The demands of a rapidly changing future on learners of Higher Education Institutions who need to be effectively employed, necessitate that these institutions become responsive to the demands and challenges of the future world of work. Employers keep on emphasising that first entry employees not only lack basic skills when entering the world of work, but that they also have difficulty in coping with the accelerated nature of the changing future. In order to address this dilemma, this research firstly focussed on the current state of Academic Development programmes at universities and technikons in South Africa, because these programmes claim to address problems which learners and the institutions might have, such as the support of teaching policies and procedures, quality assurance and advisory services. The documenting of the current state of academic development (AD) revealed that AD of learners focusses on issues such as access, redress, academic performance and throughput. These endeavours constitute a model where remedial, supportive work is done in fragmented fashion, to enable learners to attain the necessary skills to cope with the demands of higher education. It was further indicated that by adopting this aim for AD, higher education is not proactively responsive to the needs of the future world of work, but rather reactive to the immediate needs of learners and institutions alike. They focus on better results in stead of lifetime employability. A causal action research phase followed to identify what the demands of the future are for man, and to assess the current state of academic development of learners against these demands. The conclusion is that these demands constitute a total paradigm shift and that higher education is not responsive to these challenges. In order for learners to pursue lifetime employability, a totally new, reengineering AD-model should therefore be constructed. It is concluded that only through maximising human potential, which can be attained through facilitating lifelong learning, will leamers be able to meet the challenging demands of the future world of work. This reengineering AD-model contains the guiding idea or purpose and vision of the model namely that it should maximise human potential. It contains the theory, methods and tools, represented in the development of intra-, inter- and supra-personal relationships through facilitating metal earning and cooperative learning, and it contains innovations for the infrastructure to encompass whole institutions. Recommendations for future research fall in two categories, namely the future as source of research, and future research still to be undertaken. In terms of the future as source of research, ongoing research is needed by researchers all over the world to determine what the future holds in store. Regarding the proposed AD-model, future research still needs to be undertaken with regard to the implementation and ongoing reengineering of the model. / Dissertation (MEd)--University of Pretoria, 2007. / Curriculum Studies / Unrestricted

This study investigated the implementation progress of the National Language Policy (NLP) of South Africa (SA) by reviewing pertinent research related to Language Policy (LP) initiatives. In particular, the study explored the implications of the NLP implementation on multilingual teaching and learning practices, especially practices aimed at developing proficiency in the Language of Learning and Teaching (LOLT). In particular, the LP implementation initiatives to support a multilingual practice community at Nelson Mandela Metropolitan University (NMMU) were overviewed. The study focused on and assessed the AHZ Project multilingual initiative in the Department of Applied Language Studies (DALS) at NMMU. The AHZ Project multilingual initiative included text translation and multilingual tutorial strategies to assist isiXhosa-speaking students understand grammatical concepts. As a result, an aim of this study was to determine the efficacy of the AHZ Project by assessing the perceptions of English Language Studies (LES111) students and lecturers who were responsible for implementing the initiative. Finally, the research aimed to determine reasons for the apparent slow progress of implementing multilingualism as a teaching and learning practice as well as the underlying constraints of implementing the NLP at Higher Education Institutions (HEIs). A mixed-method approach was selected to explore the aims of the research study as both quantitative and qualitative data collection tools were used. As the AHZ Project initiative was the study’s data sample, data was collected by conducting three face-to-face semi-structured interviews with two LES111 lecturers and a tutor as well as one focus-group interview with eight student participants. In addition, a LEC online assessment and 284 LES111 reflective paragraphs were analysed. NVivo 10 qualitative software was used for the coding of the data and a descriptive analysis of the interviews as well as the LEC online assessment was employed. To code and analyse the face-to-face semi-structured and focus-group interview transcripts, dominant themes from the study’s literature review, for example, Second Language Acquisition (SLA) and Mother Tongue (MT) transfer were used. The reflective paragraphs were analysed manually using a quantitative coding approach. From the data coding, the study’s findings were determined and interpreted. The LEC assessment confirmed that the students were not coping with the LOLT. By taking cognisance of the AHZ Project strategies and investigating the perceptions of the participants towards the initiative, conclusions were drawn. These conclusions indicated positive attitudes towards the multilingual language practices as implemented by the AHZ Project initiative. In addition, the perceptions towards identity, language status, mother tongue education and language transfer were articulated. Based on the findings of the study, recommendations were made to promote the use of African Languages as LOLTs in teaching and learning classroom practices. Recommendations were also made for future research relating to the teaching of African Languages (ALs) in the schooling sector.

Submitted in fulfilment of the requirements for the Masters Degree in Technology: Quality, in the Department of Operations and Quality Management, Durban University of Technology, 2009. / Higher education institutions are faced with an increasing number of complex challenges including implementing and maintaining a quality management system. In addition, the transformation of higher education brought about further regulations, especially to private higher and further education institutions. Managing the change in private higher and further education became complex as institutions were required to meet the Department of Education’s registration requirements and the HEQC and Umalusi Council’s quality audit criteria requirements. Hence, this study reviewed related literature which represented sources of information, to determine the nature of PHE and FET institutions. The literature further scanned business quality tools and the SAEM and their applicability to private higher and further education. It was established that the TQM philosophy and the ISO 9001: 2000 quality standard, applied in an integrated system, was suitable for higher education. The review identified the SAEM as a suitable model to use as a basis for an integrated quality management system. From the literature review, the nature of PHE and FET institutions and the requirements of the HEQC and Umalusi Council were established. A significant finding was that PHE and FET institutions did not have an internal quality management system in place. This revelation led to the research investigation on finding the needs and deficiencies of FET and PHEIs. A questionnaire, using mainly open-ended questions, was designed and administered to FET and PHEIs for this purpose. The responses revealed that some quality practices were in place but, overall, the quality arrangements were inadequate. The results of the research investigation and the principles of the business quality tools were integrated into the SAEM’s principles. This process led to the formation of an Integrated Quality Model. This Integrated Quality Model was recommended as an internal quality management system for FET and PHEIs

Submitted in fulfilment of the requirements for the Masters Degree in Technology: Quality, in the Department of Operations and Quality Management, Durban University of Technology, 2009. / Higher education institutions are faced with an increasing number of complex challenges including implementing and maintaining a quality management system. In addition, the transformation of higher education brought about further regulations, especially to private higher and further education institutions. Managing the change in private higher and further education became complex as institutions were required to meet the Department of Education’s registration requirements and the HEQC and Umalusi Council’s quality audit criteria requirements. Hence, this study reviewed related literature which represented sources of information, to determine the nature of PHE and FET institutions. The literature further scanned business quality tools and the SAEM and their applicability to private higher and further education. It was established that the TQM philosophy and the ISO 9001: 2000 quality standard, applied in an integrated system, was suitable for higher education. The review identified the SAEM as a suitable model to use as a basis for an integrated quality management system. From the literature review, the nature of PHE and FET institutions and the requirements of the HEQC and Umalusi Council were established. A significant finding was that PHE and FET institutions did not have an internal quality management system in place. This revelation led to the research investigation on finding the needs and deficiencies of FET and PHEIs. A questionnaire, using mainly open-ended questions, was designed and administered to FET and PHEIs for this purpose. The responses revealed that some quality practices were in place but, overall, the quality arrangements were inadequate. The results of the research investigation and the principles of the business quality tools were integrated into the SAEM’s principles. This process led to the formation of an Integrated Quality Model. This Integrated Quality Model was recommended as an internal quality management system for FET and PHEIs

The role of higher education in developing human capital and contributing to economic growth, competitive advantage and societal progress of any country is well documented. The direct link between the economic performance of a country and the level of education of its citizens cannot be repudiated. Furthermore, the demands of a growing economy, governmental pressure and the competitive international business environment have put pressure on South African businesses. This is aggravated by a “skills crisis” and the need to deliver more goods and services to increasingly more diverse customers. There is consensus amongst experts that the shortage of skills and high-level managerial human resources in South Africa constitute a major threat to the country’s future economic development and productivity growth. As the business world becomes increasingly sophisticated and challenging, so does the need to continuously review and assess the business qualifications that equip managers to cope with the challenges facing them. The competencies that come with a Commerce degree are relevant in every corner of society from managing successful private companies, public organisations, for governments to be able to contribute to the greatest good of society, to socially effective not- for- profit organisations. Despite the importance of a degree in Commerce there are some criticisms about the degree and Commerce graduates. The problem statement of this study is therefore vested in the continuum of praise and criticisms of Commerce graduates and the Commerce curriculum and, the reported imbalances between higher education institutions and the needs of the labour market. The question is whether such praise and criticisms are justified and whether higher education institutions specifically meet the requirements and expectations of both the graduates themselves and of business practice. The primary research objective of this study was, therefore, to obtain the opinions of Commerce graduates and Commerce graduate employers on the overall perception of Commerce graduates produced by a prominent HEI in the Eastern Cape Province in South iv Africa. To achieve this objective and based on in-depth analysis of secondary sources, two independent empirical surveys, aimed at two population strata were conducted, namely: • The Commerce graduates with known email addresses (N = 1 870) were extracted from the HEI’s alumni database. A total of 231 usable questionnaires were received from these Commerce graduates. • The employers with known addresses (N = 85) were extracted from the selected HEIs Career Centre database. A total of 47 usable questionnaires were received from the employers of the Commerce graduates. The main findings in this research pertain to aspects concerning core courses in the Commerce curriculum offered by the selected HEI, management skills and traits as required in the work environment, commerce curriculum outcomes and perceived experience as a student in the Faculty of Commerce at the selected HEI and Employer perceptions on the profile of the Commerce graduate. In this regard, the main findings are therefore summarised below: • Both graduates and employers assigned high relative importance scores to seventeen of the 19 core courses, supporting the multi-functionary interdisciplinary approach to the Commerce curriculum. Concerns were expressed by the Commerce graduates with the quality of tuition they had received in most of the core courses. Likewise, employers were not always satisfied with the Commerce graduates’ proficiency in some of the core courses, relative to the importance of core courses for running a business. • The Commerce graduates and employers strongly endorsed and supported the importance of the 43 management skills and traits in the work environment. Commerce graduates expressed concerns about the extent to which their management skills and traits had been developed through tuition. Concerns about the proficiency of the Commerce graduates in all the management skills and traits, relative to the importance in the work place, were conveyed by the employers. • On average the perceptions on the outcome of studies in the Faculty of Commerce were very highly regarded by the Commerce graduates. The highest mean score was for the item “Studying in the Faculty of Commerce contributed to an increase in my knowledge and abilities.”• The perceived experience of Commerce graduates as students in the Faculty of Commerce at the selected HEI was very highly regarded, implying that the selected HEI was meeting the expectations of its Commerce graduates. • Employer perceptions of what would constitute an ideal Commerce graduate were not fully met by the profile of the actual Commerce graduate from the selected HEI.

During the last two decades, political change in South Africa has resulted in significant changes to higher education (HE) admission policies. Increased admission into South African universities has meant an increase in student diversity and different levels of preparedness of the students negotiating their way through their academic studies. Academic success of students remains a focus and one way of addressing this has been the introduction of various extended programmes at South African universities. Extended programmes have various academic development initiatives embedded in the coursework. These are designed to assist the academic progress of students. However, student success remains elusive as so many factors may impact. The purpose of this study therefore, was to investigate the perceptions of the National Diploma (Engineering: Electrical) Extended Programme students with regard to the benefits of the academic development initiatives offered by the NMMU, in order to gain a deeper understanding of their experiences as Extended Programme students. An exploratory sequential research design was employed, consisting of two phases of data collection, following each other successively (Creswell, 2012). The first phase of the data collection involved both quantitative and qualitative data. This was followed by a consecutive collection of qualitative data with the aim to enhance the themes that emerged from the first phase of this study. This mixed-methods research design facilitated the gathering of rich data to answer the research questions. The results indicated that these students perceived the academic development initiatives they received as positive and beneficial to their development. In addition, they felt adequately prepared for the mainstream curriculum; acquired and applied many skills relative to their field; and considered themselves to be at an advantage when comparing themselves to their mainstream counterparts.

The democracy in South Africa brought about many changes and new challenges. One such challenge was to transform the Higher Education institutes in South Africa. The National Commission on Higher Education (NCHE) resulted in the proposed National Plan for Higher Education in 2001. This referred to the restructuring of Higher Educational Institutes in South Africa. The National Plan for Higher Education listed priorities within section 6, which deals with the restructuring process. Some of these priorities referred to the reduction of duplications and overlaps in the programmes offered. Prior to 2005, Technikons offered the course National Diploma: Cost and Management Accounting over three years. Former Technikons developed their curricula for Cost and Management Accounting to utilise career orientated training in order to provide students with the necessary knowledge and skills for careers in financial and cost and management accounting as was applied in commerce and industry. Before the transformation and restructuring of the South African higher education institutions, Technikons in South Africa was part of a National system where a National curriculum was developed and implemented by all Technikons in South Africa. Curriculum development took place on a national level. Therefore, the programmes offered at these former Technikons were similar. Some of the former Technikons still offer the National Diploma in Cost and Management Accounting but in a different format. Students registering for this programme, register for a National Higher Certificate (NHC) in Accountancy. The duration of this NHC is two years where after students can complete a third year to graduate with a National Diploma in Cost and Management Accounting. The NHC in Accountancy was also developed on a national level and the curricula are similar at the higher education institutions offering it in South Africa. Since the merger of higher education institutions in South Africa, the responsibility to develop new programmes shifted from a national level to an institutional level. The newly merged institutions carry the responsibility to develop new programmes which suites the specific institution and serves the need of the specific communities. The iv primary objective of this study is to analyse the Cost and Management Accounting curricula in South Africa with the intention to propose a new curriculum for this diploma. To suggest a proposed curriculum, the old curricula of the various South African institutions were considered using qualitative research methods. The four South African institutions and the two Australian institutions were analysed and a balanced curriculum proposed out of this information. The proposed curriculum for the diploma in accounting, combined subjects that have been offered previously and subjects that could further expand graduate employability. Five companies were selected to evaluate the proposed curriculum. After considering the views of all the interviewed employers, a final curriculum was suggested for the Diploma in Accounting. As a result of this study it was clear that in-service training should be added to the Diploma in Accounting. Eighty percent of the interviewed potential employers suggested that practical experience in third year studies would significantly enhance student employability. Cost and Management Accounting has long been used by accountants to help managers understand the different costs of running a business. It is important for managers to identify certain areas of the business process where costs can be cut and the profitability increased. From this study it is clear that the proposed curriculum is acceptable to employers as they found that students will benefit from it.

Submitted in fulfillment of the requirements of the Master of Accounting Degree: Management Accounting, Durban University of Technology, Durban, South Africa, 2015. / Empirical evidence highlighted the problem of underprepared graduates who lack critical thinking skills required in the work environment. Institutions of higher learning have been mandated to provide graduates with these critical thinking skills. However, in order to achieve this mandate, teaching, and, in particular, assessment practices at institutions of higher learning would need to be rethought and transformed. Integrated assessments that mirror real life situations are particularly useful in the development of critical thinking skills. The purpose of this study is to investigate whether the integrated assessment conducted with the first-year ECP students in the Department of Management Accounting at the Durban University of Technology has enhanced the critical thinking skills of these students. This descriptive and inferential study employed a quantitative strategy, with a quasi-experimental, pre-test, post-test, non-equivalent group design and it was longitudinal in nature. The target population consisted of two groups: all the first-year students registered on the Extended Curriculum Programme in the Department of Management Accounting in 2014, which was approximately 40 students (experimental group); and all the first-year students registered on the Extended Curriculum Programme in the Department of Financial Accounting in 2014, which was approximately 40 students (control group). All five categories of the Watson-Glaser Critical Thinking Appraisal UK edition were administered to both the control and experimental groups in a pre-test and post-test measure. However, only the experimental group was exposed to the integrated assessment. The aim was to measure the change, if any, in the students’ critical thinking skills over a period of time. The findings revealed a statistical significance in the overall post-test scores in favour of the experimental group. The norm group comparisons also revealed that, after the completion of the integrated assessment, the experimental group’s post-test mean scores were higher than the US grade 12 students and were closely matched to the US first year of 4 year colleges. In addition, the experimental group’s pre-and post-test mean scores were closely matched to the SA norm group. These results suggested that the experimental group experienced gains in their critical thinking ability in the post-integrated assessment. It is, therefore, recommended that integrated assessments, which are based on real world problems, should be conducted in the first year and in subsequent years. It is not always possible for universities of technology to offer cooperative education/ in-service training to all students. Contextualized integrated assessments, therefore, bridge this gap by allowing students to experience workplace requirements without physically being in the work environment.

Drawing on critical realist philosophy as a meta-theoretical framework, this study explores the conditions that enable and constrain the infusion of service-learning in university curricula. In this study, four discipline-based cases are analysed within the context of an overarching case of one South African university. The study reports on case study research into four disciplines, broadly representing the disciplinary array offered at Rhodes University, a small traditional research-intensive university in South Africa – four cases are thus embedded within a larger over-arching case. Margret Archer’s analytical dualism is used as an analytical lens for the inquiry. It offers tools for examining the conditions for the emergence of service learning and the form it takes in each case. Archer’s framework requires the artificial separation of structural, cultural and agential mechanisms for analytical purposes in order to establish the dominant factors impacting on the infusion of service-learning in curricula. An analysis of the interplay between structure, culture and agency uncovers insights into the conditions that enable or constrain the adoption of service learning as a pedagogic tool in specific disciplines. Curriculum decision-making is a central consideration in this study. Basil Bernstein’s theory of cultural transmission provides an external language of description to theorise the pedagogic choices made in specific contexts. This body of theory provides analytical tools for generating nuanced explanations of the significance of knowledge and curriculum structures as enabling and constraining mechanisms when pedagogic decisions are made. The study shows that the nature of the discipline has a significant influence on the emergence of service-learning and the form it takes in each context. Key agents draw on available structural and cultural mechanisms to either maintain the status quo or they exercise their personal properties and powers to mitigate existing conditions. The first case examines the emergence of service-learning in a ‘hard pure’ discipline where structural and cultural conditions constrain the emergence of innovative pedagogic tools. In this case a key agent draws on a confluence of personal, structural and cultural emergent properties to initiate a service-learning course at the honours level. Factors that make service-learning possible in this case include the key agent’s seniority within the institution, his status as a prolific researcher, the possibilities for application of disciplinary knowledge, and a strong institutional discourse of service to society (RU in Society) and an institutional and departmental discourse privileging academic freedom. In the second case the conditions in the ‘hard applied’ discipline are largely enabling, however the emergence of service-learning is facilitated by the interplay of the following agential, structural and cultural emergent properties: corporate agency taking advantage of the outward focus of the discipline (a region in Bernsteinian terms) and drawing on what is termed the RU in Society discourse. The third case represents a ‘soft pure’ discipline, where service-learning does not emerge within the formal curriculum, but in a largely marginalised departmental outreach programme. This discipline is inward facing and although its knowledge base draws on challenges and phenomena in society, it remains at an esoteric level accessible mainly to the discipline community. Agents in this department draw on the insular structure of the discipline, in conjunction with the strong Academic Freedom discourse to develop a form of service-learning that furthers disciplinary aims, albeit within the context of limited engagement beyond the boundaries of the discipline and the institution. In the case of the ‘soft applied’ discipline the structural and cultural conditions are largely enabling. However the emergence of service-learning in this discipline relies on the advocacy of a powerful social agent in the department with an interest in socially equitable practice; she draws on the RU in Society discourse to promote direct engagement with communities beyond the university boundaries. The study is set in a research-intensive university and it is perhaps not surprising that the service-learning courses in three of the four cases are framed by research projects. This suggests that in the context of this kind of institution it may be imperative to draw on research activities as the basis of infusing service-learning in the curriculum. The findings of this study challenge the implicit assumption in policy documents that it is possible to institute service-learning in all disciplines.

This research is concerned with the development of entrepreneurship at higher education institutions (HEI). Entrepreneurship is very important in every country as there is a direct correlation between entrepreneurship development and economic growth (Hegarty, 2006). Entrepreneurship education is essential as it assists students who want to start up their own businesses by giving them the relevant skills and knowledge to have a successful business. The purpose of this research is to evaluate the Postgraduate Diploma in Enterprise Management (PDEM) within the Management Department at Rhodes University, Grahamstown. A qualitative approach was implemented which used an adapted version of the Context, Input, Process and Product Model (Stuffelbean, Mckee and Mckee, 2003). Data was collected in the form of interviews and focus group interviews. There were six lecturer interviews, one course coordinator interview and five past student interviews. There were two focus group interviews that took place; this was done so to gather data from seven current PDEM students. The data collected was then analysed through the use of qualitative data analysis techniques. These were sensing themes, constant comparison, recursiveness, inductive and deductive thinking and interpretation to generate meaning (Ruona 2005, cited in Swanson and Holton, 2005). The Management Department aims to equip students to think realistically in terms of starting their own business and to enhance the students’ knowledge and skills so that they are better able to find employment in the corporate and government sectors. The PDEM aims to be an action-learning course and to create an entrepreneurial environment which will encourage students to start up their own businesses. The role of the lecturers and the course coordinator is important as they need to ensure that there is a continuous transfer of knowledge to the students. Students are not expected to be specialists within each subject; however they need to have a basic grounding in order to run a business. Students felt that the Alpha Project was important and useful as it improved their confidence about starting a new business. An issue that was raised about the Alpha Project was that the separation of students into the Alpha Project groups was not executed well. The course was perceived to be disorganised however the students tended to enjoy it and felt that the Management Department was supportive of their businesses.