Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: Organisational culture and external quality assurance in higher education have both drawn significant attention to their promise of greater organisational effectiveness and efficiency and enhanced, improved higher education respectively. In recent years, these constructs have been linked by an assumption that an organisational culture that is amenable to change would be more receptive to the introduction of formal external quality‐assurance structures, systems and instruments, as these are aimed at effective and efficient higher education practices, processes and outcomes. However, this assumption has not been sufficiently tested given that there are significant philosophical, conceptual and methodological controversies and contestations surrounding both constructs. While the organisational culture literature has been littered with a proliferation of paradigms and, albeit, fragmented theories, there has been a paucity of theory building in the corresponding literature on quality in higher education in general and on the impact of external quality assurance on institutions specifically. A qualitative case study was conducted at a newly merged university of technology to investigate two taken‐for‐granted assumptions: first, that organisational cultures are homogenous, unitary and centred around shared values and could therefore easily be manipulated (usually from the top by management), and second, that the introduction of external quality assurance is an unproblematic technology that will be accepted without question by higher education institutions as it was premised upon the laudable aim of improving the quality of those institutions. A conceptual four‐perspective framework was developed to critically evaluate the literature and provide the basis for the threedimensional model used in analysing the findings. The research generated several key conclusions that appear to challenge commonly held and articulated positions with regard to organisational culture and external quality assurance. First, organisational culture should be considered as being more ephemeral than concrete, multidimensional than singular, characterised simultaneously by conflict, consensus and indifference and in a constant state of flux. Second, external quality assurance is not necessarily a value‐free and neutral exercise aimed at improving the quality of teaching and learning, as promised in its early conceptualisation and implementation. Third, multiple cultures may exist simultaneously, interact with and influence each other constantly and of course determine interactions within the organisation and the nature of engagement with externally originated initiatives. Fourth, external quality assurance has purposes that go beyond its often morally just and public‐good motives as it tacitly and overtly acts as an agent of control, empowerment and transformation and simultaneously as an agent of the state, though not necessarily to the same extent. / AFRIKAANSE OPSOMMING: Organisatoriese kultuur en eksterne gehalteversekering in hoër onderwys het albei die aandag in groot mate gevestig op hulle belofte van groter organisatoriese doeltreffendheid en doelmatigheid en gevorderde, verbeterde hoër onderwys onderskeidelik. In die afgelope paar jaar is hierdie konstrukte byeengebring deur ʼn veronderstelling dat ʼn organisatoriese kultuur wat vatbaar is vir verandering, meer ontvanklik sal wees vir die invoer van formele eksterne strukture, stelsels en instrumente vir gehalteversekering, aangesien dit op doeltreffende en doelmatige praktyke, prosesse en uitkomste vir en van hoër onderwys gerig is. Hierdie aanname is egter nie voldoende getoets nie gegee die feit dat daar aansienlike filosofiese, konseptuele en metodologiese strydvrae en twispunte ten opsigte van albei konstrukte bestaan. Terwyl literatuur oor organisatoriese kultuur deur ʼn magdom paradigmas en weliswaar gefragmenteerde teorieë oorweldig is, was teoriebou in die ooreenstemmende literatuur oor gehalte in hoër onderwys in die algemeen en oor die impak van eksterne gehalteversekering op instellings in die besonder redelik skaars. ʼn Kwalitatiewe gevallestudie is onderneem by ʼn universiteit van tegnologie wat onlangs saamgesmelt het om twee aannames wat as vanselfsprekend aanvaar is, te ondersoek: eerstens, dat organisatoriese kulture homogeen, unitêr en óm gedeelde waardes gesentreer is en dat dit dus maklik gemanipuleer kan word (gewoonlik van bo af deur die bestuur), en tweedens, dat die invoer van eksterne gehalteversekering ʼn onproblematiese tegnologie is wat sonder teenspraak deur hoëronderwysinstellings aanvaar sal word, aangesien dit op die prysenswaardige oogmerk van verbetering van die gehalte van daardie instellings gegrond is. ʼn Konseptuele raamwerk bestaande uit vier perspektiewe is ontwikkel vir die kritiese evaluering van die literatuur en dit verskaf die grondslag vir die driedimensionele model wat vir die analise van die bevindings gebruik is. Die navorsing het verskeie belangrike gevolgtrekkings na vore laat kom wat algemeen geldende en duidelik bepaalde posisies ten opsigte van organisatoriese kultuur en eksterne gehalteversekering blyk uit te daag. Eerstens moet organisatoriese kultuur beskou word as efemeries eerder as konkreet, multidimensioneel eerder as enkelvoudig, terwyl dit gelyktydig deur konflik, konsensus en onverskilligheid gekenmerk word en in ʼn gedurige toestand van wisseling verkeer. Tweedens is eksterne gehalteversekering nie noodwendig, soos in die vroeë konseptualisering en implementering belowe, ʼn waardevrye en neutrale oefening gemik op verbetering van die gehalte van onderrig en leer nie. Derdens kan veelvuldige kulture gelyktydig bestaan, met mekaar in interaksie tree en mekaar voortdurend beïnvloed en natuurlik interaksies binne die organisasie en die aard van betrokkenheid by inisiatiewe wat ekstern ontstaan, bepaal. Vierdens het eksterne gehalteversekering oogmerke wat veel verder strek as die motiewe daarvan wat dikwels moreel geregverdig en vir die openbare beswil is aangesien dit stilswyend en op overte wyse optree as ʼn agent vir beheer, bemagtiging en transformasie en tegelyk as ʼn agent van die regering, alhoewel nie noodwendig tot dieselfde mate nie.

The Reception Year (Grade R) classroom is the educational setting for lifelong learning to take place. The Reception Year teacher is primarily involved in equipping the young child with care and education. Quality education calls for trained teachers with diverse, intense training; teachers who would use their knowledge, skills and attitudes to lead the child to ultimately reach his/her full potential in the classroom setting through the curriculum. This study investigates what constitutes and influences quality teaching in the Reception Year classroom. The investigation includes a literature review and empirical research using quantitative research approaches and expands on the role of the Reception Year teacher with regards to the child in totality, Grade R curriculum and outcomes-based education. Findings show that teachers with specialised qualifications in early childhood education bring to the Grade R classroom relevant skills, knowledge and attitudes that affect the young child’s developmental needs. / Teacher Education / M.Ed. (Didactics)

The research undertaken involves a quasi-experimental approach in determining the impact of the Competency and Placement (CAP) test in the Further Education and Training (FET) colleges. The evaluation became necessary because poor learner performance within the National Certification Vocational (NCV) programme has persisted amid the implementation of a country-wide roll-out of the CAP test; and a recapitalisation injection of R1.9m. Learner performance data relating to the NCV programme and CAP was obtained in order to undertake an accurate analysis of the poor performance within the FET college sector. In addition to the above, qualitative data was obtained through semi-structured interviews with CAP participating colleges in the country. Recommendations included the restructuring of the NCV programme; the introduction of an alternative learner placement methodology that was in line with international best practices; and improving quality assurance aspects pertaining to the capacity at colleges to deliver the NCV programme effectively. / Human Resources Development / M. Tech. (Human Resource Development)

The aim of this study was to demonstrate how postgraduate students cope with the stress induced while adjusting to the various proposal and research report writing phases they are involved in. It is further purported that difficulties in adjusting to the various proposal and research report writing phases and lack of support lead to students experiencing stress. The population consisted of 815 students enrolled for masters and doctoral programmes at Unisa for the 2012 academic year. This study employed the Stress and Support Questionnaire for University Students to determine the stress postgraduate students encountered while adjusting to the proposal and research report writing phases they were in. Furthermore, this questionnaire was also used to understand how these students use support as a coping mechanism. The various research hypotheses were tested using an explanatory mixed method research design. The population consisted of 815 students enrolled for masters and doctoral programmes at Unisa for the 2012 academic year. Data was analysed using Statistical Package for Social Sciences (SPSS), Strata software and Microsoft Excel. Statistical analyses included tests, Analysis of Variance (ANOVA) and chi-square tests. The results demonstrated that students experience stress during the adjustment process to the various research report writing phases. However, masters students showed higher levels of stress while adjusting to the research report writing phases, compared with doctoral students. Some of the doctoral students reported that they felt fewer levels of stress, because they were already exposed to postgraduate studies and were aware of what is expected. Furthermore, students who reported feeling stress to a large extent indicated the reasons to be a lack of support from supervisors, delayed and insufficient feedback, lack of financial support, lack of social support, procrastination, and balancing work and studies. Some of the students iv indicated that they do not feel any stress at all because they have surrounded themselves with people who have travelled the path, and their environment is conducive to study. Support from colleagues at work, supervisors, friends and family have also shown to help students adjust to the research report writing phases of their programmes. Although some of the students indicated that they do not experience stress, it is imperative that interventions be designed for those students who do experience challenges when adjusting to the research report writing phases. / Psychology / MA (Psychology)

Text in Afrikaans / Die Suid-Afrikaanse Nasionale Weermag (SANW) beskou effektiewe opleiding as 'n noodsaaklike voorvereiste vir paraatheid. Instruksionele ontwerp - 'n benadering wat uit onderrigtegnologie ontwikkel het - word gebruik om nuwe kursusse daar te stel wat effektiewe 'n instruksionele ontwerpprojek uitgevoer behoort teword. Die fokus van die studie het vervolgens verskuif na die talle veranderinge wat sedert die ontstaan van die SANW op 26 April 1994, na die eerste ten voile demokratiese verkiesing in die Republiek van Suid-Afrika. ingetree het. In vergelyking met sy voorganger het die SANW nuwe en meer uitgebreide sekondere rolle, wat hoer eise aan opleiding stel en evaluering ook meer kompleks maak. Dit bevestig inderdaad die behoefte aan 'n evalueringstelsel wat volgens sisteembeginsels bedryf word. Teen die agtergrond van die voorgaande is oorgegaan tot die ontwerp van 'n oorkoepelende instruksionele evalueringsisteem vir die SANW. Aangesien die suksesvolle implementering en funksionering van die sisteem grootliks beinvloed sal word deur die wyse waarop die instruksionele evalueerder sy taak volvoer, is daar ten slotte ook aandag geskenk aan die ontwerp van 'n instruksionele evalueerderskursus. opleiding moontlik maak. Om effektiwiteit te beoordeel, word evaluering vereis en derhalwe behoort instruksionele evaluering 'n integrale komponent van die instruksionele ontwerpgebeure te vorm. Die SANW beskik nog nie oor toereikende kundigheid om hierdie komponent tot sy reg te laat kom nie en die doel van die studie was om hierdie leemte aan te vul. Daar is eerstens gepoog om, deur middel van 'n literatuurstudie, die didakties-wetenskaplike basis te bepaal waarop evaluering binne 'n sisteembenadering tot opleiding behoort te berus. Daarna is die aard en rol van instruksionele evaluering in die instruksionele ontwerpsisteem binne 'n militere opleidingsmilieu verken, ten einde te kon bepaal wat die funksies van instruksionele evaluering behels en welke evalueringstake in die verskillende fases van 'n instruksionele ontwerpprojek uitgevoer behoort te word. Die fokus van die studie het vervolgens verskuif na die talle veranderinge wat sedert die ontstaan van die SANW op 26 April 1994, na die eerste ten volle demokratiese verkiesing in die Republiek van Suid-Afrika, ingetree het. In vergelyking met sy voorganger het die SANW nuwe en meer uitgebreide sekondere rolle, wat hoer eise aan opleiding stel en evaluering ook meer kompleks maak. Dit bevestig inderdaad die behoefte aan 'n evalueringstelsel wat volgens sisteembeginsels bedryf word. Teen die agtergrond van die voorgaande is oorgegaan tot die ontwerp van 'n oorkoepelende instruksionele evalueringsisteem vir die SANW. Aangesien die suksesvolle implementering en funksionering van die sisteem grootliks beinvloed sal word deur die wyse waarop die instruksionele evalueerder sy taak volvoer, is daar ten slotte ook aandag geskenk aan die ontwerp van 'n instruksionele evalueerderskursus. / The South African National Defence Force (SANDF) regards effective training as an essential prerequisite for preparedness. Instructional design - an approach that has developed from instructional technology - is used to establish new courses that facilitate effective training. Evaluation is essential for assessing effectiveness and therefore instructional evaluation should form an integral part of the learning events. The SANDF does not as yet have the expertise to do justice to this component, and the aim of this study was to fill this gap. Firstly, it was attempted to determine, by means of a literature study, the didactic scientific foundation on which evaluation within a systems approach towards training should rest. The nature and role of instructional evaluation in the instructional design system within a military training milieu was subsequently investigated. This was done to determine what the functions of instructional evaluation comprise and what evaluation tasks should be carried out in the different phases of an instructional design project. The focus of the study then shifted to the numerous changes that took place since the inception of the SANDF on 26 April 1994, after the first democratic election in the Republic of South Africa. Compared to its predecessor the SANDF has new and more extensive secondary roles that demand higher standards of training and make evaluation a more complicated task This indeed confirms the need for an evaluation system that is practised according to system principles. Against the background of the afore-mentioned, the design of an overall instructional evaluation system for the SANDF was proceeded with. As the successful implementation and functioning of the system is, to a large extent, influenced by the way in which the instructional evaluator carries out this task, attention was finally given to the design of a course for instructional evaluators. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)

Assessment is an integral component of outcomes-based education which requires a paradigm shift in assessment processes. Outcomes-based assessment is more intense than traditional assessment since it reports on many dimensions of performance. Performance is analysed in relation to outcomes and the learning demonstrated and record-keeping is more complex. This study explored the experiences of the Senior Management Team and Foundation Phase educators of a selected primary school regarding outcomes-based education, outcomes-based assessment and its management. A literature review of outcomes-based education, outcomes-based assessment and instructional leadership and an empirical study using a qualitative approach were conducted. Document analysis and semi-structured interviews with educators and school management were used for data-gathering. Findings indicated that the initial implementation of outcomes-based education was problematic, however, effective instructional leadership had improved educators' understanding and implementation of assessment. Thereafter recommendations were made for the improvement of practice. / Educational Studies / Thesis (M.Ed.)

The National Professional Diploma in Education is an in-service programme for classroom-based educators who have less than three years of professional training. The programme seeks to create a pathway to qualified teacher status in ways that will impact positively on classroom practice, prepare teacher-learners for the implementation of the new curriculum and provide a sufficiently rigorous foundation for further study. This evaluation adopted a fourth generation evaluation approach characterised by extensive engagement with programme stakeholders. Chapter 2 outlines an epistemological and philosophical framework of reference whilst Chapters 3 and 4 explore learning and teaching strategies and management and costing issues. The findings of these investigations lead to the recommendations made in Chapter 5. It is felt that the Unisa NPDE meets many of the goals of the programme, but further research is needed into the impact on classroom practice and into the management of the decentralised learner support. / Educational Studies / M.Ed. (Didactics)

This study focuses on the influence of particular teaching strategies that can be used in Environmental Education (EE) and examines how specific methods influence knowledge retention and attitude change. The aim of the study is to compare the 'traditional' lecture style method where learners are passive, with cooperative learning to determine their influence on learners’ knowledge retention and attitude towards marine conservation. Both methods can be considered effective teaching methods to increase knowledge retention and induce a positive change in environmental attitudes. However, this study suggests that the teaching method used in a particular school could influence the learning outcomes of the EE programme because of pre-existing abilities, skills the learners may have and context to which the learners are exposed. In conclusion, when offering an EE programme, for the programme to be successful one would need to determine which method of teaching is practised within schools and then ensure that the same method is used. / Teacher Education / M. Ed. (Environmental Education))

This research project focuses on a model designed for the evaluation of ABET instructional programmes. In the light of rapid changes in the socio-economic and political contexts in Africa and particularly in South Africa, this study examines adult basic education and training, which has become acknowledged as an indispensable tool for the transformation and development of societies. Since 1994 education has become a constitutional right for all citizens of South Africa. In an attempt to offer basic education and training to all adults many institutions and departments have established ABET programmes offering adults the skills they may need in order to contribute to the development of their communities. The lack of guidelines for instructing, assessing and evaluating ABET programmes prompted the choice of research topic. The study begins with a review of relevant literature pertaining to the field of adult education and also provides a general discussion on didactics as it .is relevant to adult education. The study proposes a model for evaluating ABET instructional programmes. Focus group discussions are employed as a research tool to validate the proposed model and its accompanying guidelines. The study reveals that, for ABET instructional programmes to be outcomes based, relevant, conducive to critical thinking and creativity and productive of meaningful assessment, a model for evaluating the programmes' performance in these areas is essential. Based on this presupposition, the study proceeds to develop a model for the evaluation of ABET programmes. It draws on literature pertaining to educational evaluation in general and extrapolates the findings to construct a model appropriate for evaluating ABET programmes. In the field component of the study, endeavour is made to validate the model according to the perceptions of a sample of ABET practitioners. In-depth focus interviews are conducted to validify the various components of the model. In conclusion, the study recommends further research into the didactics of adult education and training (ABET) in order to improve adult education practices. / Curriculum and Instructional Studies / D. Ed. (Didactics)

‘A critical review of language errors in the writing of distance education students’ examines linguistic competence and investigates the language errors made by a heterogeneous group of 100 entry-level distance education university students with a view to improving their academic writing skills. The research follows a process of error identification and statistical analysis, and reviews intervention strategies based on the findings. Despite the continuing debates on the value of error correction, especially in relation to ‘World Englishes’, language accuracy remains a key factor in determining academic success. This is of particular concern in the South African multi-lingual context and in the light of the under-performance of South African students as evidenced in international comparative studies. The implications of the bimodal pattern of distribution in the review findings are discussed and pedagogically appropriate approaches and intervention strategies are suggested. / English Studies / M.A. (TESOL (Teaching English to speakers of other languages))