The widening of access to Higher Education (HE) with a concomitant call for more accountability in the HE sector locally and globally, has altered the former elitist status of the university and impacted the professional standing, autonomy, and working conditions of lecturers negatively. Lecturers are increasingly held to account for providing quality teaching and delivering employable graduates. Yet their work environment has been characterised by poor support, dwindling resources, lack of recognition and reward for teaching efforts and excellence, and absence of legal protection when failing to fulfil the undefined yet high accountability expectations in their teaching-related work. This state of affairs has had an inevitable influence on lecturers’ perceived security in their labour environment. The overarching purpose of this study was therefore to generate guidelines to improve the existing juridical foundation for accountability of South African (SA) HE lecturers with a view to enhance their security in their employment context. In order to assist in the fulfilment of this central purpose, the study aimed to develop understanding of how lecturers perceive their accountability and security in light of diverse teaching-related responsibilities and vagueness in terms of expected conduct; and the protection (or lack of protection) of their rights and professional status. An international perspective on these issues was imperative to shed some light on how regulation elsewhere could improve practices in the SA context. While SA lecturers are equally entitled to all the rights stipulated in the Bill of Rights, they are also subject to and accountable for upholding the provisions of the SA Constitution and derived labour legislation relevant within the HE environment. The founding values of the Constitution, namely equality, human dignity and the protection of human rights and related freedoms, form not only the basic standard for measuring lecturer conduct, but also the legal basis for challenging policy, system or conduct that might threaten constitutional or labour rights. Yet, despite the existing juridical foundation for the regulation of accountability and rights protection of SA lecturers, comprising the SA Constitution, general labour and HE legislation, there is an absence of HE-specific teaching-related accountability regulation, resulting in lecturer insecurity regarding expected conduct, professional recognition and support, and accountability expectations in their teaching-related work. In comparison, a number of Australian legal imperatives, including the Commonwealth of Australia Learning and Teaching Council’s standard for quality teaching with corresponding quality indicators, provide for more clearly defined teaching-related accountability regulation. In addition, the Mission Based Compacts, the Threshold Standards, and the national Modern Award for the Higher Education Industry, afford Australian lecturers the protection of HE-specific rights relevant to enhance security in their unique work environment. These legal imperatives proved to be significant for informing the improved juridical foundation for lecturer teaching-related accountability in the SA context to enhance the security of the SA lecturer. With a focus on the development of in-depth understanding of the phenomena of lecturer accountability and security via the perspectives and interpretations of lecturers themselves, the empirical study was grounded in an inductive qualitative methodology from an interpretive-phenomenological perspective. To ensure richness of descriptive data, lecturers actively involved in undergraduate teaching at three different local, and one Australian university, were purposively selected to participate in semi-structured individual and focus group interviews. The analysis and interpretation of the interview data included a comparative component to explore perceptions of lecturer accountability regulation and security protection in an Australian context with a view to identify inadequate legal provisioning for these phenomena in the SA HE environment. From the data analysis and interpretation, seven meaningful themes were identified, associated with either lecturer accountability or lecturer security. The findings offered not only a clear delineation of internal and external lecturer teaching-related accountability, but also a comprehensive definition of lecturer professional security that was found wanting in all legal sources and other literature studied for this thesis. Moreover, in realisation of the primary aim of this study, twelve significant guidelines are presented to establish an improved juridical foundation for lecturer accountability that will enhance lecturer security in the SA Higher Education context. Amongst these are: the development of a clear delineation of teaching-related roles and responsibilities articulated for different academic post levels; the establishment of a professional HE teaching-oriented career path affording professional recognition via a professional body for lecturers, and requiring continuous professional teaching development; and the development of minimum conditions of employment unique to the work of the HE lecturer. / PhD (Education Law), North-West University, Potchefstroom Campus, 2015

The widening of access to Higher Education (HE) with a concomitant call for more accountability in the HE sector locally and globally, has altered the former elitist status of the university and impacted the professional standing, autonomy, and working conditions of lecturers negatively. Lecturers are increasingly held to account for providing quality teaching and delivering employable graduates. Yet their work environment has been characterised by poor support, dwindling resources, lack of recognition and reward for teaching efforts and excellence, and absence of legal protection when failing to fulfil the undefined yet high accountability expectations in their teaching-related work. This state of affairs has had an inevitable influence on lecturers’ perceived security in their labour environment. The overarching purpose of this study was therefore to generate guidelines to improve the existing juridical foundation for accountability of South African (SA) HE lecturers with a view to enhance their security in their employment context. In order to assist in the fulfilment of this central purpose, the study aimed to develop understanding of how lecturers perceive their accountability and security in light of diverse teaching-related responsibilities and vagueness in terms of expected conduct; and the protection (or lack of protection) of their rights and professional status. An international perspective on these issues was imperative to shed some light on how regulation elsewhere could improve practices in the SA context. While SA lecturers are equally entitled to all the rights stipulated in the Bill of Rights, they are also subject to and accountable for upholding the provisions of the SA Constitution and derived labour legislation relevant within the HE environment. The founding values of the Constitution, namely equality, human dignity and the protection of human rights and related freedoms, form not only the basic standard for measuring lecturer conduct, but also the legal basis for challenging policy, system or conduct that might threaten constitutional or labour rights. Yet, despite the existing juridical foundation for the regulation of accountability and rights protection of SA lecturers, comprising the SA Constitution, general labour and HE legislation, there is an absence of HE-specific teaching-related accountability regulation, resulting in lecturer insecurity regarding expected conduct, professional recognition and support, and accountability expectations in their teaching-related work. In comparison, a number of Australian legal imperatives, including the Commonwealth of Australia Learning and Teaching Council’s standard for quality teaching with corresponding quality indicators, provide for more clearly defined teaching-related accountability regulation. In addition, the Mission Based Compacts, the Threshold Standards, and the national Modern Award for the Higher Education Industry, afford Australian lecturers the protection of HE-specific rights relevant to enhance security in their unique work environment. These legal imperatives proved to be significant for informing the improved juridical foundation for lecturer teaching-related accountability in the SA context to enhance the security of the SA lecturer. With a focus on the development of in-depth understanding of the phenomena of lecturer accountability and security via the perspectives and interpretations of lecturers themselves, the empirical study was grounded in an inductive qualitative methodology from an interpretive-phenomenological perspective. To ensure richness of descriptive data, lecturers actively involved in undergraduate teaching at three different local, and one Australian university, were purposively selected to participate in semi-structured individual and focus group interviews. The analysis and interpretation of the interview data included a comparative component to explore perceptions of lecturer accountability regulation and security protection in an Australian context with a view to identify inadequate legal provisioning for these phenomena in the SA HE environment. From the data analysis and interpretation, seven meaningful themes were identified, associated with either lecturer accountability or lecturer security. The findings offered not only a clear delineation of internal and external lecturer teaching-related accountability, but also a comprehensive definition of lecturer professional security that was found wanting in all legal sources and other literature studied for this thesis. Moreover, in realisation of the primary aim of this study, twelve significant guidelines are presented to establish an improved juridical foundation for lecturer accountability that will enhance lecturer security in the SA Higher Education context. Amongst these are: the development of a clear delineation of teaching-related roles and responsibilities articulated for different academic post levels; the establishment of a professional HE teaching-oriented career path affording professional recognition via a professional body for lecturers, and requiring continuous professional teaching development; and the development of minimum conditions of employment unique to the work of the HE lecturer. / PhD (Education Law), North-West University, Potchefstroom Campus, 2015

An effective educator-student relationship is a key factor to ensure a positive learning climate where learning can take place. Educators must work together to build caring relationships with students, provide support to eliminate barriers and create a positive learning climate. This will establish an atmosphere characterised by mutual support, caring and understanding, all of which are fundamental to a sound educator-student relationship. Resilience research consistently points to the importance of positive and supportive relationships between the educator and student as a key protective factor in students’ progress. Strengthening students’ resilience from the beginning of their nursing career through a positive and supportive educator-student relationship can improve their well-being, as well as improve the quality of education and eventually the patient care delivered. The overall aim of this study was to explore and describe the basic elements required for an effective educator-student relationship in a private nursing education institution in the North-West Province. The study enabled the researcher to recommend guidelines to strengthen the resilience of nursing students within the educator-student relationship. An explorative, descriptive and contextual qualitative design was followed. This study made use of a non-probability sample and specifically a purposive sampling method. The sample consisted of forty enrolled nursing auxiliary students. The “World Café” method was used to collect data. Data were analysed by using Creswell’s steps in data analysis. Five main categories were identified: (1) teaching/learning environment, (2) educator-student interaction, (3) educator qualities, (4) staying resilient and (5) strategies to strengthen resilience. Conclusions were drawn by looking at the interrelation between the literature review, the theoretical framework chosen for this study, namely Kumpfers’ resilience framework, and the findings of the research. It is eminent that students need a caring and supportive learning environment including enough space, lighting and ventilation. Students reported that they need interaction that is constructive, interaction that acknowledges human rights and interaction that makes use of appropriate non-verbal communication. The educator must display qualities of love and care, respect, responsibility, morality, patience, openness to new ideas, motivation, willingness to “go the extra mile” and punctuality. Students reported various ways through which they manage to stay resilient namely: being positive, having a support system, improving study methods, self-motivation, setting personal goals, taking pride, perseverance and determination. Recommendations were formulated for nursing education, nursing practice and further research. / MCur, North-West University, Potchefstroom Campus, 2014

An effective educator-student relationship is a key factor to ensure a positive learning climate where learning can take place. Educators must work together to build caring relationships with students, provide support to eliminate barriers and create a positive learning climate. This will establish an atmosphere characterised by mutual support, caring and understanding, all of which are fundamental to a sound educator-student relationship. Resilience research consistently points to the importance of positive and supportive relationships between the educator and student as a key protective factor in students’ progress. Strengthening students’ resilience from the beginning of their nursing career through a positive and supportive educator-student relationship can improve their well-being, as well as improve the quality of education and eventually the patient care delivered. The overall aim of this study was to explore and describe the basic elements required for an effective educator-student relationship in a private nursing education institution in the North-West Province. The study enabled the researcher to recommend guidelines to strengthen the resilience of nursing students within the educator-student relationship. An explorative, descriptive and contextual qualitative design was followed. This study made use of a non-probability sample and specifically a purposive sampling method. The sample consisted of forty enrolled nursing auxiliary students. The “World Café” method was used to collect data. Data were analysed by using Creswell’s steps in data analysis. Five main categories were identified: (1) teaching/learning environment, (2) educator-student interaction, (3) educator qualities, (4) staying resilient and (5) strategies to strengthen resilience. Conclusions were drawn by looking at the interrelation between the literature review, the theoretical framework chosen for this study, namely Kumpfers’ resilience framework, and the findings of the research. It is eminent that students need a caring and supportive learning environment including enough space, lighting and ventilation. Students reported that they need interaction that is constructive, interaction that acknowledges human rights and interaction that makes use of appropriate non-verbal communication. The educator must display qualities of love and care, respect, responsibility, morality, patience, openness to new ideas, motivation, willingness to “go the extra mile” and punctuality. Students reported various ways through which they manage to stay resilient namely: being positive, having a support system, improving study methods, self-motivation, setting personal goals, taking pride, perseverance and determination. Recommendations were formulated for nursing education, nursing practice and further research. / MCur, North-West University, Potchefstroom Campus, 2014

Hierdie studie ondersoek die beroepsgeleenthede vir literatuurgraduandi in postapartheid Suid-Afrika. Die subjekvorming van literatuurstudente en -dosente word ondersoek deur ideologie-kritiese analises van akademiese en politieke diskoers. Uit die analises blyk 'n kloof tussen die wêreld van werk en die akademiese ivoortoring, tussen brood en boeke. Dit blyk dat diskoers uit die beroepswêreld nie die ivoortoring deurdring en die literêr-akademiese diskoers insemineer nie. Die kloof word toegeskryf aan akademiese magsverhoudings wat subjekvorming reguleer, en aan die ideologiese prosesse waarmee literatore gemarginaliseer word in die "regte wêreld". As 'n eerste stap ondersoek die studie die akademie as 'n kerngesin en pas Luce lrigaray se feministiese psigoanalise toe op die verhouding tussen dosente en studente. Die gevolgtrekking is dat literatuurdosente die ekonomiese potensiaal van literatuurgraduandi uitsluit, om so hulle eie subjek nisse as houers van simboliese kapitaal vol te staan. Subjekvorming is 'n beweging vanaf die (akademiese) kerngesin in die wyer wêreld in. Daarom ondersoek die studie in 'n tweede stap hoe literatuurgraduandi se subjekvorming plaasvind in die drie ideologiese staatsapparate (ISA's) van Althusser (ekonomie, onderwys en politiek). Hieruit spruit insigte oor identiteitsvorming in die spanningsvelde tussen kapitalisme, postkolonialisme, neokolonialisasie en globalisasie. Dit blyk dat literatuurgraduandi goed kan vaar in ruwe nuwe ekonomiese terreine soos ontwikkelingswerk, omgewingsonderwys, kennisbestuur en elektroniese joernalistiek. Hulle is egter nie bewus van hierdie beroepsgeleenthede nie, as gevolg van die kloof tussen brood en boeke. Om die kloof te oorbrug, beveel die studie in 'n derde stap aan dat literatuuronderrigdoelstellings eksplisiet vertaal moet word tot beroepsvaardighede. Om literatuurdosente te help om doelstellings te formuleer wat begeerlik is op die arbeidsmark, is 'n interaktiewe rekenaarprogram ontwikkel as deel van die studie. Dit is beskikbaar op die internet by http://www.smartt.co.za/wizz/wizz.htm Literatuurdosente kan die kloof ook oorbrug deur studente te bemagtig deur middel van die dialogiese onderrigmetode, soos ontwikkel deur bevrydinspedagoog Paulo Freire. Verder kan dosente die magsverhoudings van die akademie dekonstrueer en as radikale dosent onderrig bied in dissent en diskursiewe vaardighede. Dissent en diskursiewe vaardighede is ook kosbaar op die arbeidsmark, en aktiveer literatuurdosente en -studente se vryheid en verantwoordelikheid om hulle eie subjek nisse te bepaal en etiese plekke in te neem as kritiese en revolusionêre intellektueles. / Thesis (Ph.D. (Applied Language and Literary Studies))--Potchefstroom University for Christian Higher Education, 2002

Hierdie studie ondersoek die beroepsgeleenthede vir literatuurgraduandi in postapartheid Suid-Afrika. Die subjekvorming van literatuurstudente en -dosente word ondersoek deur ideologie-kritiese analises van akademiese en politieke diskoers. Uit die analises blyk 'n kloof tussen die wêreld van werk en die akademiese ivoortoring, tussen brood en boeke. Dit blyk dat diskoers uit die beroepswêreld nie die ivoortoring deurdring en die literêr-akademiese diskoers insemineer nie. Die kloof word toegeskryf aan akademiese magsverhoudings wat subjekvorming reguleer, en aan die ideologiese prosesse waarmee literatore gemarginaliseer word in die "regte wêreld". As 'n eerste stap ondersoek die studie die akademie as 'n kerngesin en pas Luce lrigaray se feministiese psigoanalise toe op die verhouding tussen dosente en studente. Die gevolgtrekking is dat literatuurdosente die ekonomiese potensiaal van literatuurgraduandi uitsluit, om so hulle eie subjek nisse as houers van simboliese kapitaal vol te staan. Subjekvorming is 'n beweging vanaf die (akademiese) kerngesin in die wyer wêreld in. Daarom ondersoek die studie in 'n tweede stap hoe literatuurgraduandi se subjekvorming plaasvind in die drie ideologiese staatsapparate (ISA's) van Althusser (ekonomie, onderwys en politiek). Hieruit spruit insigte oor identiteitsvorming in die spanningsvelde tussen kapitalisme, postkolonialisme, neokolonialisasie en globalisasie. Dit blyk dat literatuurgraduandi goed kan vaar in ruwe nuwe ekonomiese terreine soos ontwikkelingswerk, omgewingsonderwys, kennisbestuur en elektroniese joernalistiek. Hulle is egter nie bewus van hierdie beroepsgeleenthede nie, as gevolg van die kloof tussen brood en boeke. Om die kloof te oorbrug, beveel die studie in 'n derde stap aan dat literatuuronderrigdoelstellings eksplisiet vertaal moet word tot beroepsvaardighede. Om literatuurdosente te help om doelstellings te formuleer wat begeerlik is op die arbeidsmark, is 'n interaktiewe rekenaarprogram ontwikkel as deel van die studie. Dit is beskikbaar op die internet by http://www.smartt.co.za/wizz/wizz.htm Literatuurdosente kan die kloof ook oorbrug deur studente te bemagtig deur middel van die dialogiese onderrigmetode, soos ontwikkel deur bevrydinspedagoog Paulo Freire. Verder kan dosente die magsverhoudings van die akademie dekonstrueer en as radikale dosent onderrig bied in dissent en diskursiewe vaardighede. Dissent en diskursiewe vaardighede is ook kosbaar op die arbeidsmark, en aktiveer literatuurdosente en -studente se vryheid en verantwoordelikheid om hulle eie subjek nisse te bepaal en etiese plekke in te neem as kritiese en revolusionêre intellektueles. / Thesis (Ph.D. (Applied Language and Literary Studies))--Potchefstroom University for Christian Higher Education, 2002

The purpose of the study was to propose a model (framework) for effective implementation of curricula in accredited Private Higher Education Institutions (PHEIs) operating in a highly regulated higher education environment in Botswana. The study used a mixed methods research approach that employed concurrent triangulation design. A structured questionnaire and a semi-structured interview guide were used to collect data on the views of both 306 lecturers and 12 academic middle managers (AMMs) respectively, on how the curriculum is implemented in the accredited PHEIs. Data analysis was done using statistical tables, Analysis of Variance (ANOVA), Mann Whitney U-Test, regression analysis, correlation analysis and structural equation modelling (SEM). Results of the study showed that characteristics of the external environment, lecturer, institution as well as characteristics and conception of the curriculum were all statistically, significantly and positively related to effective curriculum implementation in accredited PHEIs and hence acted as predictors of effective curriculum implementation in these institutions. The study also showed that factors in the above predictor variables which included heavy workloads, lack of training on pedagogical issues, limited opportunities for staff development in some of the PHEIs, limited teaching resources as well as a highly regulated higher education environment were major challenges affecting effective curriculum implementation in the PHEIS. It emerged from the study that a 1% improvement on each of the predictor variables could lead to improvements in the way curriculum is currently implemented in these institutions. Based on these results, a framework was proposed for enhancing curriculum implementation in accredited PHEIs. / Inhloso yalolu cwaningo kwabe kuwukuthuthukisa imodeli yokuqaliswa kwekharikhulamu ngempumelelo eziKhungweni Zemfundo Ephakeme Zangasese ezigunyaziwe (ama-PHEI) eziqhuba umsebenzi wazo ngaphansi kwesimo semfundo ephakeme esilawulwa kakhulu. Lolu cwaningo lwasebenzisa indlela yokucwaninga exubile ngokulandela i-concurrent triangulation design. Ucwaningo lwasebenzisa i-structured questionnaire kanye ne-semi-structured interview guide ukuqoqa idatha mayelana nemibono yabafundisi basenyuvesi abangama-306 kanye nabaphathi bezikhungo zemfundo ephakeme abasezikhundleni zokuphatha ezimaphakathi (ama-AMM) abayi-12, ngokulandelana, mayelana nendlela okuqaliswa ngayo ikharikhulamu kuma-PHEI agunyaziwe. Ukuhlaziywa kwedatha kwenziwa ngokusebenzisa amathebula ezibalo, i-Analysis of Variance (ANOVA), i-Mann Whitney U-Test, i-regression analysis, i-correlation analysis kanye ne-structural equation modelling (SEM). Imiphumela yocwaningo yabonisa ukuthi izici zobunjalo besimo sangaphandle, izici zomfundisi, izici zesikhungo kanye nezici eziphathelene nekharikhulamu kanye nomsuka womqondo wokusungulwa kwayo, konke kwabe kukhombisa ukuhlobana okucacile futhi obuboniswa nayizibalo phakathi kwalokhu nokuqaliswa kwekharikhulamu ngempumelelo kuma-PHEI agunyaziwe futhi ngalokho-ke lokhu kwasebenza njengezibikezeli zokuqaliswa kwekharikhulamu ngempumelelo kulezi zikhungo. Ucwaningo lwabonisa nokuthi ezinye izimo, ngaphezu kwezibikezeli, ezibandakanya umsebenzi omningi ngokweqile okumele wenziwe ngumfundisi ngamunye, ukuntuleka kokuqeqeshwa mayelana nezindaba eziphathelene nokufundisa, amathuba ayingcosana kakhulu okuthuthukiswa kwabasebenzi kwezinye zalezi zikhungo ezingama-PHEI, izinsizakufundisa eziyingcosana kanye nesimo semfundo ephakeme esilawulwa kakhulu, kwabe kuyizinselelo ezinkulu ezinomthelela ekuqalisweni kwekharikhulamu ngempumelelo ezikhungweni ezingama-PHEI. Kwahlaluka ocwaningweni ukuthi ukuphuculwa kwesimo nge-1% esibikezelweni ngasinye kungaholela ekutheni ibe ngcono indlela okusetshenziswa ngayo ikharikhulamu kulezi zikhungo. Ngokususela kule miphumela, kwathuthukiswa imodeli yokwenza ngcono ukuqaliswa kwekharikhulamu kuma-PHEI agunyaziwe. / Die doel van die studie was om ʼn model (raamwerk) voor te stel vir doeltreffende kurrikulumimplementering in geakkrediteerde private hoëronderwysinstellings (PHEIs) wat in ʼn hoogs gereguleerde hoëronderwysomgewing funksioneer. ʼn Gemengdemetode-navorsingsbenadering is gevolg, met gebruik van gelyktydige-triangulasie-ontwerp. ʼn Gestruktureerde vraelys en ʼn halfgestruktureerde onderhoudsgids is gebruik om data in te samel oor die sienings van 306 dosente en 12 akademiese middelbestuurders (AMMs) onderskeidelik, oor hoe die kurrikulum geïmplementeer word in die geakkrediteerde PHEIs. Data is ontleed met behulp van statistiese tabelle, Analise van Variansie (ANOVA), die Mann Whitney U-Test, regressieontleding, korrelasieontleding en strukturele vergelykingsmodellering (SEM). Die resultate van die studie het getoon dat eienskappe van die eksterne omgewing; van die dosent; van die instelling, sowel as eienskappe en beskouings van die kurrikulum, almal positiewe, beduidende en statistiese verwantskappe met doeltreffende kurrikulumimplementering in geakkrediteerde PHEIs het, en dus as voorspellers van doeltreffende kurrikulumimplementering in hierdie instellings opgetree het. Die studie het ook getoon dat faktore in die bogenoemde voorspellerveranderlikes – insluitende aansienlike werkslas, gebrek aan opleiding oor pedagogiese kwessies, beperkte geleenthede vir personeelontwikkeling in sommige van die PHEIs, beperkte onderrighulpbronne, sowel as ʼn hoogs gereguleerde hoëronderwysomgewing – groot uitdagings was wat doeltreffende kurrikulumimplementering in die PHEIs beïnvloed het. Dit het uit die studie geblyk dat ʼn 1%-verbetering in elk van die voorspellerveranderlikes verbeteringe kan teweegbring in die manier waarop die kurrikulum in hierdie instellings geïmplementeer word. Op grond van hierdie resultate is ʼn raamwerk voorgestel om kurrikulumimplementering in geakkrediteerde PHEIs te versterk. / Curriculum and Instructional Studies / D. Ed. (Curriculum and Instructional Studies)

The aim of this study is to conduct a thorough theoretical study on mobile learning (mlearning) in order to achieve the primary objective of the study which is to develop a general framework to implement and manage mobile technologies in a higher education environment. The focus of the literature study was to research the state of mobile technologies and their relevance to teaching and learning. The literature study investigate the implications of mobile technologies for students, lecturers and thus for the institution and provided an overview of frameworks found in literature with the emphasis on the management of m–learning within the higher education institution. M–learning is part of a new mobile conception of society, with the mobility of the technologies impacting on the mobility of the students, the lecturers and ultimately on the mobility of higher education. Literature suggests that, while m–learning is proving to be innovative, the factors that most strongly impact on the ultimate success or failure of mlearning will depend on human factors, the balancing of technological ideals and pedagogical imperatives, and the successful management of the interface between human educational systems and technology systems. The proposed general framework focuses on addressing key issues related to m–learning from the perspective of the student, the lecturer and thus the institution. In order to remain competitive higher education needs to be diligent in maintaining the complex technology infrastructure that supports a thriving mobile culture that will meet and exceed the expectations of both lecturers and students. The empirical research conducted had as objectives to investigate the mobile technology assets of respondents with regard to the hardware and the software that they own, the mobile technology actions of respondents in regard to what they do with the mobile technology that they own and to investigate the respondent's attitude towards mobile technologies. A survey was designed and distributed to a sampling of the academic staff and students of the North–West University (NWU) in South Africa, specifically the Potchefstroom Campus. There is ample proof from the empirical study that there is a gap with regard to the level of accessibility, usage, and attitude with regards to the different interest groups in the higher education environment. Higher education institutions should invest in investigating these gaps further and in leveraging off the benefits of the effective management of these technologies to improve teaching and learning. The final chapter concludes with a summary of the secondary objectives researched in the literature (Chapter two) and empirical research (Chapter three) chapters in order to support recommendations towards the primary objective of this study. The rapid pace of adoption and advancement of mobile technologies creates opportunities for new and innovative services provided through such mobile devices. Higher education finds itself in the early innings of the mobile Internet pulling both lecturers and students towards the same place: smaller, faster, cheaper devices working together in a web of connectivity. Recommendations were made in this final chapter on how higher education institutions can leverage the benefits of the effective management of mobile technologies to improve teaching and learning. M–learning has the potential to increase the capacity of higher education through improving efficiency and productivity of teaching and learning. Mlearning could address challenges related to quality of teaching such as continuous professional training, lifelong upgrading, connecting with academics worldwide and communicating effectively with students. Higher education is discovering the potential of mlearning to promote student engagement and improving the quality of learning. Management of higher education institutions and systems, management of policymaking including storage and analysis of data, construction and assessment of policy scenarios, and tracer studies or academic tracking systems can be improved through the use of m–learning. Mobile technologies will continue to increasingly become an integral part of students' and lecturers' private and day to day lives and m–learning will be integral in educational content delivery. Additional research is required to study the effective and optimal implementation of m–learning. A better understanding of the benefits and leverage thereof is required and additional research should provide answers to these questions. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

The aim of this study is to conduct a thorough theoretical study on mobile learning (mlearning) in order to achieve the primary objective of the study which is to develop a general framework to implement and manage mobile technologies in a higher education environment. The focus of the literature study was to research the state of mobile technologies and their relevance to teaching and learning. The literature study investigate the implications of mobile technologies for students, lecturers and thus for the institution and provided an overview of frameworks found in literature with the emphasis on the management of m–learning within the higher education institution. M–learning is part of a new mobile conception of society, with the mobility of the technologies impacting on the mobility of the students, the lecturers and ultimately on the mobility of higher education. Literature suggests that, while m–learning is proving to be innovative, the factors that most strongly impact on the ultimate success or failure of mlearning will depend on human factors, the balancing of technological ideals and pedagogical imperatives, and the successful management of the interface between human educational systems and technology systems. The proposed general framework focuses on addressing key issues related to m–learning from the perspective of the student, the lecturer and thus the institution. In order to remain competitive higher education needs to be diligent in maintaining the complex technology infrastructure that supports a thriving mobile culture that will meet and exceed the expectations of both lecturers and students. The empirical research conducted had as objectives to investigate the mobile technology assets of respondents with regard to the hardware and the software that they own, the mobile technology actions of respondents in regard to what they do with the mobile technology that they own and to investigate the respondent's attitude towards mobile technologies. A survey was designed and distributed to a sampling of the academic staff and students of the North–West University (NWU) in South Africa, specifically the Potchefstroom Campus. There is ample proof from the empirical study that there is a gap with regard to the level of accessibility, usage, and attitude with regards to the different interest groups in the higher education environment. Higher education institutions should invest in investigating these gaps further and in leveraging off the benefits of the effective management of these technologies to improve teaching and learning. The final chapter concludes with a summary of the secondary objectives researched in the literature (Chapter two) and empirical research (Chapter three) chapters in order to support recommendations towards the primary objective of this study. The rapid pace of adoption and advancement of mobile technologies creates opportunities for new and innovative services provided through such mobile devices. Higher education finds itself in the early innings of the mobile Internet pulling both lecturers and students towards the same place: smaller, faster, cheaper devices working together in a web of connectivity. Recommendations were made in this final chapter on how higher education institutions can leverage the benefits of the effective management of mobile technologies to improve teaching and learning. M–learning has the potential to increase the capacity of higher education through improving efficiency and productivity of teaching and learning. Mlearning could address challenges related to quality of teaching such as continuous professional training, lifelong upgrading, connecting with academics worldwide and communicating effectively with students. Higher education is discovering the potential of mlearning to promote student engagement and improving the quality of learning. Management of higher education institutions and systems, management of policymaking including storage and analysis of data, construction and assessment of policy scenarios, and tracer studies or academic tracking systems can be improved through the use of m–learning. Mobile technologies will continue to increasingly become an integral part of students' and lecturers' private and day to day lives and m–learning will be integral in educational content delivery. Additional research is required to study the effective and optimal implementation of m–learning. A better understanding of the benefits and leverage thereof is required and additional research should provide answers to these questions. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.