M.Ed. / The consistent growth- of the number of new lecturers to technical colleges ecessitated a study of the induction of beginner lecturers. The educational profession is the only one where there is no formal and compulsory induction into the profession or where any beginner-lecturer is introduced to the formal way of lecturing at a technical college. The new lecturer is directly put into a class and are expected to lecture without any problems on his side. This new lecturer is put to a "swim or sink" situation and then it is also expected from him to perform as well as the experienced lecturer. This creates a number of problems for the new lecturer, that is not always addressed by the management staff of the college. In the midst of a dynamically changing job environment, it is the responsibility of the principal to accompany his subordinates to maximum self-actualisation and job satisfaction. This was some of the problems experienced by the researcher and this inspired him to undertake a study to consider the following problems: The problem that beginner lecturers experience in and around the classroom; The integration of the beginner-lecturer at a technical college; the implementation of the induction programme for beginner lecturers. By means of an empirical study at the college where the researcher belongs and with the help and guidance of the principal of the same college, the induction programme was developed and the programme for the mentor was then also formulated. This complete guide for the induction of beginner lecturers is therefore compiled to help any principal at any technical college to put his staff, and especially his beginner staff, through the induction programme as to fully incorporate them as happily trained lecturers at the technical college where they are employed. In the midst of a dynamically changing job environment, it is the responsibility of the principal to accompany his subordinates to maximum self-actualisation and job satisfaction.

D.Ed. / The shared decision-making implied by the democratic governance of higher education, enforced in terms of section 27(3) of the Higher Education Act (RSA, 1997) has existed de facto since the advent of democracy in the new South Africa. Members of college councils and their subcommittees, students and lecturers have, in effect, been involved in the governance and decision-making processes in teacher-colleges since the advent of the new democracy. Contrary to the assertion that decisions are easier to accept and implement if people participated in their making (Liontos, 1994; Gibson and Hodgetts,1991:153; Huber, 1980:141), managerial decisions in teacher-colleges continue to be flouted by students and lecturers. Strikes and boycotts, which were previously blamed on undemocratic, unilateral decisions, are still common. This study, therefore, seeks to examine the relationship between democratic values, effective decision-making and decision implementation in teacher-college management. Questions to be investigated which emanate from the problem elucidated above are: what are the democratic values which underlie effective shared decision-making? do participants in the process know the values which are fundamental to shared decision-making? to what extent do participants have the perception that they are committed to democratic values in shared decision-making? what recommendations can be made which could serve as guidelines for an effective decision-making model for teacher-college management?

M.Ed. (Curriculum Studies) / Teachers with expert knowledge or skills can exercise a leadership function as they use their knowledge or skills to help colleagues and to further the progress of the innovation knowledge and expertise. Although innovation could be well structured, teachers still need support in one or other form in order for effective implementation to take place. Barriers to the satisfactory implementation of innovation includes: the teachers' lack of curriculum-related knowledge, ineffective flow of communication between innovator and teacher and the state of facilities and equipment available to implement change. The way in which the innovation is to be introduced to the teachers who are to be involved with it are likely to have profound effects on the extent to which the innovation is successfully implemented. A number of ways have been suggested.

The new millennium is witness to a telecommunications world that is vastly different from even the recent past with developments in the mobile sector having dramatically changed the Information and Communication Technology (ICT) landscape. Mobile cellular technology has proliferated faster than any previous technology and is now the most ubiquitous technology in the world. The focus of this thesis is the development of a framework to enhance the Mobile User Experience in an Mlearning interaction. This research is contextualised by the goal-oriented use of mobile cellular technologies in a formal educational environment. As such the study, although residing in the field of Human-Computer Interaction (HCI), acknowledges issues arising in the Education Domain as a specific field of application. The aim of the research was to investigate the components of a framework to enhance the Mobile User Experience in an Mlearning interaction. The development of the framework was facilitated by the exploration of: the Mobile User Experience factors and their impact, on the Mobile User Experience of learners participating in a goal-oriented Mlearning interaction. These critical factors were documented in terms of the Mobile User Experience components, and the relationships of these components to each other as well as the Mobile User Experience of an Mlearning interaction. The research, grounded in a phenomenological research philosophy, applied an inductive reasoning approach, and was operationalised through a single case study methodology. A qualitative research strategy was considered appropriate, as the phenomenon of User Experience is linked to the hedonistic attributes of the interaction. This study was conducted in four phases with focus on three embedded units of analysis. The three units of analysis were identified as: The learner as end user in an Mlearning interaction; The educator as designer of the Mlearning interaction; and The Mlearning interaction. The research revealed that the Mobile User Experience of an Mlearning interaction is affected by the mobile user, mobile use, mobile device, mobile business practices, mobile networks, mobile interaction and mobile context. Within the Mlearning interaction the significant components are the learners as mobile users, the enhance interactions, removal of barriers to the interaction, goal-oriented nature of the interaction and the ducational context. Identifying these components and their associated Mobile User Experience factors and impacts, present the main contribution of this thesis. In conclusion, the limitations of the study are documented and topics for future research are outlined.

M.Cur. / The aim of this study is to describe a quality improvement programme for nursing education in the private health care services. In the present economic climate of South Africa everybody strives towards quality service and as a result it has also became a customer demand. The learning accompanist is thus faced with the challenge to create a service which accommodates the expectations of the student as the customer. In the dynamic interactive relationship between the learning accompanist and the student, the student has the right to receive quality education which would enable him/her to function as an independent practitioner with critical and analytical thinking skills and able to provide quality nursing. The paradigmatic perspective that guides this research is based on metatheoretical, theoretical and methodological assumptions. The metatheoretical assumption utilised the Nursing Theory for the whole person, whereas the theoretical assumption utilised three sources:- the Nursing Theory for the Whole Person, the Quality Improvement Model of Muller (1986) and the Adult-Learner proposed by Knowles (1980). The methodological assumptions of this study are based on Botes' research model (1992), which imply a functional approach to practice of nursing science. The expectations of students regarding quality nursing education in the private health care services were initially explored by means of focus group interviews and these ideas are supported by literature searches. The sample population was N = 76 and the sample realization was N =12 for the focus group interview. Trustworthiness was ensured using the strategies proposed by Lincoln and Guba (1985: 290). A questionnaire based on this data was constructed to confirm these expectations as well as to explore-the theological dimension ("how") of the identified expectations. Analysis of the resultant data enabled the generation of specific statements which embodied the expectations with respect to the learning accompanist, nursing education and the system (N=9). In chapter four the conceptual framework is described based on the identified concepts.. relevant national and international literature. Trustworthiness was ensured by means of sound literature scrutiny and literature analysis (N=64). From the analysis of the description of the conceptual framework, six main and related concepts which resulted in concise and clear statements on nursing care could be generated (N =30). The contents of a desirable quality improvement programme were drawn up by means of deductive and inductive reasoning from these statements. The resultant programme focuses on the actions which should be carried out in order to improve quality in nursing education in the private health care services.

D.Ed. (Education) / Please refer to full text to view abstract

From a review of the innovation literature, encompassing a broad range of research traditions and a variety of approaches to innovation research, the organizational context of innovation was identified as a research framework. This study was intended to bridge the gap between a theoretical understanding of innovation (largely derived from studies of the private and business sector) and its application to the concept of the public community college. The survey research methodology was modelled after organizational innovation studies from the organizational behavior and business management tradition in the structural-functional paradigm. Hypotheses were developed to address the research question: "To what extent does innovativeness vary among British Columbia community colleges and to what degree do specific organizational characteristics correlate with institutional innovativeness?" Data on specific organizational variables were collected from eight B.C. community colleges. Findings primarily confirm that innovativeness varies among institutions and correlates positively with activity levels of professional cross-fertilization. The most significant implication of the study for policy relating to the community college system is that higher levels of opportunity and support for professional interaction and travel and conference funding are directly related to higher levels of innovativeness in community colleges. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

This research was concerned with integrated nonformal education programmes in Zambia. The purposes of the research were: (1) to identify factors thought by administrators to facilitate and hinder the implementation of integrated nonformal education programmes; (2) to establish the relative influence of each factor; (3) to determine the perceived degree of integration from the perspective of four administrative levels; and (4) to determine skills and knowledge acquired from integrated nonformal education programmes through the perceptions of participants. Critical incident interviews and questionnaires were used to gather data from administrators, extension workers and programme participants in Chipata District of Eastern Zambia. Integrated Rural Development Programmes had been in operation since 1972. The critical incident technique was used to interview seventy-seven administrators and extension workers at four administrative levels -national, provincial, district and local. Data from the interviews were used to identify a total of eight factors that were thought to facilitate implementation of integrated nonformal education programmes and nine factors that were thought to hinder implementation of integrated nonformal education programmes. Both facilitating and hindering factors were ranked for each administrative level. Data from questionnaires were used to determine the perceived degree of vertical and horizontal integration from the perspectives of four administrative levels as well as to determine outcomes of integration, through perceptions of programme participants. A total of 106 administrators and extension workers responded to the Administrators' Questionnaire; 50 responded to the Local Level Questionnaire; and 77 selected participants around three local sites answered the Participants' Questionnaire. Survey questionnaires were analyzed using descriptive statistics and one-way analysis of variance to determine whether there were any differences between administrative groups. The major findings that emerged from the study were these: 1. Factors perceived as facilitating and hindering implementation of integrated nonformal education programmes rank differently according to the administrative level of respondents. For administrators at three administrative levels (national, provincial and district) seminars/workshops and training facilities is a powerful facilitating factor. At local level, however, administrators ranked seminars/ workshops fourth as a factor facilitating successful implementation. In this research, inadequate skilled personnel ranked as the highest hindering factor at three administrative levels (national, provincial and district) but ranked fourth at local level. 2. Vertical integration is positively correlated with horizontal integration. 3. Administrators at the national level believe that a higher degree of vertical and horizontal integration exists in integrated programmes than do administrators of the other three administrative levels. 4. The small number of extension workers and their inability to adequately cover their constituency, seriously affect the impact of integrated nonformal education programmes. Based on the results of the study, recommendations for theory, further research, and for practice are presented. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

This project was intended to demonstrate how teachers can tailor classroom instruction to save time, increase student participation, enhance learning outcome, and build student self-esteem using a multimedia approach.

No description available.