Thesis (MTech(Public relations management))--Cape Technikon, Cape Town, 2001 / The pressing need at tertiary institutions in South Africa and, it is believed internationally, is to apply creative ways of recruiting students. The purpose of this research was to explore the effectiveness of social messaging in a multimedia recruitment tool designed for secondary school learners being recruited at a technikon in the greater Cape Town area. The proposed research was not designed to evaluate current recruitment methods, but rather to investigate the potential of an altemative method to recruit both the traditional and nontraditional student at a tertiary institution. A sample of five schools in the Cape Town Metropolitan area were used for this study.These schools represented a cultural and academic mix, looking at learners from both advantaged and disadvantaged backgrounds. The method used for this research was firstly a presentation of the CD-ROM at the Media Laboratory in the then School of Management, Cape Technikon, which was followed by focus group interviews two weeks later at the same schools. An interactive CD-ROM - The Cape Technikon - Tools to empower your future was created to recruit a multicultural student population, but more specifically to recruit the traditional and nontraditional student to the Cape Technikon. The CD-ROM, being both educational and entertaining, addressed aspects of creating a bond, an affiliation between the student and the institution and to enhance the notion of observational learning through role models in order to encourage decision-making. The data was codified according to the various categories of the Syntony Filter Matrix Grid. The results suggest that there is a need for student recruitment to be conducted sensitively, taking cognisance of cultural backgrounds and identities, mother tongue, and role modeling. The notion of syntony ought to play an important role in student recruitment at the Cape Technikon.

Dissertation (Magister Educationis(Education Management))--Cape Peninsula University of Technology, 2010 / The Policy Document, Education White Paper 6 (Department of Education, 2001) states that all learners irrespective of their barriers to learning and development, have a right to be educated in ordinary schools, together with their peers. The inclusion of learners who are deaf/hearing impaired in mainstream Further Education and Training (FET) classrooms means that these learners are no longer being taught by special educators who are trained to cater for their special needs. In this study the learners are taught in regular classrooms by non-special education subject teachers who have had no formal training in how to teach learners with special needs specifically learners who are deaf/hearing impaired. A qualitative exploratory design with multiple methods for data collection (questionnaires, informal discussions, nonparticipant classroom observations and video footage) was employed in this study. A non-random purposive sampling which consisted of three non-special education subject teachers who teach two learners who are deaf/hearing impaired in the Further Education and Training phase at two mainstream educational institutions participated in the research. The aim of this study was to explore the kind of strategies these teachers use when they mediate learning in classrooms where there are deaf/hearing impaired learners. The study has indicated that while the educators might express a lack of confidence in their abilities, they do cater for the needs of deaf/hearing impaired learners who experience barriers to learning albeit in different ways.

Thesis (MTech (Quality))--Cape Peninsula University of Technology, 2008. / When prospective students decide to register at a university, their first encounter with university life will be the Registration Department. Should the process be inefficient without much regard for the personal wellbeing of the prospective student, it will leave a lasting impression on the student, and more often than not serve as an indication of the manner in which he or she would be treated in the future at the university. With the need for the Cape Peninsula University of Technology to attract top grade students, the institution needs to improve their registration process. This study attempts to measure students and staff attitudes and perception of the registration process, explore the different processes involved during registration and application, and investigate the different technologies available to improve these processes. This research attempts furthermore to determine what processes could be put into place to assure that Academics and the Administration Department works together to achieve a mutually beneficial database that could be used to the benefit of the students and the institution alike. This database should be accessed from any computer on the different campuses and be user friendly, to maximise the efficiency and throughput.

M.Ed. / Distance students are deprived from amongst others: non academic activities, informal learning opportunies, sharing critical ideas, the establishment of social relationships and competition with the peergroup and lecturer, leadership opportunities in student groups and periodic conversation with 'experts' in their field of study. The lowering of state subsidies in higher education, compels residential educational institutions to add components of distance education to their contact teaching component, so that they are able to handle the increasing number of students on a cost-effective basis. It is so that the change from a purely contact teaching institution to a combined contact and distance teaching approach (a mixed mode approach), will not take place without problems during the implementation phase. With reference to a purely distance teaching educational institution, Fraser (1993:30) has the following to say: "Their teaching policy is modelled on that of traditional contact teaching, to some extent resulting from the fact that most of the tutors employed by these institutions are themselves products of contact teaching." Distance teaching expertise in a contact teaching milieu should not be taken for granted by lecturers - it neccesitates intensive lecturer-development and the exposure to this field for the distance teaching lecturer. Greyling (1993:181) accentuates the different roles of the distance lecturer as that of learning facilitator, "... (wat) as gevolg van hierdie afstand in die onderrig-leergebeure, 'n veel moeiliker opgaaf (het) om 'n positiewe verhouding met hulle studente te stilt en te handhaaf, doeltreffend te kommunikeer en 'n positiewe leeromgewing te skep." The latter suggests that the distance lecturer has a facilitative instead of a didactive role to play, by putting more emphasis on the learner than on the learning content. According to Ljosa and Sandvold: (1988:315) " The evaluation of fixed assignments is no longer the (lecturer's) most important task. He/she functions to a larger degree as study guide and partner in a dialogue between him/her and the student. This asks more of his/her imagination and understanding." The role that the lecturer has to play in a teaching environment where distance teaching and contact teaching is presented in a combination, still has to be that of facilitator, in order to create a positive learning environment. This area still needs a lot of research. It presupposes that the lecturer will strive to create a context which will promote learning and which has an interwoven didactic and facilitative touch. According to Siaciwena (1990:70-73) distance teaching is taught in many African countries in a combination with contact teaching as a cost-effective alternative, for the extension of the educational system and as a means of national development. In South Africa it has also become a popular option and therefore the importance of undertaking this study, should not be underestimated. The aim of this study is to research guidelines which will assist the higher education lecturer involved in the combination of contact /distance teaching (mixed mode approach) so that his/her facilitative role can be described. The most important conclusions drawn at the completion of this study were were as follows: *University/tertiary lecturers are not trained sufficiently for the demands of heterogeneous students in a combined contact/distance teaching milieu. *Invitational teaching/learning contracts can assist to facilitate the learning of heterogeneous learners in a combined contact/distance teaching mode. *There are positive implications for the use of proposed guidelines to facilitate learning in a mixed mode teaching environment, provided that the lecturer has an invitational personality (approach) and can act spontaneously in his/her teaching. Lecturers will experience that their students learn easier, and that they become more creative. Personal relationships with students will develop more easily, because students had an imput in the planning of the content and the evaluation procedures. Important aspects of the study which will need further research include the following: *The design of criteria for a (combined) mixed mode university/tertiary educational programme, keeping in mind the guidelines as set out in this study. *The design of a teaching development programme to develop specific teaching strategies of lecturers in a mixed mode teaching programme. *The development of a programme to screen/test students who aspire to become teachers/lectures in higher education, keeping in mind the guidelines for the development of teaching/lecturing abilities.

D.Phil. / The purpose of this study is to design an RPL strategy for South African technikons which is based on international practices but customised to meet the needs of returningto- learning South Africans. It will open up access to or facilitate advanced standing in formal training for these learners. The strategy is based on: 1. an analysis of international perspectives on the nature of RPL and current international best practice 2. those aspects of the South African and technikon contexts which have a bearing on the customisation of RPL, and 3. responses and recommendations from two groups of RPL users which inform and refine the theory-based RPL strategy. Although the dominant research paradigm is qualitative, the study incorporates an empirical element: a descriptive cross-sectional survey and three focus group interviews held with groups of RPL users. The design for an RPL strategy is built around three specialised activities which must be carried out systematically within an institution: plan, implement and quality assure RPL. Each of these specialised activities comprises a set of functions containing a number of procedures depicting a step by step process to implement and manage an RPL strategy at three levels: at institutional, agency and candidate levels. The unique contribution of this study is that the RPL strategy can be used as a blueprint for implementing RPL and be customised to suit any context.

M.Ed. (Multiculturalism and Education) / Please refer to full text to view abstract

Submitted in compliance with the requirements for the Master’s Degree in Business Administration, Durban University of Technology, 2017. / Technology, student diversity, socio-economic factors, student attrition and retention has significantly affected the teaching and learning environment at university. A first-year student’s life is significantly affected by this changing environment and many first-year students at universities experience difficulties adapting to the new environment and being successful in their academic tasks. The aim of this study was to determine the factors affecting the motivation of first-year students in the Department of Construction Management and Quantity Surveying. The study used the quantitative method approach where questionnaires were given to the first-year students and the first-year lecturers (lecturing the first-year students). Questionnaires were administered to 126 first-year students comprising the target population but only 121 completed questionnaires were received. Findings from this study emphasise the need for lecturers to engage in alternate study methods, such as the use of the blackboard and visual aids to assist students. Students need to be adequately informed about the support systems available to them so that they can have a satisfying cultural, social and academic life. There was also a need for better equipped lecturing facilities. The absenteeism of students had a negative impact on the morale of lecturers. Absenteeism has a two-fold effect, in that it disrupts the morale of the lecturer as well as that of the students who attend class. The marketing strategy of both the Department as well as the university needs to be re-visited in terms of recruiting students and in particular the misunderstanding that exists amongst students regarding the different programme offerings. The above issues are critical to ensure a transformative higher education agenda and DUT’s strategic goals of engagement and student centredness. The study recommends that a greater extent of student centredness, student-lecturer engagement and innovative teaching and learning approaches could increase the motivational level of first-year students in the Department. / M

Submitted in fulfillment of the requirements for the Degree Master of Management Science in Administration and Information Management, Durban University of Technology, Durban, South Africa, 2016. / The purpose of the study was to explore the empowerment of women leadership, focusing on the Durban University of Technology. Statistics around the world have highlighted that women are under-represented in decision-making positions, with a specific focus on the academic sector; this study aims to review these statistics and establish which barriers prevent females from progressing to leadership positions. The target population was comprised of staff members from the Durban University of Technology and ranged from leadership, management, and lecturing, to entry-level employees. The technique of probability sampling was chosen in this research, with a sample size of 100 participants drawn from the population. Questionnaires were designed with both closed-ended and some open-ended questions, and were personally administered to all campuses of the Durban University of Technology, namely Ritson Campus, Steve Biko Campus, ML Sultan Campus, City Campus, Indumiso Campus and Riverside Campus. This study revealed that, although women are still under-represented in Higher Education, there are efforts being made to bridge this gap. This study found female leaders more productive than male counterparts at the Durban University and are able to run their department smoothly and efficiently. The study also found that there are internal respondents agreed that there are hidden difficulties in their department that women face and prevent them from moving into higher positions. Additionally, the study found that there are programs at the Durban University that empower women into leadership. This study contributes to knowledge of gender-based leadership and female empowerment into leadership positions, in the higher education sector. / M

M.A. (Applied Linguistics) / Please refer to full text to view abstract

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