Dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Chiropractic, Durban University of Technology, 2010. / Objectives: To investigate the perception, knowledge and utilization of chiropractic profession by Durban University of Technology students. Methods: One thousand quantitative questionnaires were handed to students during lecture times. The sample was selected through representative sampling of all the Durban University of Technology students. The questionnaire was developed utilizing a Delphi process of focus group refinement and piloting. Data was entered on the spread sheet into the computer using SPSS version 15.0. Results: A response rate of 94,6% (946/1000) was obtained. There was a low level of knowledge, perception and utilization of chiropractic amongst Durban University of Technology students, only 37% had knowledge about chiropractic which most of them admitted to having a fair knowledge . White females had a higher knowledge about chiropractic than any other group. The perceptions about the suitability of chiropractic to treat different conditions were low. Low back pain was the condition for which respondents most commonly consulted a chiropractor, with 30% of participants being referred by a doctor and another 30% referred by family members. Conclusions: The overall knowledge of chiropractic in this population was relatively poor but a better perception of chiropractic existed in some ethnic groups which was not statistically significant. The results indicated that no statistic significance relationship exists between demographic factors and perception and knowledge of DUT students with respect to chiropractic.

This study will take the form of a case study of a group of Deaf Information Technology (IT) students and their Sign Language interpreters at Durban University of Technology (DUT). These students are enrolled under a Programme for the Deaf run by the Information Technology Department. The department provides additional assistance in the form of Sign Language interpreters who attend all their lectures and also provide extra tutorials for them. The aim of the research is to identify the main challenges encountered by this group of students at DUT. I first became aware of the existence of these students while engaged in an action research project at the beginning of 2005 and realised that this was an area that needed further study. There is a lack of research on Deaf students in tertiary institutions in South Africa and there are not many tertiary institutions which enrol Deaf students and provide them with a Sign Language interpreter. I realised that this was an area which needed to be researched and that the resulting findings could make a difference to the lives of Deaf students at DUT by identifying the main problems and perhaps suggesting ways in which these could be addressed. Group interviews with the Deaf participants were conducted with the assistance of a Sign Language interpreter in order to explore their challenges. Further interviews were conducted with the interpreters who were interviewed individually. The study was limited to Deaf students enrolled under the undergraduate Programme for the Deaf at DUT and, as a result, might not reflect challenges faced by any other deaf students at DUT or other tertiary institutions. The findings identified, amongst others, problems such as poor literacy levels of the Deaf students and lack of communication between the Deaf students and hearing staff and students on campus among other problems. The Deaf students felt marginalised and largely ignored on campus. There was very little awareness of Deafness among hearing students and staff at DUT. Some possible solutions to these problems were suggested such as including deaf awareness in the orientation of hearing staff and students. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.

Most institutions of higher learning in South Africa have had to merge because of the directive from the Department of Education enacted in the Higher Education Act of 1997, which aimed at restructuring the higher education sector. Academic libraries as departments within these institutions also had to merge as their parent organisations merged. The Durban Institute of Technology (DIT) became the first merged institution of higher learning in the country. The purpose of this study is to diagnose whether the merged DIT libraries are viable. This is tested by using the Viable Systems Model (VSM), which is based on cybernetic principles. This research project is meant to give a holistic view of the viability of the DIT libraries. Members of the library staff were asked through an interview process what their views were about the library. The interviews were semi-structured and were conducted individually so as to elicit detailed information from library staff about the library, its processes, procedures, structure and management. Observation and document analysis were also used to gather further information relevant to the study. The study concluded that the library does not have enough resources and there is confusion amongst members of the library staff about what the library goals are. Although the library does not have a single image and culture it is very active and is well represented in the Library and Information Services structures and within the DIT. / Thesis (M.Com.)-University of KwaZulu-Natal, Durban, 2006.

Submitted in fulfilment of the requirements of the Master of Technology Degree in Library and Information Studies, Durban University of Technology, 2011. / This study investigated the impact of the digital divide on information literacy (IL) training of Extended Curriculum Programme (ECP) students at the Durban University of Technology (DUT). There are students entering the tertiary education environment in South Africa who have never used the Internet or have little or no knowledge of technology. Hence South African higher education institutions have a heterogeneous mix of both digitally advantaged students and digitally disadvantaged students. The objective of this study was to investigate the impact of the digital divide on IL training of ECP students at the DUT and to recommend guidelines for teaching and learning of IL that would accommodate both digitally advantaged and digitally disadvantaged students. The sub-objectives of the study were: to identify in what ways the digital divide impacts on the IL training of ECP students; to identify innovative teaching and learning methods to accommodate the diversity of students in the IL classroom; and to recommend guidelines for teaching and learning of IL in the ECP that accommodates the digital divide among participating students. Hence, the three population sets for the study were: DUT ECP students of 2010, Subject Librarians teaching IL to ECP students and the DUT ECP Coordinator. The study employed a mixed method approach in its research design. Data was collected from ECP students by means of a questionnaire, an interview schedule was used to collect data from Subject Librarians involved in teaching of the IL module to ECP students and lastly, a separate interview schedule was used to collect data from the ECP Coordinator. Qualitative data that was collected from the survey questionnaire was analysed using SPSS (Version 18.0) whilst qualitative data collected from the interviews and from the questionnaires was analysed thematically using content analysis. The findings of this study reveal that the digital divide does impact on IL training in ways such as, slowing down the progress of IL lessons; basic computer skills need to be taught in the IL classroom and that disadvantaged students find it difficult to follow online lessons while advantaged students already have the expertise to access online information. Based on these findings the study recommends that computer literacy training precede IL training; that various creative teaching and learning methods, such as, group work, games, online tutorials and interactive websites be incorporated into IL training to accommodate both digitally advantaged and digitally disadvantaged students in the IL classroom.

Submitted in fulfillment for the requirements of the Masters Degree: Human Resources Management, Durban University of Technology, 2012. / Project Management for many years have been conducted using a traditional model with the focus being on time, cost and quality and its overall success on managing the organizations more effectively. Organisations are moving towards the use of a more modernistic approach where the focus is being extended to include cost, time, quality and linked to the strategic objectives, reward and recognition systems and building teams. The goals of the project must be communicated to all those who are involved in its implementation in order to ensure project success. Project managers who get people to want to do what they want by sharing their purpose, vision, and values also establish emotional and intellectual ties that result in sustained commitment. As the demand for project management increases, so does the use of tools and techniques. Project management offers a very structured approach to managing projects. The success of a project will be determined on the ability of the project manager to plan and develop a project, to implement, monitor and control and evaluate the project progress. DUT is faced with situation where there is an enormous demand by staff to participate in project management training. Many of these staff are directly involved in project management whilst others have requested this training as part of their capacity building drive. This study examines the perception of staff members who have attended the project management training with a view to making recommendations on how to improve project management at DUT. It also demonstrates the evaluation of the facilitator, the course content as well as the project management’s relatedness to the demographic profile of the University sample and presents and presents the perceptions of the respondents to the questionnaire. The method of research was largely quantitative and enabled comparison to be quantified. A self-administered closed-response questionnaire was adapted and used to obtain the information required. The study further investigated the staff members’ perception on project failure in respect of lack of user involvement, long timescales, failure to track the progress of projects, no formal change control, inadequately training project managers, poor leadership, cultural misalignment, poor planning and inadequate tracking and reporting. The dissertation makes recommendations on the project management course programme and the critical role of the project manager and the project team.

Submitted in fulfilment of the requirements of the Degree of Doctor of Philosophy: Public Management, 2017. / Different pedagogies, and writing styles have not only over the years transformed the face of academia, but have played a pivotal role in shaping diverse curricula and contributing to their development. In pursuit of attaining suitable models that have administrative and operational frameworks that address the ever-growing myriad multicultural world we live in today; different models and facilities have been developed to keep up with the development of academic literacies. The overall aim of this research was to investigate a model Writing Centre (WrC) and how its pedagogic, operational and administrative framework contributes to the growth of curricular in an institution of higher education. The study examined the power relations of the tutor and tutee relationship, as explained by the critical discourse analysis and how it adopts the customer contact theory to focus on the intangible assets of the student. The researcher used mixed methods analysis to be able to understand perceptions, views, expectations and experiences by students to explore the different ontologies and epistemologies associated with curriculum development. Finally, the research concluded that a positive contribution to growth for teaching is defined by the pedagogic, operational and administrative framework of a given WrC. It is however, imperative to note that the model can move away from what ought to be but still work, as the phenomenon of a WrC is informed by the institution in which it is birthed. Thus, the findings of this study are not disconfirmed by previous theories and research on similar efforts, but rather add to the already existent knowledge base on writing centres. / D