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Krities-opvoedkundige ondersoek na die akademiese onderprestasie van afstandsonderrigstudente aan die Universiteit Vista / A critical educational investigation of academic underachievement of distance teaching students at Vista UniversityLombard, Ellen 11 1900 (has links)
Akademiese onderprestasie van universiteitstudente bly 'n aktuele vraagstuk en dit wil voorkom asof
'n oplossing in die verband navorsers steeds ontwyk. In die onderhawige studie is daar by wyse van
'n omvattende literatuurstudie, asook 'n empiriese ondersoek, aangetoon wat die aard en omvang
van die onderprestasieproblematiek op tersiere vlak is. Hierdie proefskrif illustreer teenswoordige
afstandsonderrigpraktyke, die aard en struktuur van VUDEC as afstandsonderriginstansie en 'n
verskeidenheid faktore wat akademiese prestasie be'invloed.
Die diversiteit en kulturele relatiwiteit van kennis, asook die wye interpretasiemoontlikhede van teks,
veroorsaak 'n radikale probleem wat onderrig in Suid-Afrika, 'n land met 'n verskeidenheid kulture
en gevolglike leerinhoudmoontlikhede, betref Die invloed van postmodemisme word toenemend
in verskillende vakke waargeneem, maar onderrig in hierdie land is steeds hoofsaaklik in die sfeer
van die modemistiese paradigma gelee.
Die kritiese teorie van Habermas, wat modemisme be!nvloed het, bevraagteken realiteit, sowel as
die geldigheidskriteria wat legitimiteit aan inhoud moet gee. Die hipotese wat gestel word,
veronderstel dat die hoe onderprestasiesyfers in afstandsonderrig moontlik toegeskryf kan word aan
die veronderstelling dat die meerderheid afstandsonderrigstudente 'n sosio-konstruktivistiese
denkraamwerk het, terwyl afstandsonderrig steeds hoofsaaklik positivisties is.
Die navorser stel die postmodemistiese paradigma as moontlike oplossing voor. Modemistiese
onderrig moet nie totaal afgeskaf word nie, maar moet verbeter word deur noodsaaklike veranderings
en aanpassings te maak ten opsigte van onderliggende persepsies van kurrikuluminhoud,
onderrig- en evalueringsisteme en die implementering hiervan. Tradisioneel dosentgesentreerde en
statisties gedefinieerde onderrig en evaluering moet met onderrigstrategiee vervang word wat
gedeelde verantwoordelikheid vir prestasie nastreef en waar minder klem op die onderwerping van
individue aan inhoudsgebonde onderrigpraktyke geplaas word.
'n Paradigmaverskuiwing na 'n postmodernistiese paradigma sal die weg vir afstandsonderriginstansies
baan om betertoegeruste leerders die wereld en toekoms in te stuur, deur 'n basis vir die
bereiking van voortreflikheid in en deur onderrig te bewerkstellig. / Academic underachievement at university level remains a topic of current interest and concern.
Despite unceasing efforts to combat student wastage, a solution in this regard appears to evade
researchers. In the present study an extensive literature study as well as an empirical investigation
was undertaken to shed light on the nature and extent of the problem. This thesis illustrates present
teaching practices, the structure and nature of VUDEC as a distance teaching institution, and a
variety of factors that influence academic achievement.
The diversity and cultural relativity of knowledge and the wide range of interpretative possibilities
of texts, cause a radical problem with regard to teaching in South Africa, which embraces a wide
range of cultures and learning contents. The influence of postmodernism has increasingly been
observed in different subjects, but teaching in this country is still largely located in the sphere of the
modernist paradigm.
The critical theory ofHabermas which influenced modernism, questions reality as well as the criteria
of validity which legitimize content. The hypothesis stated is based on the assumption that the high
dropout rate in distance education may be attributed to the fact that many distance learners work
within a socio-constuctivist paradigm of thinking, while teaching by distance educators is positivist
in nature.
The author holds up the postmodern paradigm as a possible corrective. The project of modernist
teaching should not be totally suspended, but should be improved by introducing essential adjustments
and changes in terms of underlying perceptions with regard to curriculum content, teaching
and evaluation systems, and the implementation of these. Traditional teacher-centred and
statistically defined teaching and assessment must be replaced by teaching strategies which
accomodate the shared responsibility of achievement, placing less emphasis on the subjection of
individuals to content-bound teaching practices.
The shift towards a postmodern paradigm will pave the way for distance teaching institutions to send
better-equipped learners into the world and into the future by creating a basis for the achievement
of excellence in and through education. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)
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Developing a mentorship tool to improve work performance.Mashilo, Keitokile Hope. January 2002 (has links)
The purpose of the study was to find out if there is a mentorship
tool available to guide mentorship after merger; determine
effective mentoring techniques for improving work performance;
and develop an appropriate mentorship model for improving
work performance within tertiary institution . The main challenge
is that the National Department of Education started a process
of merging institutions of Higher Education. A number of tools
that will help to support these mergers are lacking. The case
study used was based on an in-depth analysis of events and
programmes culminating from the merger of the two institutions.
The Durban Institute of Technology in KwaZulu-Natal was
identified and selected because it is the first institution to result
in a merger. The documents selected provide the greatest
amount of data and the researcher knows which documents
deserve more attention than others. The following data sources
were selected: Technikon Natal and M L Sultan Technikon
merger documentation of 26 March 2002; Department of
Education National Plan for Higher Education of 2001 and
Andersen's Climate Survey Report on the Durban Institute of
Technology of 2002. The theory behind this mentoring tool is
Maslow's Hierarchy of Needs. Maslow's view of human needs in
the work place is described as self-actualization . This theory of human needs guided the development of the mentorship tool.
This is because employees who are mentored will achieve job
performance expected of them. Although a well implemented
mentoring programme can help with retention of staff, an
institution needs to be aware that it may foster an individual's
growth faster. Mentoring affects self-confidence and sense of
marketability among employees and may thus cause an
increase in market vulnerability. / Thesis (M.B.A.)-University of Natal, Durban, 2002.
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Identifying expansive learning opportunities to foster a more sustainable food economy: a case study of Rhodes University dining hallsAgbedahin, Adesuwa Vanessa January 2012 (has links)
This is a one year half thesis. This research was conducted within the context of the food services sector of Higher Education Institution dining halls and in the midst of the rising global call for food resource management and food waste reduction. The main aim of this research therefore was to identify opportunities for learning and change for a more sustainable food economy, contributing to Education for Sustainable Production and Consumption, and by further implication, Education for Sustainable Development. To achieve this aim, I used Cultural Historical Activity Theory as theoretical and methodological framework; drawing on the second and the third generations of this theory. Implicated in the above research approach is the identification of expansive learning opportunities from the surfacing of ‘tensions’ and ‘contradictions’. In this case study of the Rhodes University Campus Food Services, such tensions and contradictions inhibiting a more sustainable food economy, involving food waste production were identified. To narrow the scope of the study, one dining hall formed the focus of the case, with a two phased research approach whereby one research question and three goals were developed for each phase. The former being the exploration phase and the latter being the initial stages of the expansive phase. Methods used in line with the methodological framework included ten individual interviews with food producers (staff members), nine focus group discussions with food consumers (students), observations of the dining hall activities which lasted for over a month and two ‘Change Laboratory Workshops’. Some of the findings of this research are that food wastage cannot be addressed and appropriately curtailed without an intensive consideration of all the stages of food economy. Multiple contradictions and sources of tensions embedded in the Food Services Sector constituted major causes of food waste. Additionally, the lack of substantial food waste related teaching and learning activities, the presence of disputed rules, institutional structure and traditional practices within the Food Services all exacerbated the tensions and contradictions. More so, prioritizing some of this identified contradictions and tensions hindering a more sustainable food economy and relegating some as unimportant or nonurgent is unproductive. Finally, the non-existence of facilitated deliberation, consultation, dialogue, collaboration between food producers and food consumers has been identified as an obstacle to learning and institutional change. Recommendations abound in re-orienting, re-educating, and re-informing the constituents of the food economy. Re-visiting and revising of rules and regulations guiding conduct of students and kitchen staff members in the RU dining halls, as well as revision of existing learning support materials and mediating tools in use is needed. Recognition and consideration of the concerns and interests of students and kitchen staff members are also needed. Finally, there is a need to continue to address the tensions and contradictions identified in this case study, to further the Expansive Learning Process if a more sustainable food economy at Rhodes University is to be established.
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Krities-opvoedkundige ondersoek na die akademiese onderprestasie van afstandsonderrigstudente aan die Universiteit Vista / A critical educational investigation of academic underachievement of distance teaching students at Vista UniversityLombard, Ellen 11 1900 (has links)
Akademiese onderprestasie van universiteitstudente bly 'n aktuele vraagstuk en dit wil voorkom asof
'n oplossing in die verband navorsers steeds ontwyk. In die onderhawige studie is daar by wyse van
'n omvattende literatuurstudie, asook 'n empiriese ondersoek, aangetoon wat die aard en omvang
van die onderprestasieproblematiek op tersiere vlak is. Hierdie proefskrif illustreer teenswoordige
afstandsonderrigpraktyke, die aard en struktuur van VUDEC as afstandsonderriginstansie en 'n
verskeidenheid faktore wat akademiese prestasie be'invloed.
Die diversiteit en kulturele relatiwiteit van kennis, asook die wye interpretasiemoontlikhede van teks,
veroorsaak 'n radikale probleem wat onderrig in Suid-Afrika, 'n land met 'n verskeidenheid kulture
en gevolglike leerinhoudmoontlikhede, betref Die invloed van postmodemisme word toenemend
in verskillende vakke waargeneem, maar onderrig in hierdie land is steeds hoofsaaklik in die sfeer
van die modemistiese paradigma gelee.
Die kritiese teorie van Habermas, wat modemisme be!nvloed het, bevraagteken realiteit, sowel as
die geldigheidskriteria wat legitimiteit aan inhoud moet gee. Die hipotese wat gestel word,
veronderstel dat die hoe onderprestasiesyfers in afstandsonderrig moontlik toegeskryf kan word aan
die veronderstelling dat die meerderheid afstandsonderrigstudente 'n sosio-konstruktivistiese
denkraamwerk het, terwyl afstandsonderrig steeds hoofsaaklik positivisties is.
Die navorser stel die postmodemistiese paradigma as moontlike oplossing voor. Modemistiese
onderrig moet nie totaal afgeskaf word nie, maar moet verbeter word deur noodsaaklike veranderings
en aanpassings te maak ten opsigte van onderliggende persepsies van kurrikuluminhoud,
onderrig- en evalueringsisteme en die implementering hiervan. Tradisioneel dosentgesentreerde en
statisties gedefinieerde onderrig en evaluering moet met onderrigstrategiee vervang word wat
gedeelde verantwoordelikheid vir prestasie nastreef en waar minder klem op die onderwerping van
individue aan inhoudsgebonde onderrigpraktyke geplaas word.
'n Paradigmaverskuiwing na 'n postmodernistiese paradigma sal die weg vir afstandsonderriginstansies
baan om betertoegeruste leerders die wereld en toekoms in te stuur, deur 'n basis vir die
bereiking van voortreflikheid in en deur onderrig te bewerkstellig. / Academic underachievement at university level remains a topic of current interest and concern.
Despite unceasing efforts to combat student wastage, a solution in this regard appears to evade
researchers. In the present study an extensive literature study as well as an empirical investigation
was undertaken to shed light on the nature and extent of the problem. This thesis illustrates present
teaching practices, the structure and nature of VUDEC as a distance teaching institution, and a
variety of factors that influence academic achievement.
The diversity and cultural relativity of knowledge and the wide range of interpretative possibilities
of texts, cause a radical problem with regard to teaching in South Africa, which embraces a wide
range of cultures and learning contents. The influence of postmodernism has increasingly been
observed in different subjects, but teaching in this country is still largely located in the sphere of the
modernist paradigm.
The critical theory ofHabermas which influenced modernism, questions reality as well as the criteria
of validity which legitimize content. The hypothesis stated is based on the assumption that the high
dropout rate in distance education may be attributed to the fact that many distance learners work
within a socio-constuctivist paradigm of thinking, while teaching by distance educators is positivist
in nature.
The author holds up the postmodern paradigm as a possible corrective. The project of modernist
teaching should not be totally suspended, but should be improved by introducing essential adjustments
and changes in terms of underlying perceptions with regard to curriculum content, teaching
and evaluation systems, and the implementation of these. Traditional teacher-centred and
statistically defined teaching and assessment must be replaced by teaching strategies which
accomodate the shared responsibility of achievement, placing less emphasis on the subjection of
individuals to content-bound teaching practices.
The shift towards a postmodern paradigm will pave the way for distance teaching institutions to send
better-equipped learners into the world and into the future by creating a basis for the achievement
of excellence in and through education. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)
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The strategic role of the Chief Information Officer during post-merger at institutions of higher learning: A CASE STUDYMoses, Alvino George January 2014 (has links)
Master of Technology: Information Technology
in the Faculty of Informatics and Design
at the Cape Peninsula University of Technology
2014 / Higher education institutions are considered mission central due to the amount of information processing. Consequently the demand for information provision had dramatically increased in modern times. Universities and other large organisations are immensely challenged to produce accurate information hence it is information centric environments with lots of dependencies.
This particular study followed a qualitative approach which includes interviews to collect the data which will assist the researcher to understand the problems of information retrieving from the IS and the strategic role of the CIO in higher education. Thematic networks were used to analyse the data and a list of themes were identified.
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Where leaders learn: constructions of leadership and leadership development at Rhodes UniversityAndrews, Rushda Ruth January 2011 (has links)
This thesis explores the Where Leaders Learn slogan of Rhodes University. It does this by means of an analysis of discourses constructing leadership and leadership development within the institutional context. The discourse analysis was made possible as a result of interviews with a range of people involved in leadership and leadership development at the University. The analysis revealed that leadership development is constructed as taking place within a highly structured system that enables instructional and managerial leadership but constrains transformational leadership. The discourses that give meaning and understanding to the construct of leadership draw heavily on position within a hierarchy. The discourse of functional efficiency is enabled through practices related to reward, recognition, succession planning and mentorship which all serve to replicate the existing leadership structures creating more of the same and in essence stifling the potential for emancipatory leadership. The analysis also shows that a discourse of collegiality serves to create a false sense of a common understanding of leadership in the light of evidence of uncertainty and contestation around the meaning of the slogan Where Leaders Learn and, by association, the very construct of leadership. The discursive process of understanding leadership and developing an institutional theory for the purposes of infusing this into a curriculum poses many challenges. Barriers to new ways of thinking reside within the researchers' ontological and epistemological commitments. This amplifies the need for a more reflective ontology towards leadership and its consequences, especially so in a multidisciplinary environment such as Rhodes University.
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Self-concept enhancement of Zulu-speaking adolescents in multicultural schoolsMnguni, Goodness Thokozile 30 November 2001 (has links)
Multicultural education has its goals and objectives focused to meet the needs of all
learners from different cultural backgrounds. Our teaching strategies need to be flexible
to accommodate suggestions to enhance optimal actualisation of the potential of all
learners. One of the major problems that exist in multicultural schools is the presentation
of low self-concepts by Zulu-speaking adolescents. A self-concept enhancement
programme was considered as a possible technique to build positive self-concepts in
these learners. Pre-test and post-test results indicate that the Self-Concept Enhancement
Programme (SEP) may be one of the ways of building positive self-concept in Zuluspeaking
adolescents in multicultural schools. / Educational Studies / M. Ed.(with specialisation in Guidance and Counseling)
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International students' expectations and perceptions of customer service at the Durban University of TechnologyNoel, Dion Trevor January 2011 (has links)
Dissertation submitted in fulfilment of the requirement for the Masters Degree in Technology: Marketing, Durban University of Technology, 2011. / Abstract
Over the past few years, higher education institutions (HEI’s) have experienced dramatic changes, in their structuring, funding and student numbers. The tertiary education sector in South Africa faces many new challenges, including, more recently, various mergers and the transformation of technikons into universities of technology. This transformation as not only brought about a change of status in these institutions, but also the mergers of intrinsically different institutions. The broadening of access to higher education under the present government policy has seen a growth in the number of international student applications to tertiary institutions.
In an increasingly competitive market for international students, institutions need to provide an optimum service. International students’ perceptions of HEI’s facilities and services are becoming more important. It is apparent that there is a need to measure international students’ expectations and perceptions of service quality at the Durban University of Technology (DUT).
The aim of this study was to investigate customer service quality at DUT. The objectives of this study were: to determine international students’ expectations of customer service at DUT; to evaluate international students’ perceptions of customer service at DUT; to identify any gaps between expectations and perceptions of customer service at DUT; and to identify customer service expectation and perception differences according to biographical variables. The instrument used to assess the international students’ expectations and perceptions of service quality was the SERVQUAL questionnaire, measuring expectations and perceptions according to the five quality dimensions. For the purposes of this study, a census was conducted. Hence, a survey was conducted among all international students enrolled in the 2010 academic year. One hundred and ninety two international students were surveyed using the SERVQUAL questionnaire. Data were analysed using descriptive and inferential statistical techniques. Conclusions and recommendations were thereafter drawn from the literature and the findings of the study.
The study shows that international students’ expectations of service quality exceeded their perceptions on the five service quality dimensions used in the SERVQUAL questionnaire. The smallest dimension gap score proved to be tangibles and reliability, both being equal, while the largest gap score of the study proved to be empathy followed by assurance and responsiveness.
Therefore, it is recommended that DUT attend to these gaps and ensure that necessary strategies are implemented so that international students receive a high level of service quality in all areas of the service dimensions.
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The lived experiences of higher education for students with a visual impairment : a phenomenological study at two universities in the Western Cape, South AfricaLourens, Heidi 03 1900 (has links)
Thesis (PhD)--Stellenbosch University, 2015 / ENGLISH ABSTRACT: Introduction: In the last two decades there has been an increase in the numbers of visually impaired students accessing universities in South Africa. However, very few studies have documented the experiences of these students. Through the lens of a phenomenological understanding of disability, this study thus aimed to capture the lived experiences of visual impairment, as recounted by participants from two universities in the Western Cape, South Africa.
Methods: Data were collected and analysed according to the principles of the interpretative phenomenological approach. I conducted semi-structured, in-depth individual interviews with 23 participants, and 13 students participated in focus group sessions.
Results: The analysis yielded important findings. First, participants described the challenges related to the transition from school, namely: orientating themselves to the new physical environment; making new friends; and deciding whether they wanted to disclose impairment. This transition was sometimes closely tied to introspection and a new sense of self. Mainstream versus special schooling experiences seemed to shape this transition and their experiences in higher education to a degree. Second, participants discussed complex social interactions with nondisabled peers, in which the latter reportedly offered help, and avoided or stared at participants, leaving them feeling “not seen”. In response, visually impaired students often denied impairment and concealed their emotional pain. Third, within the learning environment, the participants were sometimes confronted with unwilling lecturers, a lack of communication amongst important role-players, late course material and/or headaches and muscle tension from the effort of reading with limited sight. The students recounted that they commonly self-advocated and took the responsibility upon themselves to get special accommodations. There were also many positive accounts of supportive lecturers and disability units who did more than was required of them.
Discussion: Overall, these findings showed that the experiences of students did not seem to differ according to the institution they attended. Their visual category and/or secondary schooling seemed to have played a more significant role where their experiences differed. The findings also revealed that, in addition to the typical demands of university studies, the participants also took a lot of responsibility upon themselves to manage their studies and their physical and social environment. Participants seemed resilient and innovative, yet the effort sometimes drained their energy and left them frustrated. Despite valuable steps towards inclusion, these visually impaired students were still not fully included on tertiary campuses. / AFRIKAANSE OPSOMMING: Inleiding: Die aantal visiueel gestremde studente in Suid-Afrikaanse universiteite het oor die afgelope twee dekades toegeneem. Die ervarings van hierdie studente is egter deur baie min studies gedokumenteer. Die studie het dus gepoog om, deur middel van 'n fenomenologiese begrip van gestremdheid, die deurleefde ervarings van visiuele gestremdheid, soos vertel deur deelnemers van twee universiteite in die Wes-Kaap, Suid-Afrika, vas te lê.
Metodes: Die insameling en analise van data is uitgevoer volgens die beginsels van die intertavistiess fenomenologiese benadering. Ek het semi-gestruktureerde, in-diepte, individuele onderhoude met 23 deelnemers gevoer en 13 studente het aan fokusgroep sessies deelgeneem.
Resultate: Die analise het tot belangrike bevindinge aanleiding gegee. Die deelnemers het eerstens die oorgang vanaf skool en die verbandhoudende uitdagings beskryf, naamlik, om hulself te orienteer tot die nuwe fisiese omgewing, om nuwe vriendskappe te smee en om te besluit of hulle hul gestremdheid bekend wou maak. Hierdie oorgang het soms nou saamgehang met self-ondersoek en „n nuwe begrip van hulself. Dit blyk ook dat hoofstroom of spesiale onderwys tot „n mate die oorgang en algehele ervarings op universiteit gevorm het. Tweedens, het die deelnemers komplekse sosiale interaksie met nie-gestremde eweknieë bespreek. Volgens die deelnemers, word hul dikwels deur nie-gestremde studente aangestaar, vermy of gehelp, wat eersgenoemdd dikwels “onsigbaar” laat voel het. In reaksie hierop het die visiueel gestremde studente dikwels hul gestremdheid, asook hul emosionele pyn, ontken en verbloem. Derdens, was deelnemers soms gekonfronteer met onwillige dosente, kommunikasiegapings tussen kern rolspelers, laat kursusmateriaal en/of hoofpyne en spierspanning weens die inspanning van lees met beperkte visie. Die studente het vertel dat hulle oor die algemeen self-voorspraak doen en die verantwoordelikheid op hulself neem om spesiale aanpassings te verkry. Daar was ook heelwat positiewe kommentaar aangaande ondersteunende dosente en gestremdseenhede wat dikwels meer gedoen het as wat van hulle vereis was.
Bespreking: In die algeheel gesien, blyk dit nie dat die ervarings van studente verskil na gelang van tersiêre instansie nie. Dit wil voorkom dat visuele kategorie en/of sekondêre onderrig „n groter rol in die verskille tussen studente gespeel het. Die bevindings dui ook daarop dat, afgesien van die tipiese vereistes van tersiëre studies, die deelnemers baie van die verantwoordelikheid moes dra om hul studies en die sosiale en fisiese omgewing te bestuur. Alhoewel deelnemers veerkragtig en innoverend blyk te wees, het die inspanning hulle dikwels gedreineer en gefrustreerd gelaat. Ten spyte van waardevolle vordering ten opsigte van insluiting, was hierdie visueel gestremde studente steeds nie ten volle ingesluit op tersiëre kampusse nie.
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An evaluation of the internal validity of specific learning outcomes in phase II of a revised undergraduate medical curriculumCilliers, Francois Jakobus 03 1900 (has links)
Thesis (MPhil)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: The Faculty of Medicine at the University of Stellenbosch has implemented an
extensively revised undergraduate medical curriculum. Exit outcomes, that
have been entitled the Profile of the Stellenbosch Doctor, have been
formulated for the programme. The revised curriculum is presented in three
phases. Phase I involves the study of non-clinical subjects under the guidance
of the Faculties of Natural Sciences and Economic & Management Sciences.
Phase II involves the study of subjects that lay the groundwork for the third
phase. Phase III involves the study of pre-clinical and clinical subjects in an
integrated fashion. The intended outcomes of phases II and III were
elaborated by the formulation of specific learning outcomes.
Determining whether the specific outcomes formulated for each module are
achieved will be one aspect of quality assurance in the revised curriculum.
This could be done by investigating the relationship between assessment and
the specific outcomes. If, however, specific outcomes for the various modules
are not congruent with the exit outcomes for the programme, then student
assessment will be invalid as regards the programme outcomes.
This study therefore entailed a formative evaluation of part of phase II of the
revised curriculum. The aims of the study were, firstly, to determine the
degree of congruence between the specific outcomes formulated for phase II
and the exit outcomes for the programme and, secondly, to explore why the
observed degree of congruence exists.
The research strategy employed was a case study. The research techniques
used were a document analysis and two questionnaire surveys.
The study found that most specific outcomes formulated for phase II of the
curriculum are congruent with one or more exit outcomes for the programme.
However, few of the exit outcomes are addressed to any great extent by
specific outcomes. This raises the concern that assessment of students based
on the specific outcomes as presently formulated might not demonstrate
development of students towards achievement of the exit outcomes. There are indications that this lack of congruence could be due to i) a large
number of competing demands on lecturers' time; ii) lecturers not wanting to
spend time doing work prioritised by others as important; iii) perceptions that
work related to the revised curriculum is being forced on staff without
necessarily consulting them; iv) a lack of reward for good teaching; v) the
perception that the strategies adopted for the revised curriculum will not
necessarily benefit students.
Recommendations are made as to how these findings could be confirmed and
strategies developed that could be utilised to ensure a greater degree of
congruence between the specific and exit outcomes in future. / AFRIKAANSE OPSOMMING: Die Fakulteit Geneeskunde van die Universiteit Stellenbosch het 'n
omvangryke hersiening van hul voorgraadse geneeskundige kurrikulum
geïmplementeer. Uitgangsuitkomste, getiteld die Profiel van die Stellenbosch
Dokter, is vir die program geformuleer. Die hersiene kurrikulum word in drie
fases aangebied. Fase I behels die studie van nie-kliniese vakke onder leiding
van die Fakulteite van Natuurwetenskappe en Ekonomiese- &
Bestuurswetenskappe. Fase II behels die studie van vakke wat die grondwerk
lê vir die derde fase. Fase III behels die studie van prekliniese en kliniese
vakke op 'n geïntegreerde wyse. Die beoogde uitkomste van fases II en III is
uitgespel deur die formulering van spesifieke leeruitkomste.
Die bepaling van of die spesifieke uitkomste wat vir elke module geformuleer
is, bereik word, sal een aspek uitmaak van gehalteversekering in die hersiene
kurrikulum. Dit sou gedoen kon word deur die verwantskap tussen
assessering en die spesifieke uitkomste te ondersoek. Indien die spesifieke
uitkomste vir die verskeie modules egter nie met die uitgangsuitkomste vir die
program kongruent is nie, dan sal studentassessering ongeldig wees wat
betref die uitkomste van die program.
Hierdie studie het dus 'n formatiewe evaluering van deel van fase II van die
hersiene kurrikulum behels. Die doelstellings van die studie was om, eerstens,
die graad van kongruensie tussen die spesifieke uitkomste wat vir fase II
geformuleer is en die uitgangsuitkomste vir die program te bepaal en,
tweedens, om ondersoek in te stel na waarom die waargenome graad van
kongruensie bestaan.
Die navorsingsstrategie wat gebruik is, is 'n gevallestudie. Die navorsingstegnieke
wat gebruik is, is 'n dokument analise en twee vraelys ondersoeke.
Die studie het vasgestel dat die meeste spesifieke uitkomste vir fase II van die
kurrikulum geformuleer wel met een of meer uitgangsuitkomste kongruent
was. Min van die uitgangsuitkomste is egter in enige groot mate deur
spesifieke uitkomste aangespreek. Die wek besorgdheid dat assessering van studente gebaseer op spesifieke uitkomste soos dit tans daar uitsien, nie
noodwendig die ontwikkeling van studente in die rigting van bereiking van die
uitgangsuitkomste sal demonstreer nie.
Daar is aanduidings dat hierdie gebrek aan kongruensie die gevolg mag wees
van: i) 'n groot aantal kompeterende eise op dosente se tyd; ii) dat dosente
nie tyd wil wy aan werk wat deur ander as belangrik bepaal is nie; iii)
persepsies dat werk wat met die hersiene kurrikulum verband hou op
personeel afgedwing word sonder om hulle te raadpleeg; iv) 'n gebrek aan
beloning vir goeie onderrig; v) die persepsie dat strategieë wat gebruik word
vir die hersiene kurrikulum nie noodwendig tot voordeel van studente sal strek
nie.
Aanbevelings word aan die hand gedoen oor hoe hierdie bevindinge bevestig
kan word en hoe strategieë ontwikkel kan word wat benut sal kan word om in
die toekoms 'n groter mate van kongruensie tussen spesifieke en
uitgangsuitkomste te verseker.
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