This research focuses on the extent to which the Rhodes University Academic Skills Programme (ASP), now known as the Academic Development Programme, is able to act as an agent of progressive change within Rhodes University. In so doing it concentrates on the potential of the strategy of integrated academic development for dealing with the academic needs of university students within the context of South Africa as a society in transition. The candidate considers the inability of structuralist educational theory to account for the potential of human agency at the site of formal education. It is shown that structuralist theories provide deterministic and pessimistic accounts of the role of institutions of formal education. In support of this contention this study explores the history of ASP at Rhodes University, demonstrating that significant change in student academic development has already taken place. ASP has contributed to change within the said University through challenging traditional notions of academic development. This thesis suggests that the non-structuralist critical theory of Jurgen Habermas provides a more holistic account of ASP than do structuralist theories of formal education. Through the incorporation of Habermas's theory of communicative action a process of critical integration is explored, showing that a strategy of integrated academic development has the potential to involve all those who have an interest in university education through a process of rational discourse. This potential is strengthened by the fact that many students and staff have expressed an awareness of the need for an integrated academic development strategy. This thesis subsequently explores the possibility of there being a process of democratic and rational discourse which could lead to a progressive integration programme in the Rhodes University Department of Sociology and Industrial Sociology. This thesis stresses the contested nature of the integration process within departments. It is indicated that Habermas's critical theory is able to account for the changes which have taken place in the past and which are presently under way. It is argued that it not possible to predict future outcomes, but that if ASP pursues a process of rational discourse, it will indeed be able to stimulate a critical integrative approach to academic development in the Rhodes University Department of Sociology and Industrial Sociology.

This study investigated the implementation of the Business Studies National Curriculum Statement in Schools in Fort Beaufort District. The interpretive paradigm was utilized in this study because it focuses on individual perceptions and experiences. In addition a qualitative approach was used for the collection of data so as to gain in-depth information on the implementation of the Business Studies National Curriculum. Semi- structured interviews, focus group interviews and document analysis were used as a form of collecting data. The participants were purposively selected for the sample of this study and comprised of 4 Principals, 3 Subject Advisors, 1 Provincial Subject Planner, 6 Teachers and 36 learners and interviews lasted for about 1 ½ hours. Data analysis was done in line with the research questions, aims and objectives of the study. Through the participants’ answers from schools under study, a transcript was formulated, coded and categorized in view of the implementation of Business Studies National Curriculum Statement in schools. Therefore, it was discovered from the data of the research study that the participants encounter a number of challenges with regard to teaching and implementing Business Studies in their schools. Namely: (1) lack of qualified personnel to teach Business Studies (2) lack of adequate teaching materials (3) lack of Subject Advisors executing their roles in helping teachers to teach Business Studies effectively (4) lack of training programmes and workshops on how to teach Business Studies in the classroom. Thus, there were variances in schools under study especially with relations to funding, availability of teaching material, support offered by School Heads and the Department of Education. As a result, emphasis was that the Department of Education had to come up with ways of continuously training the teachers and offering support in terms of teaching materials. Most of the participants from the school under study did not bother to plan their lessons when they were going to teach this subject. In sum, this study attempted to highlight the challenges that the participants encounter as they try to implement the Business Studies in their schools taking into the considering the educational history of their country. Hence some of the participants expressed why there is a need to create, cultivate and have a conducive and supportive working environment. The study recommends that the Department of Education provide teachers with special training on how to select relevant learning and teaching support material. Moreover, there is a greater need for Business Studies teachers to strike a balance between theory and practice in the deliverance of their lessons in Business Studies. Additionally, the District Officials must organise on-going training in Business Studies as this would help to rectify the problems that are currently being encountered in implementing Business Studies in schools.

Diversity should be included in an organisational culture and be aligned with the corporate strategy. South African institutions face diversity and multiculturalism challenges which affect their operation and strategies. Managers in South Africa regard organisational culture as a very useful tool to manage their diverse workforce. Against this background, the primary objective of this study was to investigate and analyse how workforce diversity and organisational culture impact on strategy implementation at a higher education institution, namely Walter Sisulu University (WSU). The study identified dimensions of diversity and organisational culture and strategy implementation from theoretical models supporting the study. A hypothetical model portraying these factors was constructed, displaying each factor and their relationship with strategy implementation. Furthermore, the relationship between strategy implementation and strategic outcomes was indicated. Given the nature of the problem statement and the research objectives presented in this study, the positivistic research paradigm was adopted. Self-administered questionnaires were distributed to executive and senior management, senior academic and senior support staff at WSU. In total, 266 usable questionnaires were returned. The data obtained from these questionnaires were subjected to both descriptive and inferential statistical analyses. Structural equation modeling (SEM) was used as the key statistical analysis tool. As the hypothetical model did not load onto SEM in total, it was re-specified into four sub-models. Each sub-model was subjected to SEM to test the hypothetical model and to indicate the significance of the relationships hypothesised between the various independent, mediating and dependent variables. Eight statistically significant relationships were identified in the study. The factors identified as having a statistically significant relationship with organisational culture included the following: degree of flexibility, degree of teamwork, task directiveness, degree of formalisation, leadership styles and decision making. In addition, a statistically significant relationship was found between organisational culture and strategy implementation. Furthermore the findings indicated a statistically significant relationship between strategy implementation and strategic outcomes in a higher education institution. There was no statistically significant relationship found between diversity and strategy implementation. This finding is contrary to empirical evidence by various other researchers. The study makes a contribution to multicultural higher education institutions by highlighting the crucial role of organisational culture in effective strategy implementation. It was clear from the results of the study that the nurturing of human capital is critical if higher education institutions wish to successfully aligning culture with strategy implementation. This study provided constructive and very practical guidelines to higher education institutions to ensure effective alignment of culture with strategy implementation and so enhance local and global competitiveness and long term sustainability. University councils throughout South Africa can apply the findings of this study in their respective institutions to support effective strategy execution.

Educational Studies / MED (EDUC MANAGEMENT)

Text in Afrikaans / Various technological developments have taken place in the last century, but most of them had very little or a minimal influence on higher education. It has often been speculated that technology would increase the pass mark and retention of students, but to date that has not happened. Where has technology failed? Or is it not technology that has failed, but, rather, the educational model? These questions will be addressed in this study. Riegelman, Povat, Ott and Piemme (1985:279) state that knowledge doubles every three to five years and that lecturers can no longer be mere disseminators of knowledge. Therefore, the present-day student should be guided to find knowledge him- or herself within a broad framework. This means that the educational model of higher education institutions needs to be renewed. The traditional lecturer-centered teaching approach should give way to a more student-centered learning approach. However, the problem is that there are not yet guidelines [or a model] for the use of, for example, the Internet in such a new educational approach. In this study, the focus is on the creation of a didactically justifiable model [guidelines] for the use of the Internet in a multi-mode educational approach, since the Technikon currently does not have such a model. This model and these guidelines should enable the lecturer, as the teaching-learning manager, to plan, develop, implement and evaluate a multi-mode teaching-learning programme. However, before any didactic model is, or guidelines are, developed, it is essential to determine the starting point from which the design should be done. In order to arrive at a well-founded starting point, a comprehensive literature study of local and international publications was undertaken, personal interviews were conducted and specialists locally and abroad were visited. In this manner, an illuninating overview was obtained of that which has already been done to deal with the set problem, as described in the previous paragraph. The research for the development of the model [didactic guidelines] was preceded by a three-year institutional study, in the course of which trends, needs and perceptions were debated at an institutional forum chaired by the researcher, namely, the TLTR [Teaching, Learning and Technology Roundtable]. The report on this study is divided into six chapters and represent the problems identified by the TLTR, which form the foundation [core] on which the model and guidelines are based. The questions are as follows: Who are we and how do we currently execute our core task? [How do we teach?] Who are our clients and what are their needs? [How do they learn and how do they wish to be served?] How could we use technology to facilitate our task and teach our students effectively without sacrificing quality? [What teaching-learning opportunities are there?] The theoretical study that provides the answers to the above questions is embodied in a model [guidelines] for the use of the Internet within a multi-mode educational approach. This model is then evaluated by 106 lecturers and 437 students to: Determine the lecturer's attitude to the proposed model, determine the lecturer's perception of the differences between on-line and contact instruction management, and determine whether there are any differences in the learning experience(s) of students who receive instruction by means of an Internet-supported programme and students who receive contact instruction. Lastly, attention is given to a number of related findings and recommendations that flow forth from the study. These aspects also lead to recommendations on future research in this field. / Educational Studies / D. Ed. (Didactics)

Changes in Education usually brings along with it problems of curriculum implementation, such as assessment, evaluation and curriculum design. One of the major problems is how learners are going to be assessed for progression and how the teachers are going to adapt to these new approaches. In this research the focus was on the following problems: Are the new assessment criteria met by the facilitator? Can the opinions/ideas and attitudes of facilitators be transformed? Do facilitators understand the new assessment criteria and how to use them? To find out how knowledgeable the educators are on assessment criteria and what the educators average attitudes are towards the new assessment criteria. In the empirical research data was gleaned by means of questionnaires. Thereafter, correlation coefficient was used to determine the correlation between variables and the t-test and chi-square test were used to test the null hypothesis. / Psychology of Education / M.Ed. (Psychology of Education)

Using social realist theory and particularly the morphogenetic/morphostatic methodology advocated by Margaret Archer, this study offers a critical examination of the emergence of a formal academic staff development programme at a small South African university (SSAU). Archer’s morphogenetic approach enabled an investigation of the interface between culture, structure and agency (at macro, mezo and micro levels) in order to theorize about the material, ideational and agential conditions that obtained and which in turn enabled the emergence of the Postgraduate Diploma of Higher Education (PGDHE) at the SSAU. The study therefore advances concrete propositions about the cultural, structural and agential conditions for transformation which existed at a particular time in the history of higher education (and the subfield of educational development) which enabled the introduction of the PGDHE. Analysis of the data suggests that what occurred at SSAU was a disruption of the morphostatic synchrony between structure and culture brought about by new discourses and structures emanating from the broader international and national higher education context. In particular, it seems that attempts at reconciling the constraining contradictions between the discourses and structures related to quality assurance on the one hand and educational development on the other resulted in a conjunction between transformation at the levels of both the cultural system and social structure. This conjunction, along with the actions of key Institutional agents and the morphogenesis of the staff of the Educational Development Unit, created sufficiently enabling conditions in the Institution for the introduction of the PGDHE. The research adds to knowledge through insights into the contribution that the ideas, beliefs, values, ideologies and theories about higher education broadly and about educational development specifically make to enabling or constraining conditions for the professionalization of academic staff in higher education institutions. It uncovers how relevant structures at the international, national and institutional levels can shape the practice of educational development and specifically staff development. It has generated insights into how the relevant people and the positions they hold can impact on staff development practices. In summary, the research could contribute towards emancipatory knowledge which could be used by SSAU and educational development practitioners elsewhere to inform future planning and decision making in relation to educational development and more specifically staff development practices in their contexts.

This article seeks to understand what South African universities are doing by making use of language as a tool or as an enabling voice towards Africanisation and transformation with particular reference to Rhodes University, which serves as a case study. Although many universities now have language policies in place and are part of an enabling policy environment, when it comes to using language as part of transformation and asserting an African voice, there are still policy implementation challenges. It is argued in this article that implementation of policy, including university language policies, is now a key indicator for two levels of transformation; namely the more superficially visible or visual representation transformation, as well as deeper curriculum transformation through appropriate language usage. It is the latter form of transformation that largely eludes the contemporary South African university, whether these are historically black universities (HBUs) or historically white universities (HWUs). With the exception of a few best practices that are highlighted in this article, it is argued that transformation of the curriculum remains a long-term process, in the same way that language policy implementation is an ongoing process and requires commitment at all levels of university managerial and academic culture. The African voice in higher education remains an elusive one; though it is gaining ground, as evidenced by the recent removal of the Cecil John Rhodes Statue at the University of Cape Town. Furthermore, there is evidence of selected ongoing curriculum and pedagogic transformation, as presented in this article.

The work of intercultural communication theorists such as Ting-Toomey (1999) and Gudykunst (2003) has informed curriculum design and teaching methodology of the courses developed for teaching isiXhosa for vocational purposes to second language (L2) learners. This seems to be an appropriate theoretical paradigm within multilingual South Africa, where intercultural communication is becoming a daily reality for a growing portion of the population. We make use of this theory to introduce and develop experiential understanding of multilingualism at Rhodes University in various departments and, more generally, on campus.

Post-apartheid education policy as enshrined in the South African School's Act no 84 of 1996 transformed the education system. The policy ensured the right of access to the school of one's choice and lead to the migration of learners from township schools to former Model C and independent schools. The study aimed to investigate the management of learner migration using a literature review and a qualitative inquiry. Data was gathered through interviews with principals, School Management Team members, parents and learners who had migrated. The findings indicated that learner migration as determined by parents' social and financial capacity is; steered by factors such as a school's sound culture of teaching and learning on account of good principalship, dedicated educators, motivated learners and good discipline. It was recommended that the culture of teaching and learning should be cultivated in all schools through capacity building workshops for educational managers and educators to curb excessive Ieamer migration. / Further Teacher Education / M. Ed. (Education Management)