Institutions of higher learning are currently faced with the crisis of finding appropriate criteria for undergraduate admission. This concern has been sparked by the fact that matriculation grades are no longer seen as an accurate reflection of students' academic potential. As tertiary education is becoming more expensive, it is therefore becoming more and more important to select only students who have a realistic chance of being successful in their studies. The main aim of this study is to validate the Situation Specific Evaluation Expert (SPEEX) as a predictor of academic success of first year students of Mechanical Engineering at the Vaal Triangle Technikon. The design used in this study is a non-experimental correlational design. This design was selected because the investigation of this study is aimed at determining the presence or absence of the relationship between the independent and dependent variables without specific reference to causality. The sample of this study consisted of a total of 140 mechanical engineering student at the Vaal Triangle Technikon. This sample was the total number of students from the Mechanical Engineering department who enrolled for mechanical engineering courses for the year 2000. The sample consisted of 94% males and females 6% females. Subject matter experts from industry as well as those involved in the training of Mechanical Engineering at the Vaal Triangle Technikon selected competencies, which were hypothesised to be indicative of a potentially successful student. Based on the selected competencies the assessment battery was compiled with the selected indices being considered as predictor variables. A multiple regression analysis was performed on data in order to establish the predictive validity of the assessment battery. SPEEX 2502 (Language proficiency) consistently showed a positive correlation on the prediction of academic success. / Thesis (MA (Industrial Psychology))--North-West University, Potchefstroom Campus, 2004.

Institutions of higher learning are currently faced with the crisis of finding appropriate criteria for undergraduate admission. This concern has been sparked by the fact that matriculation grades are no longer seen as an accurate reflection of students' academic potential. As tertiary education is becoming more expensive, it is therefore becoming more and more important to select only students who have a realistic chance of being successful in their studies. The main aim of this study is to validate the Situation Specific Evaluation Expert (SPEEX) as a predictor of academic success of first year students of Mechanical Engineering at the Vaal Triangle Technikon. The design used in this study is a non-experimental correlational design. This design was selected because the investigation of this study is aimed at determining the presence or absence of the relationship between the independent and dependent variables without specific reference to causality. The sample of this study consisted of a total of 140 mechanical engineering student at the Vaal Triangle Technikon. This sample was the total number of students from the Mechanical Engineering department who enrolled for mechanical engineering courses for the year 2000. The sample consisted of 94% males and females 6% females. Subject matter experts from industry as well as those involved in the training of Mechanical Engineering at the Vaal Triangle Technikon selected competencies, which were hypothesised to be indicative of a potentially successful student. Based on the selected competencies the assessment battery was compiled with the selected indices being considered as predictor variables. A multiple regression analysis was performed on data in order to establish the predictive validity of the assessment battery. SPEEX 2502 (Language proficiency) consistently showed a positive correlation on the prediction of academic success. / Thesis (MA (Industrial Psychology))--North-West University, Potchefstroom Campus, 2004.

Currently, many educators are focusing on the development of Web-based material and the quality of such material needs to be evaluated. Expert review, as a formative evaluation method, is an important method to evaluate the material prior to release. Other studies have described the use of Subject-Matter Experts (SMEs) and also domain students, with enough knowledge in the subject area, as a way of enhancing the quality of the reviewed material. In addition to the SMEs and domain students a lecturer and graduate student, both in the subject discipline area, were used to review Web-based lectures on Advanced Computer Architectures. Both additional reviewers had sufficient knowledge of the discipline. The research investigates three main hypotheses: I) whether a review conducted by domain reviewers (SME and domain student) or discipline reviewers improves the quality of material, 2) whether using discipline reviewers improves the quality of the material more than domain reviewers and 3) whether there are differences in the quality of the material resulting from students' and lecturers' review. Five versions of the material were developed and used as inputs to an experiment that was designed to test the hypotheses by using questionnaires and tests. In summary, the findings of the research were that: SME reviewer and discipline reviewers were effective in producing higher quality than the unreviewed material. However, rather interestingly, the domain student was shown to be the least effective in enhancing the material. The investigation also found that there was no significant difference in the quality of the material resulting from students' and lecturers' review. Furthermore, it was found that the media used to present the material was more useful when the quality of that media was perceived to be high. Finally 90% of the subjects were willing to study Web-based lectures as part of the course.

L'arbitrage est une étape essentielle du processus de gestion de l'évolution d'une organisation et de son système d'information, en particulier lors des études d'Urbanisme du SI. Le but de la méthode NENO est de fournir une assistance aux décideurs lors de la réalisation d'arbitrages dans ce contexte. L'arbitrage induit un processus de priorisation qui s'applique à de très grands ensembles d'exigences. Les approches de priorisation classiques en « requirement engineering » sont toutes confrontées à un problème de scalabilité lié au fait qu'elles considèrent les exigences individuellement. La multiplicité des alternatives et des critères de décisions présentés aux décideurs ne permet pas l'application des techniques classiques.<br />La méthode NENO consiste au contraire à regrouper les exigences (représentées sous la forme de buts fonctionnels) de manière à offrir qu'un nombre restreint d'alternatives aux décideurs. Ces regroupements effectués sont conformes aux dépendances entre buts, et s'exercent à différents niveaux d'abstraction. Conformément à la pratique au sein des organisations, les critères de décisions sont représentés sous la forme d'objectifs métiers que celles-ci doivent atteindre à moyen et long terme. Les buts sont individuellement évalués par des experts métier quant à leur faculté à satisfaire tout ou partie des objectifs métiers. Le recueil des évaluations est participatif, progressif et qualitatif. Un ensemble d'algorithmes permet de transposer et agréger les évaluations qualitatives en résultats quantitatifs dans le but de présenter les résultats sous la forme de priorités.

The study is a quantitative analysis into the selection process of the Masters in Business Administration (MBA) programme at the Tshwane University Technology (TUT). The selection battery used at TUT to select the MBA applicants is comprised of the Situation Specific Evaluation Expert (SpEEx), the English Literacy Skills Assessment (ELSA), and the 15 Factor Questionnaire (15FQ+). This test battery aims to obtain information on an applicant with regards to his/her cognitive potential (verbal and non-verbal ability), language proficiency, and personality. Therefore, the aim of the study was to investigate the relationship between the selection battery and the academic performance of those students selected into the MBA programme at TUT by examining the differences between the scores of the psychometric selection batteries and the academic performance of those students selected. Upon analyses and interpretation of the data it was determined that there were no statistically significant differences between the scores of the different components of the selection batteries used and the academic performance of those selected. / Dissertation (MEd)--University of Pretoria, 2011. / Educational Psychology / unrestricted