Thesis (MTech (Graphic Design))--Cape Peninsula University of Technology, 2012. / University graduates entering the graphic design, advertising and publishing industries do so with the hand and digital illustration knowledge and skills that they acquired during their time of study. As a result of the ever-changing developments in technology, the parameters of hand-generated illustration within the visual communications industry have increasingly progressed toward digitally generated artwork. This thesis investigates the alignment or nonalignment between illustration teaching and learning practices in higher education and professional practice in the visual communications industry, with a view to identifying the gaps, and their causes, in the knowledge and skills of graduates entering the workplace. The study uses the lens of Activity Theory (Enqestrorn, 1987) to investigate practices in higher education and industry sites. Both the higher education and workplace investigation was guided by the research questions: 1) What comprises an activity system in the training of illustrators in higher education? 2) What comprises an activity system in professional illustrators' practice? and 3) How can the higher education and professional activity systems be aligned for their mutual benefit? The comparative study uses both quantitative questionnaire data and qualitative data derived from interviews conducted in both higher education and workplace sites, including the analysis of samples of illustration at both sites. The research reveals areas where there is both alignment and non-alignment and recommendations are made with a view to ensuring that illustration programmes in higher education are aligned as closely as possible to the needs of the workplace. The contribution made by this research is both theoretical and practical. The theoretical knowledge framework that has been developed outlines academics' and practitioners' of illustration theorising of current trends in both hand and digital illustration curricula in higher education and current trends and needs of digital and hand illustration in the visual communication industry. In broad terms, there is alignment with regard to technical skills and the tools used across both sites, while there is non-alignment with regard to knowledge of and preparation for the workplace and self employment, for example, time management, interpersonal skills and the acceptance of critique. The practical contribution is in the form of recommendations to curricula, which when applied should better prepare graduates with the practical and skills required of illustrators in the unpredictable, demanding world of work, which they encounter on leaving their academic institutions.

M.Ed. / The aim of the research is to establish whether literature can play a role in enlightening South African students to the cultural values and beliefs of the various racial and ethnic groups of South Africa. The long and short term influence of literature has to be established and evaluated. A report of the effectiveness of this endeavour could serve to provide opportunity for students to acquire knowledge of each other and to further share in meaningful . communication so that the alienation that has been created between them and the differences in their perceptions can be bridged. The impact of literature in reconciling students from the different race groups could furthermore be of interest to the school principal, the teachers and the students.

University teaching staff are employed because of their knowledge in their particular disciplines. Many do not have a qualification to teach at a higher education institution upon commencement of their academic career. In that group there are few who have the research experience required to assist at postgraduate level. This should be developed as one of the three core activities of higher education, in which they have to be involved. This study is the result of a problem that I encountered as a higher education practitioner. In keeping with my being a practitioner researcher within an action research paradigm, this report is written mainly in the first person. The study reports on how my personal theories grew over a period resulting in the need to constantly improve my own practice. These personal theories culminated in the development of an instrument (ADaM), to assess writing. ADaM was used primarily to facilitate reflection in post-graduate writing practice. In this study, there were three sets of workshops comprising 13 practical sessions each, where lecturers engaged with the process of reading, writing, computer-mediation and, to a limited extent, with the concept of mentorship. The purpose was to answer the research question: Can a writing assessment instrument be used to sensitise staff teaching post-graduates to reflect on the complex nature of producing and assessing academic writing? At two points during the 13 practical sessions, data was gathered through semistructured interviews. The data has been analysed using a form of grounded theory referred to as remodeled grounded theory. Since the analysis traversed both the quantitative and qualitative paradigms of research, it was necessary also to place the study within the third paradigm, referred to as mixed methods research. The analysis has been presented via a series of relationships generated first by open coding, then axial coding and concludes with selective coding. In addition, the comments of an independent coder were used to validate the analysis. In accordance with classic grounded theory, it was only after the analysis of the data and the emergence of a substantive theory that I referred to existing theory in the penultimate chapter as validation of my findings. The findings from the study, together with existing literature, allowed me to conclude that “Creating an awareness of writing assessment sensitises academics to their roles as HE practitioners particularly in the areas of writing and mentorship in post-graduate supervision”.

M.Ed. / The main aim of the study is to develop an appropriate curriculum framework for Communication Studies at teacher training institutions. 4 This aim will require: 1.3.1 Identifying the basic principles involved in developing a curriculum framework; 1.3.2 Identifying the basic guidelines underlying a course in Communication Studies; and finally 1.3.3 Identifying the needs of student teachers in Communication Studies from the perspective of teacher educators

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The study compared an experimental group (n=26) who participated in weekly SIS sessions as an adjunct to existing treatment protocols for a period of 6-8 weeks, to a control group (n=14) who matriculated in treatment without the addition of SIS training for a period of 6-8 weeks. Subjects completed a battery of questionnaires at the beginning of the measurement period and at the end of the measurement period. The SASSI-2, The McMaster Family Assessment Device (FAD), and the Rotter Internal-External Locus of Control Scale were used to measure groups on recovery related variables at Pre-Test and Post-Test. Results demonstrated a consistent pattern of improvement over the time measure. The results of the interaction of group and time demonstrated a pattern of gains which did not reach statistical significance, partially as an artifact of the small sample size. An investigation of effect sizes was conducted to detect the effect of SIS training. The training was found to have a moderate effect size, which was consistent with other research using SIS training. Some areas for possible future research were addressed.

Indiana University-Purdue University Indianapolis (IUPUI) / This case study of a Generation 1.5 university student presents the participant’s experiences in an EAP writing course and a text analysis of her revision process in that course. The study shows the participant's complex educational and English language learning experiences both before and after her immigration to the U.S.

This project involved the development of a training manual for religious small group leaders to become competent communicators of support, and to understand the nature and role of crisis groups for the purpose of supporting members in crisis.

Traditionally, K-5 students' writing has had a primarily academic aim-to help students master concepts and express themselves. Even if students take a professional writing course later, they typically do not have the opportunity to practice-over the long period of time mastery requires-the non-academic writing skills they will be required to use as part of their jobs and in their civic life. Based on a limited K-5 study, Texas' McKinney Independent School District is doing a good job of preparing students at the elementary-school level in the areas of collaboration and presentation. A fair job of helping elementary-school students understand the communication situation, define audience, clarify purpose, gather and evaluate resources, and test usability. [And] a poor job of helping elementary-school students with analysis and organization. With their teachers' help, K-5 students eventually grasp the communication situation and can broadly identify their audience and purpose, but they do not appear to select words, format, communication style, or design based on that audience and purpose. Their writer-based focus affects their presentations as well, although they do present frequently. If teachers routinely incorporated audience and purpose considerations into every aspect of communication assignments (format, communication style, design), students would be better prepared for non-academic communication. Texas pre-service teachers practice the types of documents they will write on the job but do not receive training in design or style. Likewise, they practice researching, collaborating, and presenting but receive little training in those skills. If Texas K-5 teachers are to supplement the curriculum with professional writing principles, as trends suggest they should, education programs need to focus on these principles in their pre-service teacher curriculum. Professional writing principles need to become part of ingrained writing patterns because these are the skills that will best serve students after they graduate, both in their careers and civic lives. Understanding how to tailor communication for audience and purpose; how to effectively collaborate; how to select, evaluate, analyze, and organize information efficiently and productively; and how to format presentations effectively requires practice over a long period of time.

published_or_final_version / Education / Master / Master of Education