Doctor of Philosophy / Department of Hospitality Management / Kevin R. Roberts / In 2015, 902 foodborne illness outbreaks were reported to the Centers for Disease Control and Prevention, resulting in 15,202 illnesses, 950 hospitalizations, and 15 deaths. Previous literature from both survey and observational studies have reported low conformity with the U.S. Food and Drug Administration (FDA) Food Code guidelines. To effectively reduce foodborne illnesses, foodservice managers and food handlers must perform proper food safety behaviors. Therefore, the purpose of this project is to identify and explain the unobserved cognitive processes within food safety behavioral intention. An explanatory sequential mixed methods design was utilized. First, a systematic review and meta-analyses of the existing literature were conducted to quantify statistical power better and summarize the effect sizes with conflicting studies. Then, an in-depth qualitative study was conducted to help explain the statistical results. Using existing observed cognitive variables grounded by the Theory of Planned Behavior, the key idea is that the qualitative inquiry was built on the quantitative results. Thus, the syntheses of both studies help explained the unobserved heterogeneity information. Study 1 included a total of 1,550 studies for screening with 46 records meeting the inclusion criteria for analyses. The overall random effect size (r) was 0.282 (p < 0.001) providing collective evidence that the TPB constructs predict food safety behavioral intention. Subjective norms were noted as the most influencial variable to food safety behavioral intention. Studies with employee motivational constructs tend to show the most positive effect on food safety intention relationships. However, the Theory of Planned Behavior model only explained a combined 22% of total true effect variance. Thus, a considerable amount of the variance (78%) within food safety behavioral intention is still unexplained. Study 2 used an online questionnaire to measure individual-level norms. Open-ended questions (14) helped create qualitative narrative texts for analyses and establishing a demographic profile of the participants. A total of 104 responses from foodservice and restaurant employees were documented for coding. Most participants were female, with a mean age of 36 with an average of about 11 years of foodservice industry experiences. The results indicated that employees are usually not influenced of other managers or coworker’s approval or disapproval of their behavior. Rather, their behavior is guided by an innate motivation for moral consideration and ethical reasoning. The data further indicated that participants experience injunctive (subjective) norms, but more from a retrospective formation, rather than a forward-looking expectance regarding food safety practices. Intrinsic motivation should be an important antecedent to form normative beliefs of food safety-related behaviors. The findings of the study results challenge the previous understanding of path directions regarding normative pressure. Limitations and future studies related to maximize food safety behavioral intentions were discussed.

School science education prepares learners to study science at a higher level, prepares them to follow a career in science and to become scientific literate citizens. It is the responsibility of the educator to ensure the learners’ conceptual framework is developed to the extent that secures success at higher level studies. The purpose of this study was to test the effectiveness of conceptual change teaching strategies on the conceptual development of grade 11 learners on Newton’s second law of motion. The two strategies employed were the cognitive conflict strategy and the development of ideas strategy. A sequential explanatory mixed-method research design was used during this study. The qualitative data were used to elucidate the quantitative findings. The quantitative research consisted of a quasi-experimental design consisting of a single-group pre-test–post-test method. During the qualitative part of the research a phenomenological research approach was utilised to gain a better understanding of participants’ learning experiences during the intervention. The quantitative research made use of an adapted version of the Force Concept Inventory (FCI). The data collected from the pre-test were used to inform the intervention. The intervention was videotaped and the video analysis or qualitative data analysis was done. After the intervention the post-test was written by the learners. Hake’s average normalised learning gain <g> from pre- to post-scores was analysed to establish the effectiveness of the intervention. The two sets of results (quantitative and qualitative) were integrated. Information from the qualitative data analysis was used to support and explain the quantitative data. The quantitative results indicate that there was an improvement in the students’ force conception from their initial alternative conceptions, such as that of an internal force. Especially the learners’ understanding of contact forces and Newton’s first law of motion yielded significant improvement. The qualitative data revealed that the understanding of Newton’s second law of motion by the learners who partook in this study did improve, since the learners immediately recognised the mistakes made when confronted with the anchor concept. The cognitive conflict teaching strategy was effective in establishing the anchor concept of force which proved to be useful as bridging concept in the development of ideas teaching strategy. The data from both datasets revealed that the cognitive conflict teaching strategy for the initial part of the intervention was effective. It was evident that for development of the idea teaching strategy the two data sets revealed mixed results. Recommendations were made for future research and implementation of conceptual development teaching strategies. / MEd (Natural Sciences Education), North-West University, Potchefstroom Campus, 2014

School science education prepares learners to study science at a higher level, prepares them to follow a career in science and to become scientific literate citizens. It is the responsibility of the educator to ensure the learners’ conceptual framework is developed to the extent that secures success at higher level studies. The purpose of this study was to test the effectiveness of conceptual change teaching strategies on the conceptual development of grade 11 learners on Newton’s second law of motion. The two strategies employed were the cognitive conflict strategy and the development of ideas strategy. A sequential explanatory mixed-method research design was used during this study. The qualitative data were used to elucidate the quantitative findings. The quantitative research consisted of a quasi-experimental design consisting of a single-group pre-test–post-test method. During the qualitative part of the research a phenomenological research approach was utilised to gain a better understanding of participants’ learning experiences during the intervention. The quantitative research made use of an adapted version of the Force Concept Inventory (FCI). The data collected from the pre-test were used to inform the intervention. The intervention was videotaped and the video analysis or qualitative data analysis was done. After the intervention the post-test was written by the learners. Hake’s average normalised learning gain <g> from pre- to post-scores was analysed to establish the effectiveness of the intervention. The two sets of results (quantitative and qualitative) were integrated. Information from the qualitative data analysis was used to support and explain the quantitative data. The quantitative results indicate that there was an improvement in the students’ force conception from their initial alternative conceptions, such as that of an internal force. Especially the learners’ understanding of contact forces and Newton’s first law of motion yielded significant improvement. The qualitative data revealed that the understanding of Newton’s second law of motion by the learners who partook in this study did improve, since the learners immediately recognised the mistakes made when confronted with the anchor concept. The cognitive conflict teaching strategy was effective in establishing the anchor concept of force which proved to be useful as bridging concept in the development of ideas teaching strategy. The data from both datasets revealed that the cognitive conflict teaching strategy for the initial part of the intervention was effective. It was evident that for development of the idea teaching strategy the two data sets revealed mixed results. Recommendations were made for future research and implementation of conceptual development teaching strategies. / MEd (Natural Sciences Education), North-West University, Potchefstroom Campus, 2014

Entscheidungsunterstützungssysteme in der Finanzwirtschaft sind nicht nur für die Wis-senschaft, sondern auch für die Praxis von großem Interesse. Um die Finanzmarktüber-wachung zu gewährleisten, sehen sich die Finanzaufsichtsbehörden auf der einen Seite, mit der steigenden Anzahl von onlineverfügbaren Informationen, wie z.B. den Finanz-Blogs und -Nachrichten konfrontiert. Auf der anderen Seite stellen schnell aufkommen-de Trends, wie z.B. die stetig wachsende Menge an online verfügbaren Daten sowie die Entwicklung von Data-Mining-Methoden, Herausforderungen für die Wissenschaft dar. Entscheidungsunterstützungssysteme in der Finanzwirtschaft bieten die Möglichkeit rechtzeitig relevante Informationen für Finanzaufsichtsbehörden und Compliance-Beauftragte von Finanzinstituten zur Verfügung zu stellen. In dieser Arbeit werden IT-Artefakte vorgestellt, welche die Entscheidungsfindung der Finanzmarktüberwachung unterstützen. Darüber hinaus wird eine erklärende Designtheorie vorgestellt, welche die Anforderungen der Regulierungsbehörden und der Compliance-Beauftragten in Finan-zinstituten aufgreift.

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