-making and communication activities; and those predominantly playing the public relations technician role to make use of one-way public relations models. </li><li> The top communicator predominantly playing the public relations manager role and using two-way public relations models, can make a strategic contribution to organisational decision-making. This can lead to excellent communication and can contribute to the communication function being valued and supported by top management. </li><li> Top communicators do not perceive reporting lines to the chief executive officer (CEO) (or any other manager) or senior management (or middle management) to be very good indicators of their strategic contribution to decision-making. These findings support the communication theory that reporting relationships are necessary, but hardly sufficient for making a strategic contribution to organisational decision-making as indicated by Dozier et al (1995:84). The critical factor is not whom one reports to, but rather whether one has access to any of the senior (corporate) officers at will. </li><li> Top communicators in small and in large organisations can make a strategic contribution to organisational decision-making. </li><li> The top communicator can make a bigger strategic contribution in large communication departments, where technical tasks can be delegated. </li><li> Small and large public relations departments predominantly use one-way public relations models in their communication activities, but large departments also use two-way public relations models. It can, therefore, be assumed that two-way public relations models will be practised more frequently in large departments where the top communicator will also be expected to make a strategic contribution to organisational decision-making (by playing the public relations manager role). </li><li> The highest qualification of the top communicator is a weak indicator of the strategic contribution the top communicator makes to organisational decision-making. This could indicate that senior management values skills and knowledge, rather than qualifications, when the top communicator makes a strategic contribution to organisational decision¬making. </li><li> Senior management, furthermore, expects the top communicator with many years' experience in the communications field to make a bigger strategic contribution than the top communicator with a few years' experience in this field. <br></li></ul> / Dissertation (MA)--University of Pretoria, 2001. / Communication Management / MA / Unrestricted

MPH / Department of Public Health / Occupational Health and Safety has become one of the leading concerns throughout the cleaning industry. Compliance with safety regulations among cleaners of the University of Venda is still a challenge. The study aims to investigate factors contributing to non-compliance with safety regulations among cleaners: A selected rural university in South Africa. The study was conducted at the University of Venda, South Africa. A quantitative approach using cross-sectional descriptive survey design was employed. A pre-test was carried out to determine the reliability of the researcher-developed questionnaire. A total population will be applied and all the 164 was included in the study. The data collected was analyzed using SPSS 23.0. Data was presented in the form of graphs, tables and charts. A self-administrated questionnaire was used to collect data. Results: A total population of 164 cleaners took part in the research project, 119 (74%) were females and 45 (26%) were males. Among the participant 5%, n = 9 had no form of education background, 28%, n = 46 with a primary education background, 48%, n = 79 with a secondary education back and only 19%, n = 30 with a post-secondary background. Participants with a post- Matric back ground showed significant understanding (90%, n = 27) on the importance of complying with safety guidelines, as compared to those with no form of formal education (44%, n = 4). There was a significant relationship between gender and level of education with regards to the factors contributing to non-compliance with safety regulations among cleaners. The study revealed that the female participants are more likely to adhere to safety regulations (65%, n = 74) as compared to male participants (63%, n = 26). Majority of cleaners have a fair knowledge on the safety compliance within the working environment, however there is a need to put more effort on the safety regulations practice. Conclusion: The study concludes that female participants are more cautious within the workplace as compared to the male participants and that the level of education also has significant relationship on the level of compliance with regards to safety regulations. Recommendations: There is a need to have a functional safety committee that will ensure that all safety protocols are being followed, the committee may also amend the existing policy on given period of time. / NRF

No description available.

Three studies tested the integrated threat theory by examining the causal role that threats play in attitudes toward immigrants. In Study I, students were presented with information about an immigrant group indicating that it posed realistic threats, symbolic threats, both types of threat or no threats to the ingroup. Attitudes toward the immigrant group were most negative when it posed both realistic and symbolic threats to the ingroup. In Study II, information was presented indicating that an immigrant group possessed negative traits, positive traits, or a combination of positive and negative traits. The results indicated that the negative stereotypes led to significantly more negative attitudes toward the immigrant group than the other types of stereotypes. In the third study, group descriptions leading to high levels of intergroup anxiety led to negative attitudes toward foreign exchange students. Empathizing with the foreign exchange students reduced these negative attitudes. The implications of the results of these studies for theory and practice are discussed.

No description available.

Includes bibliography. / The aim of this thesis research was to replicate the important work conducted by Noel Entwistle and Paul Ramsden, published in 1983, which sought to establish the relationship between perceived contextual factors and students' approaches to studying. The two instruments that they developed for this purpose, the Approaches to Studying Inventory (ASI) and the Course Perceptions Questionnaire (CPQ), were administered to 1194 English-speaking and 590 Afrikaans-speaking students in 12 disciplinary areas at the Cape Technikon. Alpha factor analysis of the 24 summated sub-scales of the two inventories was conducted separately for the two samples. When these were compared with the factor structure obtained in the Lancaster research programme certain differences were evident. Although the two main study orientation, meaning orientation and reproducing orientation, were present in slightly modified forms, there were no empirical associations between these two orientations and the contextual factors as measured by the sub-scales of the CPQ. In order to explore the differences between the factor structures of the Lancaster programme and the two Technikon samples, the conceptual assumptions regarding the first order factor structure of the two instruments were relaxed. Firstly the 103 items of both instruments together were subjected to alpha factor analysis and subsequently the 63 variables of the ASI and the 40 variables of the CPQ were subjected to separate alpha factor analysis. These analyses confirmed the integrity of the majority of the sub-scales of the ASI while calling into question the composition and indeed the conceptual validity of the sub- scale surface approach. The factor analysis of the CPQ variables confirmed the sub-scale groupings, but the analysis of the 103 variables failed to demonstrate any empirical association between the two instruments. The replicative study concludes that the CPQ is of no value in terms of explaining students' approaches to studying. The ASI, however, appears to be a useful instrument which produces conceptually meaningful results for different population samples with respect to the two main study orientations. Areas which warrant investigation for the refinement of the ASI were identified and alternative methodologies to explore perceived contextual factors in conjunction with the ASI are suggested.

Submitted in partial fulfilment of the requirements for the Master of Educational Psychology at the University of Zululand, South Africa, 2010. / This study focuses on a vital component of the transformation process on the South African educational landscape - district based Department of Education officials. This descriptive research project had three aims. Firstly; the study determined the nature of the attitudes of Department of Education officials based at the Pinetown District towards the inclusion of learners with learning difficulties at mainstream primary schools. Secondly, the study examined the impact of nine selected demographic characteristics of district based officials on their attitudes towards inclusion. Lastly, the study determined the degree of concern that district based Department of Education officials experienced towards 10 selected factors (eg. large classes, training of educators, curriculum adaptation, extra pay for teachers, time for teacher planning) in the implementation of inclusive education at mainstream primary schools. The research instrument employed in the study was a questionnaire, which was administered to all eligible Pinetown District based officials. Ultimately, 62 respondents were recognized as the members of the sample in the study. Quantitative data was analysed using both descriptive and parametric statistics. Qualitative data was content analysed to discern emerging themes. The results of the study indicated that Pinetown District based Department of Education officials generally hold positive attitudes towards the inclusion of learners with learning difficulties at mainstream primary schools. In addition the study found that the following five demographic characteristics are significant predictors of Department of Education district officials positive attitudes towards the inclusion of learners with learning difficulties at mainstream primary schools - training in special/inclusive education, contact with people with disabilities, experience in teaching learners with disabilities, knowledge of White Paper 6 (Department of Education, 2001) and the workstation of the officials. Lastly, the study concluded that district based Department of Education officials were very concerned that the 10 factors (eg. teacher workloads, provision of a support teacher, availability of resources, support of school management teams and the impact of included learner on the performance on the non-disabled learners) collectively could impede the successful implementation of inclusive education at South African schools.

Submitted in fulfilment of the requirements for the Degree of DOCTOR OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, 2002. / The aim of this investigation was to establish the effect of the invitational attitude of teachers on the culture of teaching and learning. This entailed a detailed literature study of the factors affecting the culture of teaching and learning at schools, viz. school related factors, factors in the family and living environment, societal factors and personal characteristics. A further literature study on the invitational attitude of teachers and its effect on the culture of teaching and learning at schools were done. South African education is presently facing major challenges. It is widely recognised that it is essential to transform the apartheid-based system of the past into an egalitarian one. There were imbalances and inequalities amongst separate education departments. The blacks were the most disadvantaged. From the empirical investigation it was concluded that the quality of an education system is more dependent on the attitude of the teachers than any other single factor. The absence of a culture of teaching and learning in schools can be reversed by the inviting attitude of the teachers who by estabhshing a personal relationship, frees the learner to learn and leads him to adulthood. For the purpose of the empirical investigation a prepared questionnaire was administered to 300 grade 12 learners of six secondary schools (two predominately black schools, two predominately coloured schools and two predominately Indian schools). The data obtained from the completed questionnaire were processed and analysed by means of descriptive and inferential statistics. Findings confirmed that the invitational attitude of teachers plays a significant role in promoting the culture of teaching and learning. In conclusion, a summary and findings emanating from the literature study and the descriptive and inferential statistics were presented. Based on these findings the following recommendations were made: ❖ All teachers should be governed by a code of conduct that will prohibit unprofessional disinviting behaviour. ❖ All learners should be governed by a code of conduct that will enhance positive behaviour and attitude towards learning. ❖ Further research must be done regarding the invitational attitude of teachers and its effect on the culture of teaching and learning.

Submitted in fulfillment of the requirements for the degree Doctor Educationis in the Department of Educational Psychology and Special Education Faculty of Education University of Zululand, South Africa, 2012. / The aim of this investigation was to determine learners’ attitudes towards language choice in secondary school. The focus was on secondary school learners attending schools where the medium of instruction is not in their mother tongue. An introductory literature review was provided of mother tongue education versus English as medium of instruction. Advocates of mother tongue education argue that a child learns better and quicker through the mother tongue than through an unfamiliar linguistic medium and it is also an important means of identification among the members of the community to which the child belongs. However, black communities are generally opposed to instruction in their home language because they view the indigenous languages as low status languages and as barriers to their upward mobility in a world dominated by English. In the South African society English is associated with prestige as it is in many other countries. An overview of the current language-in-education practices in South African high schools revealed that depending on which language is taught, as first language either English or Afrikaans is compulsory as a second language. English, as a first language and Afrikaans, which is their third or fourth language, as a second language. The problems experienced with second language instruction were discussed with reference to reading, writing, speaking and listening. For the purpose of the empirical investigation, a self-structured interview was conducted with the educators. A quantitative descriptive analysis was undertaken of the completed questionnaires and a qualitative analysis of the interviews. In conclusion a summary of the study and findings emanating from the literature and empirical investigation was presented. Based on these findings the following recommendations were made:  A school based language policy should be formulated in accordance with the national language-in-education policy but must also take into consideration the language needs of the learners in the school.  Indigenous languages must be developed and promoted by providing financial assistance and/or incentives for literature works and textbooks in the indigenous languages.  Educator training should include strategies to teach multilingual classes.

Submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Master of Education in the Department of Curriculum & Instructional Studies at the University of Zululand, 2008. / The present study examiners principals' knowledge about and attitudes towards inclusive education. The first aim of the study was to ascertain the extent to which principals know about inclusive education and a child with special educational needs. The second aim was to determine whether principals' biographical factors (gender, teaching experience and phase of the school) have any influence on their knowledge about inclusive education and a child with a special educational needs. The third aim was to ascertain the nature of principals' attitudes towards inclusive education. The fourth aim was to determine whether principals' biographical factors (gender, teaching experience and phase of the school) have any influence on their attitudes towards inclusive education. The last aim was to determine whether there is any relationship between principals' knowledge and attitudes regarding inclusive education. To this end, a questionnaire was administered to a randomly selected sample of two hundred and twelve principals. The findings reveal that principals differ in the extent to which they know about inclusive education and a child with special educational needs. A high percentage (65.1%) of principals report a high level of knowledge about inclusive education and a child with special educational needs. The findings also show that teaching experience has an influence of principals' knowledge about inclusive education and a child with special educational needs. The findings also indicate that a high percentage (60.8%) of principals hold a positive attitude towards inclusive education. The findings further reveal that gender, teaching experience and phase of the school have no influence on principals' attitudes towards inclusive education. The last findings show that there is a positive relationship between principals' knowledge about an attitudes towards inclusive education. On the basis of the findings of this study, recommendations to the Department of Education as well as for directing future research were made.