Submitted in fulfilment for the requirements for the degree of Doctor of Technology: Human Resource Management, Durban University of Technology, 2010. / Since the advent of democracy in 1994, South African society has been undergoing a rapid transformation. By the time the second democratic elections had come around, the focus had turned to transforming and restructuring the higher education sector. Mergers became an instrument in the hands of the Government to restructure and configure the higher education landscape. Mergers are not new and have been used by many countries to transform or restructure their higher education sector. However, comparison with higher education mergers in other countries would point to the most ambitious change programme ever undertaken in recent times, especially given the large scale of mergers and incorporations that were planned for the South African higher education sector. The Durban University of Technology merger which took place in 2002 preceded the main wave of the Government decreed mergers that took place in 2004 and in 2005. This thesis focuses on contributing to the knowledge of higher education mergers by investigating higher education mergers in South Africa from a micro as well as macro perspective. At a micro level the study undertaken is a case study of the Durban University of Technology (DUT), the first merged higher institution in the country, while from a macro perspective, an examination into the impact that mergers have had on the transformation of the higher education sector. This second part has been undertaken through a perception survey of staff at merged institutions. The emphasis is on providing a detailed analysis of DUT merger in terms of its problems, pitfalls and peculiarities. It covers an examination of the processes, procedures, practices and trials and tribulations when two or more higher education institutions merge. This study is guided by two central research questions. The first is: What can be learned about higher education mergers as examined through the Durban University of Technology (DUT) case study? The second question, whether higher education mergers have been successful or otherwise in South Africa? In particular this question seeks to elicit whether the broader goals and objectives of higher education transformation have been or are being achieved or accomplished through mergers in the sector. The literature review emphasized a conceptual understanding of higher education mergers, merger processes and steps. The review also touches on the limitations and gaps in higher education literature when examined from a iv South African perspective. In particular a detailed study of the South African merger policy development was undertaken. The DUT merger experience allows one to draw a distinction between what is termed the technical merger issues and the soft issues. Technical aspects of a merger would simply be those aspects that have to be done to ensure the physical merger of two or more institutions. In a sense it is the soft issues which shape the merger process. These soft issues largely relate to people, the consultation with stakeholders, the negotiations and the cultural dimensions. Despite the assumption that voluntary mergers are generally easier to negotiate and execute because of the perceived greater involvement of stakeholders, the DUT case provides no evidence to support this position. If anything, the DUT merger although voluntary was at best difficult and beset with people and human relations problems. The findings from the case study point to the following: Government initiated mergers (forced mergers) are less likely to failure because of a greater national agenda; that an all new embracing style of leadership is needed when institutions undergo great changes such as through a merger; that where trade unions exist they will become powerful forces if people management issues are neglected or dealt with poorly during the merger. A genuinely co-operative and consultative process is the way to go; that to overcome past cultural differences a new cultural identity must be established early in the merger by sharing the new vision and mission of the new entity; that mergers could be understood and managed in three distinct phases, which are, the pre-merger phase, the integration phase and the consolidation phase. Equally there are a number of merger steps. By reviewing the processes, procedures and practices of the DUT merger, a model has been developed to understand how mergers take place. In respect of the perception survey of merged institutions, respondents saw some benefits accrue to the academic goals and there were some efficiency gains. More students came into the higher education system. Not many were complementary about their state of physical resources including teaching and learning facilities. Some even felt that teaching and learning were set back during the merger period and this is backed up by key statistics for example like pass rates and dropout rates. Given the difficulty with the softer issues in mergers, much of the blame seems to have been directed at Management and Leadership. Nearly 50% of respondents felt that mergers did not result in high quality Management, while a slightly lower percentage of 42% thought that v mergers did not help establish high quality Councils. Many thought that their governance structures and systems were also weakened. Mergers are complex and it invariably affects the entire institution. It requires careful planning and preparation, inclusivity and a developmental approach to mergers. It also requires effective leaders to manage change of such magnitude. These are the ingredients to ensuring successful higher education mergers.

Submitted in fulfillment of the requirements for the degree of Master of Technology: Information Technology, Durban University of Technology, Durban, South Africa, 2015. / Education is constantly challenged by rapid technological changes both in terms of curriculum renewal and in terms of students’ awareness of these new technologies. This is the reason why the aim of this study is to analyse factors affecting computing students’ awareness of the latest ICTs. This aim is further divided into four research sub-aims: the selection of the relevant theories for this research; the design of an appropriate conceptual model to support it; the empirical testing of the above mentioned model; and finally, recommendations arising from the research results. The first research sub-aim is accomplished through selection of the Innovation Diffusion Theory (IDT) as the theoretical framework of this study after a review of different theories of technology adoption. The second research sub-aim is accomplished through the design of a conceptual model which is an adaptation of the relationship between the prior conditions construct and the knowledge/awareness construct of IDT. The prior conditions that were studied are students’ perceived exposure to career guidance and students’ perceived curriculum currency. These prior conditions were analysed as possible predictors of computing students’ technology awareness. The third sub-aim is accomplished by means of a survey of 116 computing students from the four universities of the KwaZulu-Natal province of South Africa, the results of which validated most of the relationships hypothesized by the above mentioned model. Having knowledge/awareness as the main variable of the current study can be seen as its main contribution in view of the fact that only two studies from the reviewed literature on IDT are examining the awareness/knowledge construct. The fourth sub-aim is accomplished by means of some recommendations, one of which is that gender and ethnicity be considered when curriculating computing courses both at the high school level and at the university level.

Since the advent of democracy in 1994, social changes in South Africa have impacted on schools. In the past, parent involvement in the township schools was viewed as unimportant. However, with the change to a democratic South Africa, parents as critical stakeholders were put under tremendous pressure to get involved in the education of their children. The role that parents are expected to play in education has grown immensely and has been receiving greater interest. The South African Schools Act (Act no. 84 of 1996) makes provision for parents‟ participation in the activities of the schools. The underlying principle is to ensure that parents are actively involved in the governance and management of schools with a view to create a conducive environment for a better teaching and learning. According to Bloch (2009:22) the more parents are involved in their children‟s schooling the better their children‟s academic achievements, the more confident their attitudes to schooling and the lower the drop-out rate. However, the parents in the township schools in South Africa have dismally failed to live up to these expectations. Almost 80% of dysfunctional schools in South Africa are predominantly located in the townships (Smit & Oosthuizen, 2011:64). These schools are ineffective and inefficient; and lack of parental involvement has been cited as a key reason for the decline of academic achievement. Efforts to improve the culture of teaching and learning in these schools have failed. In this study, the extent to which parents in the township schools are involved in the education of their children is interrogated as the focus area. Similarly, the objective of this study is to investigate and evaluate the factors that influence or inhibit parents‟ participation in the education of their children in the township schools. The study confined itself to three secondary schools in Ekurhuleni North district and used both educators and parents as its sample. The sample was purposefully selected. A mixed methodology of qualitative and quantitative approaches was used for this study. The data presented in this study are mainly derived from the responses to the ninety questionnaires that were distributed to educators as well as the responses of the six parents from the interviews with them. In this study, the ethical considerations of the research as espoused by Merriam (1998:198) were adhered to. This study v stems from the necessity to contribute to the scholarly debate on the involvement of parents in education as it seeks to determine the factors which hamper parental involvement in the education process of the learners in the township schools; and to suggest possible solutions to eliminate them wherever feasible. The reluctance of parents to participate in the education of their children in the township schools remains a mystery which needs to be unravelled. This is the basic premise of this research. The researcher further hopes that when the Findings and the Recommendations of this study are completed, they will be able to add value to the education system in the township schools by conscientising parents about their full role in the governance of the schools as mandated by legislation. / Department of Educational Leadership and Management / M.Ed. (Education Management))

Thesis (MPA (School of Public Management and Planning))--University of Stellenbosch, 2005. / The core business of schools is to develop, implement and sustain an effective and efficient curriculum delivery process in order to provide quality education to all learners. External and internal changes though constantly affect the effectiveness and efficiency of the curriculum delivery process and it is required of schools to adapt and meet the demands that are required by these external as well as internal changes. Successful adaptation in an ever-changing environment also depends on how successful a school transforms itself into a learning organisation, develops conducive learning circumstances for learners and encourages constant learning by staff members as well. Research in this respect indicates that principals play a very important role in transforming schools into learning organisations. Schools as learning organisations are also recognised as complex organisations, which consist of multiple relationships or linkages between educators, learners, parents, fellow colleagues, provincial and national education departments, government, service providers, as well as other stakeholders. These relationships are never stable, nor predictable and it requires of principals to monitor, understand and interpret changing circumstances and respond appropriately. Appropriate responses must reflect our country’s constitutional values, which promote collaboration and consultation with all stakeholders. It also requires of school principals to apply a leadership approach, which not only facilitates participation by all stakeholders, but which focuses on empowerment as well. Furthermore, the role of principals in leading and managing schools has changed tremendously and there is a great need to empower principals and school management teams with facilitatory-and-empowering leadership competencies. Such competencies will enable them to understand, interpret and manage change in collaboration with other role-players much more effectively. It will also enhance their ability to effectively lead and efficiently manage the curriculum delivery process and all other supportive systems, such as the academic planning, assessment, finance, procurement, maintenance and human resources systems. Considering the former, this study focuses on the development of a governance model for schools, which considers schools as complex organisations continuously affected by change in the external as well as internal environment. Hence, the governance model provides principals and senior staff members with the understanding how to manage these changes in terms of principles which are derived from complexity theory. Complexity theory informs the practice of school leadership coherently and provides principals with the insight to look at the school educational system as a whole in order to advance organisational effectiveness continuously. According to complexity theory, no system is stagnant; it constantly changes, adapts, learns and evolves. The governance model therefore outlines various facilitatory-and-empowering leadership approaches which are required to cope in an environment which are continuously affected by change. It also illustrates the supporting role of effective communication and sound labour relations in this respect and outlines various management roles, which are required of the principal to transform schools into learning organisations. The governance model also focuses in particular on three essential governance processes, which are applicable to the translation of monetary allocations into appropriate nonpersonnel resources. These governance processes are budgeting, cost management and information technology. The last part of the model focuses on the various control systems for quality assurance purposes, such as whole school evaluation, systemic evaluation, performance appraisal and risk management. In conclusion, West Bank secondary school was used as a case study to experiment with and study the impact of appropriate leadership approaches, management roles, governance processes and controls. The integration of existing research and practice knowledge at this institution aims to extend the scope of application of the governance model to all schools in South Africa and elsewhere in the world.

Thesis (MBA)--Stellenbosch University, 2014. / In this study I explore the perceptions and experiences that matriculants have of the culture in their particular school. I argue that in order for the principals of these four schools to improve the relationship between staff and learners and to improve pass rates, it is important that they know how the culture in their school affects learners and that they learn how to connect with the learners through the culture in their school. I highlight the importance of the school culture through an explorative and descriptive research design. I look at the elements that make up the characteristics of an organisation’s culture and how a school could cultivate a healthy learning environment for learners. I refer to emotional intelligence as an important aspect of this transformation for which both learners and staff have to take responsibility. I also stress the fact that each school has its own personality and therefore it should be noted that the findings, conclusions and the recommendations cannot be generalised. Each school needs to be considered in the light of its own personality and therefore its own organisational culture will determine what the learners and staff need to do to improve education in their school. In the study, I refer to teachers as change agents in their school because they know the learners well and have a huge influence on them. The principal as curriculum leader should however take the lead in the process and through his or her leadership style should model the behaviour they want to see in their schools. The principal is seen to be the one to take responsibility for this process of change and manage expectations both inside the school and outside of the school. In order to be more effective and create a healthy learning environment, the teachers need to be more acutely aware of the learners around them, how they learn and take in information. In addition to that they need to have knowledge of their own teaching style. The four schools involved in the study were chosen because they represent both formerly advantaged and formerly disadvantaged areas. This has since changed, but it has not influenced the culture of the school that much. It has helped the schools to be more open to diversity and multiculturalism, but it has not really changed the operating system of the school that much. The learners are proud to be associated with their respective schools and do not feel that they are in any way treated unequally in their school. Problems such as learners dropping out from school, using substances and falling pregnant while still at school are a reality in these schools. Learners feel their peers need to concentrate on their education and should ask for help if need be, however each person is different and the way they deal with situations in life is different. A lot depends on the support a learner has. My argument is that if these learners are supported and cared for they will do much better in school and they will be less likely to drop out of school. The thesis is concluded with a few recommendations to the principals of these schools as well as suggestions for future studies.

Thesis (PhD (Educational Psychology))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: This study was designed to explore affordances and constraints to teacher learning as workplace learning during a time of change as initiated by the Index for Inclusion process. In particular the study investigated features on the macro-social and macro-educational level that impact on teacher learning in the workplace and the affordances and constraints to teacher learning that could be identified on the institutional-community plane as the pivotal plane of analysis for this study. It also explored features on the personal plane that impact teacher learning in the workplace. The theoretical framework of cultural-historical activity theory (CHAT) provided a broad platform from which to engage with the study. In particular, the work of Engeström, as a contemporary contributor in the field of CHAT, informed this study. The investigation into teacher learning in the workplace during a time of change was designed as a critical ethnographic study and was conducted in a primary school in a disadvantaged community in the Western Cape Province of South Africa. A qualitative methodology was employed. The study allowed for a critical in-depth analysis of affordances and constraints to teacher learning in the workplace by making use of an abductive process of data analysis and presentation, which implies a movement between an inductive and deductive process of knowledge creation. The data was presented in broad themes, an ethnographic narrative using the triangular structure of activity as developed by Engeström, and in pen sketches depicting the learning trajectories of two teachers. The data revealed that the Index for Inclusion employed as tool of change in this study did indeed allow for teacher learning for inclusion in the workplace. It raised awareness of inclusive education, contributed to a shared language for inclusion in the school and created the platform for teachers to engage with own attitudes and practices in a safe and supportive environment. Certain teachers attested to significant learning gains. However, the study also highlighted how a school could act as a restrictive environment for teacher learning and the complex processes involved in changing such an environment to become more expansive in support of teacher learning for inclusion. Several factors acted as severe constraints to teacher learning. On the macro-social level, poverty and the consequences of apartheid in South Africa acted as significant constraints to expansive teacher learning. With regard to the macro-educational level, teachers struggled with innovation overload and the absence of meaningful training and support for change that negatively affected their morale, motivation and self-efficacy. On the institutional level the leadership approach in the school proved particularly detrimental to expansive teacher learning. Teacher cognition, attitude and emotion also constrained their own engagement with the learning opportunity afforded by the Index for Inclusion process in the school. The students were not allowed a platform for their voices to be heard. Furthermore, neither their parents nor the community was invited into collaborative partnerships with the staff. On the personal level the study engaged with the possibility that individual teachers could gradually bring the necessary changes into the school on the grounds of their own positive learning experience through the Index for Inclusion process. The hope for change in the school was thus embodied in individual teachers’ agency, energy and incentive to work towards sustaining the progress that had been made by means of the Index for Inclusion process in the school. Keywords: teacher learning, workplace learning, inclusive education, Index for Inclusion, culturalhistorical activity theory (CHAT). / AFRIKAANSE OPSOMMING: Die studie is ontwerp om ondersoek in te stel na die eienskappe van ʼn skoolomgewing wat onderwyser-leer in die werkplek moontlik maak in ʼn tyd van verandering soos deur die Index for Inclusion-proses geïnisieer, asook na die beperkinge binne dié omgewing (Engels: ‘affordances and constraints’). Daar is in die besonder ondersoek ingestel na die eienskappe op die makro-sosiale en makro-onderwysvlak wat onderwyser-leer in die werkplek beïnvloed, na die geleenthede en beperkinge vir onderwyser-leer wat op die institusioneel-gemeenskapsvlak as die kritieke vlak van analise vir hierdie studie geïdentifiseer kon word, asook na eienskappe op die persoonlike vlak wat ʼn invloed het op onderwyser-leer in die werkplek. Die teoretiese raamwerk van die kultureel-historiese aktiwiteitsteorie (Engels: ‘cultural-historical activity theory’ oftewel CHAT) het ʼn breë platform gebied vanwaar daar met die studie omgegaan kon word. Die werk van Engeström, as ʼn kontemporêre bydraer op die gebied van CHAT, het veral die studie gerig. Die ondersoek na onderwyser-leer in die werkplek in ʼn tyd van verandering is as ʼn kritiese etnografiese studie ontwerp en is in ʼn laerskool in ʼn benadeelde gemeenskap in die Wes-Kaap Provinsie van Suid-Afrika uitgevoer. ’n Kwalitatiewe metodologie is gebruik. ʼn Kritiese diepte-ontleding is gedoen van geleenthede en beperkinge vir onderwyser-leer in die werkplek deur ʼn abduktiewe proses van data-analise en -aanbieding, wat ʼn beweging tussen ʼn induktiewe en deduktiewe proses van kennisskepping impliseer. Die data is op drieërlei wyse aangebied: in breë temas en patrone; as ʼn etnografiese narratief wat Engeström se driehoekstruktuur van aktiwiteit gebruik; en in die vorm van pensketse wat die leertrajekte van twee onderwysers uitbeeld. Die data het aangetoon dat die Index for Inclusion wat as instrument vir verandering in hierdie studie aangewend is, wel onderwyser-leer vir insluiting in die werkplek tot gevolg gehad het. Dit het ʼn bewustheid rakende inklusiewe onderwys verhoog, die onderwysers is blootgestel aan die terminologie van inklusiewe onderwys en ʼn veilige en ondersteunende omgewing is geskep waarin onderwysers aandag kon gee aan hulle eie gesindhede en praktyke. Sekere onderwysers het van betekenisvolle leerwinste getuig. Die studie het egter ook duidelik gewys hoe ʼn skool ʼn beperkende omgewing kan wees vir onderwyser-leer en vir die komplekse prosesse wat betrokke is by die verandering van so ʼn omgewing om dit meer omvattend te laat word ter ondersteuning van onderwyser-leer vir insluiting. Verskeie faktore het onderwyser-leer erg beperk. Op die makro-sosiale vlak het armoede en die gevolge van apartheid in Suid-Afrika die onderwyser-leer beduidend beperk. Op die makro-onderwysvlak het onderwysers weens innovasieoorlading probleme ervaar. Die afwesigheid van betekenisvolle opleiding en ondersteuning vir verandering het ook ʼn negatiewe uitwerking op hul moraal, motivering en selfwerksaamheid gehad. Op die institusionele vlak het die leierskapsbenadering besonder nadelig geblyk te wees vir uitgebreide onderwyser-leer. Onderwyserkognisie, -houding en -emosie het ook daartoe bygedra om hul eie betrokkenheid by die leergeleentheid wat deur die Index for Inclusion-proses gebied is, te beperk. Die studente is nie ʼn ruimte toegelaat waar hulle stemme gehoor kon word nie en nóg hul ouers nóg die gemeenskap is uitgenooi om deel te hê aan kollaboratiewe vennootskappe met die personeel. Op persoonlike vlak het die studie die moontlikheid ondersoek dat individuele onderwysers op grond van hul eie positiewe leerervaring tydens die Index for Inclusion-proses geleidelik die nodige veranderinge in die skool invoer. Deur individuele onderwysers se toedoen, energie en aansporing bly die hoop bestaan dat die goeie werk wat deur die Index for Inclusion-proses in die skool bereik is, volhou sal word. Sleutelwoorde: onderwyser-leer, leer in die werksplek, inklusiewe onderwys, ‘Index for Inclusion’, kultureel-historiese aktiwiteitsteorie.

Thesis (PhD)--Stellenbosch University, 2002. / ENGLISH ABSTRACT:Reform is one of the most controversial elements in higher education and has therefore attracted much attention from within the academic community and from outside. The present higher education scene is characterised by demands for transformation and change, not only in South Africa but in Africa and the developed countries as well. The pressures and demands for change come from outside the field of higher education as well as from within. Some countries have been involved in the process of change and transformation for a period of over thirty years, while others have just embarked on the route or still have to start the change process. The post-apartheid era has marked an era of profound change for South African higher education institutions with concomitant legislation to ensure the change process. If effective and successful transformation of higher education institutions and systems can take place in South Africa with new models of transformation and the effective integration of cultures and openness to change at all institutional levels, these models could be instructive not only to Africa but also to the rest of the world and to academic life universally. However, the demands for change worldwide indicates not only towards new legislation but also towards flexible approaches and new forms of institutional structures and leadership to accommodate the significant, rapid and fundamental changes taking place in higher education and the realisation that institutions of the future will be different from those of the past and the present. In this study the influence of organisational models are used to establish a conceptual framework towards the development of learning organisations. The study reflects on how these new types of organisations will influence higher education institutions as organisations. It also considers what will be expected of higher education institutions to become learning organisations. Learning organisations have special qualities and higher education institutions or teaching institutions do not automatically qualify as learning organisations. The promise of the new millennium provides the higher educationcommunity with the opportunity to take stock of their position and to find out if they possess the necessary skills and have the enabling structures to accommodate a new world. Becoming a learning organisation involves more than a paradigm shift for higher education institutions. It requires a revolution, a quantum leap towards individual recognition and growth, leadership development and empowerment and institutional learning. The Academic 'Process Leadership' Super structure provides the space, structure and process for higher education organisations to re-organise and re-create itself to fit the demands of a new world. An analysis of leadership, leadership development and institutional change in higher education institutions brought to the fore that these institutions have not been effective in providing programmes that develop leaders because they simply do not know what is necessary for effective leadership development. Institutions do not have an in-depth understanding of leadership and they have not enculturated leadership development as a core aspect and activity in higher education institutions. There is grave concern regarding the development of 'soft' people skills. The qualitative research investigation into the process of change towards learning organisations in higher education institutions indicate that there are profound problems in the areas of leadership, leadership development, people management and satisfaction, knowledge management and learning dynamics. These areas form the core aspects within the new structures, that of learning organisations. The insights gained from the process analysis of five higher education institutions indicate that the implementation of the academic leadership model as described in the study will provide individual leaders with the necessary leadership skills to fulfill their roles in the recreated empowered institutions. This process of leadership development, as indicated in the study, could enable institutions to become learning organisations. / AFRIKAANSE OPSOMMING:Die huidige konteks van hoer onderwys dui daarop dat verandering een van die belangrikste, maar ook mees kontroversiele aspekte aangaande die studieveld is. Die hoeronderwysomgewing asook hoeronderwysinstellings verkeer onder geweldige druk van beide binne en buite die akademiese gemeenskap om te verander. 'n Analise van die huidige stand van sake en konteks van hoeronderwysinstellings dui daarop dat verandering nie net in Suid-Afrika 'n faktor is en baie aandag geniet nie, maar dat Afrika sowel as die ontwikkelde lande ook onder geweldige druk verkeer om te transformeer. Sommige lande is al vir meer as dertig jaar betrokke by die proses van verandering. Dit wil egter voorkom dat sommige van die ander lande Of nog glad nie begin het nie 6f pas begin het met die proses van verandering en transformasie. Die tydperk na 1994 en die oorgang na 'n nuwe demokratiese regenng m Suid- Afrika was ook die begin van dramatiese verandering in die Suid-Afrikaanse hoeronderwysomgewing. Die kwessie van verandering is nie net in sekere nasionale beleidsdokumente aangespreek nie, maar ook in meegaande wetgewing. Indien Suid-Afrikaanse hoeronderwysinstellings in staat sou wees om nuwe modelle te kan akkommodeer en te kan verwesenlik terwyl hulle besig is met die transformasieen veranderingsproses, kan hierdie modelle van nut en van waarde wees, nie net vir Afrika nie, maar ook vir die ontwikkelde wereld en die internasionale hoeronderwysgemeenskap. Nuwe strukture en modelle kan ongelukkig nie net deur wetgewing daargestel word nie. Instellings sal toeganklik moet wees vir moontlike nuwe vorms van leierskap, leierskapsontwikkeling en die konsep van veranderde strukture om sodoende te kan aanpas by die eise van 'n voortdurend veranderende wereld en die geweldige impak wat verandering op hoeronderwysinstellings het. Hoeronderwysinstellings sal moet besef dat instansies wat op die toekoms gerig word nie kan vashou aan ou uitgediendemodelle nie. Toekomsgerigte modelle verskil van die huidige vorms, sowel as die van die verlede. Die invloed van organisasiemodelle op hoeronderwysinstellings verskaf konseptuele verwysingsraamwerke vir die ontwikkeling van nuwe begrippe en konsepte. Die konsepte help om rigting aan te dui en te bepaal wat van instansies verwag word om sodoende te kan verander na lerende organisasies. Dit is belangrik om kennis te neem dat lerende organisasies spesifieke eienskappe het en dat hoeronderwysinstellings nie sonder meer gereken en geklassifiseer kan word as lerende organisasies nie. Hierdie nuwe vorm van organisasiestruktuur sal 'n fundamentele invloed he op institusionele prosesse asook op die manier waarop instellings in die toekoms bedryf sal word. In die nuwe millennium sal hierdie paradigmaskuif die geleentheid aan hoeronderwysinstellings voorsien om nie net revolusioner te verander nie maar ook om 'n kwantumsprong te maak na die belangrike mens- en leervaardighede. Hierdie vaardighede is nie net noodsaaklik vir die ontwikkeling om 'n lerende organisasie te word nie, dit maak ook die kern uit van hierdie nuwe organlsaSles. Die proses van akademiese leierskap en leierskapsontwikkeling, soos wat voorgestel word in die model van die Akademiese Leierskapsproses Superstruktuur sal aan instellings die geleentheid bied om die noodsaaklike leierskapsvaardighede te ontwikkel. Dit sal ook die kreatiewe en innoverende omgewing skep wat dit vir hierdie soort organisasie strukture moontlik sal maak om nuut te kan ontwikkel en sodoende in staat sal stel om te kan herorganiseer binne 'n konteks van groter aanpasbaarheid. Hierdie kwalitatiewe studie en navorsingsanalise ten opsigte van leierskap, leierskapsontwikkeling en die proses van verandering en transformasie het aangedui dat hoeronderwysinstellings in Suid-Afrika nie effektief ontwikkel ten einde lerende organisasies te word nie. Die ondersoek dui daarop dat instellings nie die onderliggende elemente van die begrip "leierskap" verstaan nie. Leierskap en leierskapsontwikkeling maak tans nie deel uit van die huidige institusionele kultuur nie.

Thesis (PhD)--Stellenbosch University, 2013. / Bibliography / ENGLISH ABSTRACT: This study investigated a single research question, that is: How do teachers experience the implementation of the Further Education and Training (FET) National Curriculum Statement (NCS) for Physical Science? The focus of the study was on searching the inner consciousness of Physical Science teachers as they engaged with the teaching of the subject on a daily basis. It is in the inner consciousness where one finds the truth about people’s perceptions, beliefs, emotions, challenges and convictions about/towards phenomena that the study sought to determine. In so doing, this study searched for phenomenological truth about the daily realities Physical Science teachers are faced with, as they implement the NCS. Phenomenological truth is floatable, precarious in nature, and subject to an individual’s perception of truth. It is important to note that phenomenological truth makes no reference to absolute truth. At the time this study was conducted the NCS was the only policy document with legal status for schools in South Africa. As a result the NCS influences and directs the pedagogical practices of teachers. This is because the NCS has a specific expectation of Physical Science teachers with regards to their understanding of the content, the delivery of the content, the learning environment, and professionalism. Through searching the consciousness of teachers, they revealed how they experienced what they do in the Physical Science classroom. In other words, how they experience what, how, when and who they teach. Probing into the consciousness of teachers and how they experience the implementation of the NCS provides valuable insight into the quality of curriculum delivery. This study did not only focus on the implementation of the NCS, but also examined why it might be difficult for teachers to change their practices. Phenomenology is both a theory and a method. The study was guided by the ideas of Edmund Husserl - who is regarded by many phenomenologists as the father of phenomenology, Martin Heidegger, Maurice Merleau-Ponty, and many other phenomenologists. Husserl (cited in Derrida, 1967) believed that we should begin any explanation with experience, which is a scientific description that does not presuppose any significance of the existence of the metaphysical world. By delving into the complexities of experience one can locate the flowing life of an individual’s consciousness as it occurs. Husserl posited the belief returning to the things themselves (cited in, Derrida, 1967; Spanos, 1976; Groenewald, 2004) to describe the purity of experience as data. In this study I sampled three teachers and employed a phenomenological methodological framework to capture their lived experiences. I used one-on-one semi-structured face-to-face interviews to construct the data. In addition, field notes were used to turn the direct experiences and observations of the participants into vivid descriptions. In phenomenology researchers use field notes to make the voice of people heard in the text. I drew on Husserl, Heidegger and Merleau-Ponty’s philosophical pathways that a person must be understood from his position within a specific time and place to present the findings. The major finding in this study showed that the teachers’ consciousness, with respect to Physical Science teaching was negatively influenced by the legacy of apartheid-education. This negative consciousness through which they framed their thoughts and filtered their ideas became the collective mindset through which they personified their teaching. The study revealed that the delivery of the NCS (by the teachers) was mostly axiomatised by old habits and images in their thoughts engrained in their memory under apartheid education. The findings also showed that their (teachers’) consciousness with regards to the NCS unconsciously oscillated between the present and the past and that they continuously and unconsciously bring the past (old ideas and beliefs) into the present. The teachers constantly have to struggle against the phenomenological self or attitude and ceaselessly suppose and follow thoughts of pre-comprehension or preconception. / AFRIKAANSE OPSOMMING: Die doelwit van hierdie studie was om die volgende navorsingvraag te beantwoord: Hoe ervaar onderwysers die implementering van die Verdere Onderwys en Opleiding (VOO) Nasionale Kurrikulum Verklaring (NKV) vir Fisiese Wetenskap? Die hoofdoel was om meer insig te verkry oor wat binne onderwysers se psige plaasvind soos hulle op ‘n daaglikse basis hul uitleef in die Fisiese Wetenskapsklaskamer binne die raamwerk van die NKV. Dit is binne die psige waar hul persepsies, diepgewortelde waardes, emosies, en uitdagings rondom die NKV rus. Om hierdie rede is die studie geïntresseerd om die fenomenologiese waarheid van die alledaagse realiteite waarmee hulle aanhoudend gekonfronteer word, te myn. Fenominologiese waarheid is vloeibaar en verskil van persoon tot persoon en hou geen verwysing met absolute waarheid nie. Toe hierdie studie plaasgevind het, was die VOO NKV die enigste wettige beleidsdokument vir die deelnemers. Die onderwysers was dus verplig om die voorgeskrewe beginsels soos in die NKV saamgevat toe te pas in die voorbereiding en aanbieding van hul lesse. Die NKV beskryf in diepte die inhoud vir elke graad (10-12), hoe die inhoud aangebied moet word, die klaskamer atmosfeer, asook die professionalitiet van die opvoeders. Al die antwoorde soos saamgevat in laasgenoemde, lê bine die psige van die onderwysers. Die ondersoek van die psige van die onderwysers lei tot ‘n begrip van hoe, wat en waarom Fisiese Wetenskaps-onderswysers doen wat hulle doen. Alhoewel die fokus van hierdie studie op die implementering van die NKV is, dra dit ook by tot groeiende kennis aangaande hoekom onderwysers dit moeilik vind om hulle praktyke te verander wanneer dit kom by die hernuwing van ‘n kurrikulum. Fenomenologie is beide ‘n navorsingsmetode en ‘n teorie. Die literatuuroorsig van hierdie studie is geinspireer deur die idees van Edmund Husserl, wat bestempel word as die vader van fenomenolgie, asook Martin Heidegger, Maurice Merleau-Ponty, en veskeie ander fenomenoloë. Derrida (1967) is oortuig daarvan dat enige verduideliking akkuraat beskryf kan word indien geleefde ervaring in ag geneem word. Geleefde ervaring spreek direk tot die onderliggende psige van ‘n individu, en deur die psige te ondersoek, is dit moontlik om ‘n individu se oortuigings ten opsigte van sy/haar geloof, persepsies en uitdagings, asook hoe die individu reageer op hierdie aspekte te verstaan. Husserl gebruik die uitdrukking ‘returning to the things themselves’ wanneer hy verwys na die belangrikheid en oorspronlikheid van ervaring (vermeld in, Derrida, 1967; Spanos, 1976; Groenewald, 2004). Om hierdie rede is ‘n fenomenologiese metode gevolg om die lewenservaringe van drie swart onderwysers vas te vang. Hierdie fenomenologiese vertolkende ondersoek word deur veelvoudigemetodes van inligtingsinsameling gekenmerk. Inligting in hierdie studie oor die deelnemers se ervaringe is vekry deur middel van individuele onderhoude, en die ontleding van die inhoud daarvan. Addisionele inligting is verkry deur veldnotas. Die doelwit van die veldnotas was om die deelnemers se direkte ervaringe en waarnemings in besonderhede te beskryf. Die ontledingsbenadering van elke deelnemer is gedoen binne die raamwerk van Husserl, Heidegger en Merleau-Ponty wat gegrond is op teorieë wat die belangrikheid van plek en tyd uitbeeld. Die resultate van hierdie studie het getoon dat die onderliggende psige van elke deelnemer deur die nalatenskap van apartheid negatief beïnvloed is. Hierdie negatiewe denkpatrone waardeur die onderwysers se idees formuleer vorm die kollektiewe ingesteldheid waardeur hulle hul onderrigswêreld skep. Verder het die studie onthul dat hul aanbieding van die NKV meestal gedryf word deur ou gewoontes wat binne hul denke gekristalliseer het. Hulle vind dit dus moeilik om deur hierdie ou gewoontes te breek. Hul denke wissel gedurig tussen die verlede en die hede en roep die verlede voortdurend binne die hede. Alhoewel die bevindinge van hierdie studie gekoppel is aan plek en tyd is daar ‘n konstante struweling tussen die fenomenologiese self en hul ou gesette denke.

Thesis (MPhil)--University of Stellenbosch, 2002 / ENGLISH ABSTRACT: Unique demands are made on management of combined schools in the Southern Cape because it must accommodate seven to eighteen year old learners, each with their specific needs. This includes the adolescent who has to adapt to several changes in his/her own body as well as in the environment. Elementary and middle schools in Japan and the USA have restructured to be more effective by accommodating the specific needs of the learners, as well as the demands which the society in the twenty-first century will make on learners. The success of these schools encouraged high schools to adopt a more personal nature in the relationship between adults and learners and to prepare learners for jobs which would be very different from those of a few years ago. There are quite a few aspects in favour of combined schools, for example, fewer learners, a long relationship with the school and a close relationship between school and community. These aspects should be used to their fullest to ensure that these schools remain the "good" schools they were in the past. Criteria for being effective schools are changing drastically and combined schools cannot just rely on their previous success for growth. A generation of learners with a unique nature and of whom unique demands will be made in the future are entering these schools. Schools will have to provide more than mere subject knowledge. Learners must receive education in character, ethics, self-discipline and stress management. Schools will have to be managed from a new paradigm to accomplish these aspects. Change can only happen when people change and that would create a new culture. When schools are managed from a principle-centered paradigm, people are empowered to experience private and public victories. It is then possible to align the managerial and organizational levels with the values embedded in the school mission. / AFRIKAANSE OPSOMMING: Daar word besondere eise aan die bestuur van gekombineerde skole in die Suid-Kaapse platteland gestel aangesien leerders van sewejarige tot agtienjarige ouderdom, elk met sy besondere behoeftes, geakkommodeer moet word. Dit sluit ook die adolessente in wat by verskeie veranderings in hulle eie lewens en die omgewing moet aanpas. In Japan en die VSA het veral die laerskole begin herstruktureer om skole meer effektief te maak deur die behoeftes van leerders aan te spreek, veralook ten opsigte van die eise wat die samelewing van die een-en-twintigste eeu aan leerders sal stel. Hulle sukses het ook hoërskole aangespoor om aanpassings te maak, veral ten opsigte van die skepping van In meer persoonlike aard van die verhoudings tussen leerders en volwassenes, en die voorbereiding van leerders vir In arbeidsmark wat drasties verskil van enkele jare gelede. Gekombineerde skole het baie faktore wat kan veroorsaak dat hulle effektiewe skole kan wees, byvoorbeeld min leerders, In lang verbintenis van die met die skool en In sterk band tussen skool en gemeenskap. Daar moet egter doelbewus beplan word om hierdie aspekte te benut sodat verseker kan word dat hulle ook in die toekoms die "goeie" skole kan bly wat hulle in die verlede was. Kriteria vir effektiewe skole is besig om drasties te verander en gekombineerde skole kan nie net op ou suksesse voortbou nie. In Geslag leerders met In unieke aard en aan wie unieke vereistes in die toekoms gestel gaan word, betree nou die skole. Skole moet meer as net vakkennis oordra. Karakteropvoeding, etiek, selfdissipline en streshantering is aspekte wat binne die skoolkurikulum aangespreek moet word. Om bogenoemde suksesvol te laat wees, moet daar vanuit In nuwe paradigma bestuur word. Verandering kan net plaasvind indien mense verander en daar sodoende 'n nuwe kultuur in skole gevestig word. Wanneer daar vanuit 'n beginselgesentreerde paradigma bestuur word, word mense bemagtig om eers privaat oorwinnings en dan publieke oorwinnings te behaal. Dis dan moontlik om die bestuurs- en organisatoriese vlakke in lyn met die waardes van die missie van die skool te bring.

This study investigates the perceptions of learners and staff of the Dental Technology Extended First Programme (EFYP) currently offered in the Department of Dental Services at the Durban University of Technology. The EFYP has been offered since 1995 in order to meet the needs of under prepared learners in the Dental Technology programme as well as to address transformation of the programme. The Dental Technology EFYP has evolved over a number of years and was one of the first extended programmes offered in South African higher education. No evaluation of this programme has occurred since its inception. Moreover, the present study is particularly relevant as it has been conducted at a time that the Department of Education is concerned with low throughput rates in South African tertiary education. It is hoped that insights into this programme gained from this study will be of benefit to educators either currently providing foundation provision or those contemplating foundation provision in the future. It is noted that little research into foundation provision has, to date, been conducted in South Africa. For this study, learners currently registered in the Dental Technology programme and staff from the programme were interviewed in semi-structured interviews, and the main themes concerning foundation provision emerging from the study were identified. I conclude that the current EFYP is an academically sound programme contributing to the academic development of individual learners as well as to the overall success of the Dental Technology programme. Learners were unanimous in their belief that the EFYP contributed positively towards their academic advancement. Furthermore, learners noted the contribution that the EFYP made to their integration into higher education through a range of interventions such the departmental mentorship programme. Staff, also, favourably viewed the EFYP as academically successful. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2007.