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The role of internal communication in the transition process at the Durban University of Technology (DUT)Govender, Vaneshree January 2015 (has links)
Submitted in fulfillment of the requirements of the degree of Masters of Technology: Public Relations Management, Durban University of Technology, Durban, South African, 2015. / The Southern African Higher Education system in the post-apartheid period had to respond to the various discriminatory practices that existed during the apartheid era. This entailed responding to inequalities in the education system at various levels. As far as higher education was concerned there was a need to serve society based on the principles of equality, equity and inclusivity. One such response was to merge higher education institutions such as ML Sultan Technikon and Technikon Natal to form the Durban Institute of Technology now referred to as the Durban University of Technology (DUT).
The merger process revealed numerous challenges one of which was the human resource issue that underpinned the merger of staff between the two technikons which differed in practice. The rationale for this study was that staff at DUT were experiencing alienation; mistrust and a lack of shared purpose. The aim of this study was to evaluate the role of internal communication in the transition process of the merger at the DUT. The objectives were to examine existing organisational communication tools; to evaluate staff perceptions of the current methods of communication utilised in the internal communication process; and to determine how internal communication has contributed to the transition process. The study used a quantitative research method; this enabled an evaluation of the role of internal communication in a higher education setting during a transition process. The sample population was 400 administrative and academic staff from across the seven campuses. Staff were assessed via a survey questionnaire. The data was analyzed using SPSS.
The study found that living and coping with change in the work environment is a fact of life for organisations and individuals. The success of any change programme depends on the organisation’s ability to communicate effectively with its employees; therefore internal communication plays a pivotal role in any change programme. Staff at the DUT had limited communication from Management during the change phase. They were of the opinion that effective internal communication could improve productivity in the workforce.
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The dynamic interrelationship between productivity and remuneration practices at a tertiary institution with specific reference to the value added conceptArangies, Gretchen 03 1900 (has links)
Thesis (MBA (Business Management))--Stellenbosch University, 2008. / ENGLISH ABSTRACT: Value added links a company’s financial statements to the national income and performs a useful function in macro-economic measurement. At the national level, productivity is a major determinant of economic growth and progress and of vital importance to the survival and wellbeing of all South Africans.
The presentation of information in added value terms can provide an effective communication tool that enables all personnel at all levels to understand where the business stands, what their roles in it are and what can be done to improve certain ratios. The concept of value added does not only act as a communication medium in showing how a company is performing, but also demonstrates the need for increased wealth to ensure higher distribution to all the stakeholders.
This research report aims to establish, amongst other matters, the future use of value added as a proxy for productivity as a basis (a new mindset) for determining salary increases at tertiary institutions. Because this could be regarded as a leap into the unknown, this study used the results of the industrial sector for benchmarking.
As tertiary institutions never previously published a value added statement it was decided to follow the practice of the Value Added Scoreboard since 2002; that is, to compile a value added statement for tertiary institutions using the audited annual reports and, specifically, the income statement.
The handling of part-time, casual or seasonal employees can cause measurement problems in the value added per employee ratio. The matter is also further complicated by the fact that there is a lack of full description of employee data in the financial statements as to whether or not the published employee numbers refer to either full-time equivalent, average number of employees over the period or number of employees at year end. If one is to use employee numbers to do an analysis of certain ratios there needs to be clarity in future on how these numbers must be reported. In conclusion it was found that the low increase or decrease in salaries, together with the increase in employee numbers resulted in a negative growth rate in salaries per employee. The conclusion can thus be made that the tertiary institutions did not take productivity into account when granting salary increases.
Finally, though this research report was only exploratory, the recommendation can be made that the concept of value added should be implemented at tertiary institutions, preferably by firstly taking the research staff of the entire institution and from there the distribution per department into account, and lastly to reflect the value added for the institution as a whole. / AFRIKAANSE OPSOMMING: Toegevoegde waarde verbind ’n maatskappy se finansiële state met die nasionale inkomste en vervul ’n nuttige rol as makro-ekonomiese maatstaf. Op nasionale vlak is produktiwiteit ’n vername bepaler van ekonomiese groei en vordering en is dit van kardinale belang tot die oorlewing en welstand van alle Suid-Afrikaners.
Die aanbied van inligting in terme van toegevoegde waarde kan ’n doeltreffende kommunikasie-instrument wees wat alle personeel op alle vlakke in staat stel om te verstaan wat die stand van sake is, wat hulle rolle binne die besigheid is en wat gedoen kan word om sekere ratio’s te verbeter. Die toegevoegdewaarde-konsep dien nie slegs as kommunikasiemiddel om die maatskappy se prestasie aan te dui nie, maar toon ook aan dat daar ’n behoefte is aan groter rykdom om hoër verspreiding aan alle belanghebbendes te verseker.
Hierdie navorsingsverslag het ten doel om onder meer die toekomstige gebruik van toegevoegde waarde te vestig as ’n aanduider vir produktiwiteit as ’n grondslag (’n nuwe geestesingesteldheid) vir die vasstel van salarisverhogings by tersiêre instellings. Aangesien dit beskou kan word as ’n sprong in die duister, het hierdie studie die resultate van die nywerheidsektor as normstelling gebruik.
Omdat tersiêre instellings nog nooit vantevore ’n toegevoegde waarde-staat gepubliseer het nie, is daar besluit om die praktyk van die Toegevoegdewaarde-telbord sedert 2002 te volg. Dit beteken dat ’n toegevoegde waarde-staat vir tersiêre instellings saamgestel is deur die geouditeerde jaarverslae en, spesifiek, die inkomstestaat te gebruik.
Die hantering van deeltydse, los of seisoenwerkers kan metingsprobleme in die toegevoegde waarde per werknemer-ratio tot gevolg hê. Die saak word ook verder bemoeilik deur die feit dat daar ’n gebrek aan volledige werknemerinligting in die finansiële state is wat betref of die gepubliseerde werknemergetalle verwys na die voltydse ekwivalent, die gemiddelde getal werknemers oor die tydperk, of die werknemers met jaareinde. Indien die werknemergetalle gebruik word om ’n ontleding van sekere ratio’s te doen, is dit duidelik dat daar in die toekoms meer klaarheid moet wees oor die wyse waarop hierdie getalle gerapporteer moet word.
Daar is gevolglik bevind dat die lae styging of daling in salarisse, tesame met die styging in werknemergetalle, tot ’n negatiewe groeikoers in salarisse per werknemer lei. Die gevolgtrekking kan dus gemaak word dat die tersiêre instellings nie produktiwiteit in ag geneem het toe salarisverhogings toegestaan is nie.
Laastens, alhoewel hierdie navorsingsverslag slegs verkennend van aard was, kan die aanbeveling gemaak word dat die konsep van toegevoegde waarde by tersiêre instellings geïmplementeer word. Verkieslik deur eerstens die navorsingspersoneel van die instelling te neem, daarna die verdeling per departement en dan laastens om toegevoegde waarde vir die instelling as geheel weer te gee.
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Marching to a different beat : conversations about diversity with minority women students at a historically white universityDamons, Lynne 03 1900 (has links)
Thesis (MEd)--Stellenbosch University, 2006. / ENGLISH ABSTRACT: Transformation of South Africa's historically white universities IS evidenced by a
diversification of their student and staff populations. The transition from exclusion to
inclusion of minority cultures in these university campuses has not been without its
challenges for those students. This study provides a record of the experiences of five
coloured women who are undergraduate students at Stellenbosch University (SU), a
predominantly white institution. The approach used is feminist, grounded participatory
action research.
Despite institutional policy initiatives, the Coloured undergraduate students in the study
did not experience the university environment as inclusive. What emerged was that the
women had an acute awareness of othernesses and their own minority status. Factors such
as the small number of minority students and the absence of symbols or icons that reflect
and acknowledge the presence of diverse cultures exacerbate their feeling of being in the
minority or 'tolerated otherness'. The women experienced SU as a university where
established practices and traditions continue despite the changing demographics of the
student population. This type of organisational culture in which covert and overt resistance
to transformation is the norm acts as a constraint on the political will to move from policy
to practice and entrenches the marginalisation of minority groups.
The study found that integration is left largely to personal initiative. Personal variables
such as resilience, strategies for coping with stress and the resolution of identity issues,
appear to playa key role in academic success. However, academic success is not always
accompanied by successful social integration. Social isolation was found to have a
negative impact on personal and academic confidence. Although the women in the study have had relatively negative experiences of
transformation, their willingness to engage in reflexive praxis and dialogue could serve as
a challenge to SU to engage in a process which acknowledges the concerns, resistance and
experience of all role-players. / AFRIKAANSE OPSOMMING: Die transformasie van histories-blanke Suid-Afrikaanse universiteite word gekenmerk aan
die diversifisering van hulle studente en personeel. Hierdie proses vind plaas deur die
geleidelike wegbeweeg van die algehele uitsluiting van die minderheidsgroepe op die
betrokke kampusse tot hulle volledige insluiting by aIle bedrywighede. Die proses is nie
sonder uitdagings vir die betrokke studente nie. In hierdie studie word die ervaringe
beskryf van vyf bruin vroulike voorgraadse studente aan die SteIlenbsoch Universiteit
(US), 'n oorwegend-blanke tersiere instelling. Vir hierdie studie is 'n feministiese
benadering wat gebaseer is op deelnemende aksienavorsing gebruik.
Ten spyte van institusionele beleidsinisiatiewe om genoemde transformasie te bespoeding,
het die voorgraadse bruin studente wat aan hierdie studie deelgeneem het, nie die
universiteitsomgewing as inklusief ervaar nie. Dit het eerder duidelik geword dat die
dames baie bewus was van hulle andersheid en hulle minderheidstatus. Faktore soos die
klein aantal minderheidstudente en die afwesigheid van simbole of ikone wat die
teenwoordigheid van diverse kulture reflekteer en erken, het hulle ervaring as behorende
tot 'n minderheidsgroep versterk. Die dames het die US ervaar as 'n universiteit waar
ingewortelde praktyke en tradisies voortgesit word ten spyte van die veranderende
demografie van die studentebevolking. Hierdie soort organisatoriese kultuur waar bedekte
en openlike teenstand tot transformasie die norm is, plaas 'n demper op die politieke
gewilligheid om van beleid na praktyk te beweeg en verdiep die marginalisering van
minderheidsgroepe.
Die bevindings van die studie is dat integrasie grootliks oorgelaat word aan persoonlike
inisiatiewe. Persoonlikeheidseienskappe soos gedetermineerde optrede, die benutting van
strategiee om stres te hanteer en identiteitskrisisse op te los, speel blykbaar 'n sleutelrol in
akademiese sukses. Akademiese sukses loop egter nie altyd hand aan hand met sosiale
integrasie nie. Daar is bevind dat sosiale isolasie 'n negatiewe impak op persoonlike en
akademiese vertroue het.
Alhoewel die ervarings van die dames wat aan die studie deelgeneem het relatief
negatiewe was ten opsigte van transformasie, was hulle tog gewillig om deel te neem aan
die reflektiewe praksis en dialoog. Hierdie feit dien as 'n uitdaging aan die Stellenbosch
Universiteit om betrokke te raak by 'n proses waarin die bekommemisse, weerstande en
ervaringe van aIle rolspelers hanteer word.
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The predictive value of Grade 12 and university access tests results for success in higher educationMuller, Anneke 03 1900 (has links)
Thesis (MEd)--Stellenbosch University, 2013. / Bibliography / ENGLISH ABSTRACT: The final school examination is the gateway to higher education (HE) in most countries.
Many students are however ill-prepared for HE because of a lack of quality education.
Internationally, alternative access programmes are offered to address this problem.
SciMathUS is the Science and Mathematics bridging programme at Stellenbosch University
with the aim to allow educationally disadvantaged students whose Grade 12 results are below
the standard entrance scores for admittance to HE, a second chance to improve their scores in
Mathematics and Physical Sciences and then reapply for HE. SciMathUS follows a hybrid
Problem-based Learning (PBL) philosophy, encouraging students to take responsibility for
their own learning.
While it is expected that performance in the final school examination correlates with
performance in HE, this is questioned in the case of students who do not have access to good
education and, as a result thereof, leave school with poor to low results. With the high
demand for HE internationally, identifying students with the potential to succeed is however a
huge challenge. Alternative measurements have been and are being considered and
researched. The focus of this quantitative research is to determine whether Grade 12 results
(Mathematics and Physical Sciences) and Stellenbosch University Access Test (AT) results
could predict success in HE for students who first attended a bridging programme. Success
was defined quantitatively and measured by the results obtained at the end of their first year in
HE. Quantitative techniques were used to analyse the possible relationships between the
different variables.
The findings were that SciMathUS students managed to improve their Grade 12 Mathematics
and Physical Sciences and AT significantly after attending the bridging programme. These
results allowed them to participate in HE. No correlation could, however, be found between
their NSC results or the AT results and their performance in HE. In spite of this, more than
40% of the students in this group passed their first year in HE with an average of more than
50%. Another almost 40% obtained between 30% and 50% and were therefore allowed to
continue with their studies. In three faculties at Stellenbosch University, the former bridging
programme students performed on par with their peers from the same schools who enrolled in
HE directly after school. / AFRIKAANSE OPSOMMING: Die finale skooleksamen bied internasionaal toegang tot hoër onderwys. As gevolg van ʼn
gebrek aan goeie skoolopleiding, is baie studente egter nie voldoende voorbereid vir hoër
onderwysstudies nie. Om hierdie probleem aan te spreek, het alternatiewe
toegangsprogramme ontstaan. SciMathUS is die Wiskunde- en Wetenskapoorbruggingsprogram
by Stellenbosch Universiteit. Die program bied aan opvoedkundigbenadeelde
studente, wie se Graad 12-punte nie voldoende is om toegang tot hoër onderwys
te kry nie, ʼn tweede kans om hul punte in Wiskunde en Fisiese Wetenskappe te verbeter. Met
hierdie nuwe uitslae kan hulle dan weer aansoek doen vir toelating. SciMathUS volg ʼn
hibriede probleem-gebaseerde leerbenadering wat onder meer daarop gemik is om die
studente aan te moedig om self verantwoordelikheid vir hul eie leer te aanvaar.
Die verwagting is dat daar ʼn korrelasie sal bestaan tussen skooluitslae en prestasie in hoër
onderwys. Dit word egter bevraagteken vir studente wat nie toegang tot goeie skoolopleiding
gehad het nie en as gevolg daarvan swak presteer in die finale skooleksamen. Omdat meer
studente tot hoër onderwys wil toetree, raak dit toenemend belangrik om die studente met
potensiaal te kan identifiseer. Alternatiewe meetinstrumente word dus geruime tyd al oorweeg
en nagevors. Dit is ook die fokus van hierdie kwantitatiewe studie: om te bepaal of Graad 12
uitslae (in Wiskunde en Fisiese Wetenskappe) en die uitslae van die toegangstoetse van die
Universiteit van Stellenbosch gebruik kan word om sukses van studente wat eers die
SciMathUS oorbruggingskursus bygewoon het, in hoër onderwys te kan voorspel. Vir hierdie
studie word sukses kwantitatief gedefinieer en gemeet aan die student se gemiddelde
persentasie wat aan die einde van hul eerstejaar in hoër onderwys behaal het. Statistiese
analises is gebruik om die moontlike korrelasies tussen die verskillende veranderlikes te
bepaal.
Die bevindinge van hierdie studie is dat die SciMathUS-studente se Graad 12 Wiskunde en
Fisiese Wetenskappe uitslae en toegangstoetsuitslae noemenswaardig verbeter het nadat hulle
die program gevolg het. Hierdie uitslae het hulle toegelaat om toegang te kry tot hoër
onderwys. Geen korrelasie is egter tussen die Nasionale Senior Sertifikaatuitslae of die
toegangstoetsuitslae en prestasie in hoër onderwys gevind nie. Ten spyte daarvan het meer as
40% van die studente in die groep hul eerstejaar met ʼn gemiddelde persentasie van meer as
50% geslaag. Ongeveer nog 40% van die studente het tussen 30% en 50% behaal en is dus
toegelaat om met hul studies te kon voortgaan. In drie fakulteite by Stellenbosch Universiteit
het die voormalige brugprogramstudente net so goed gevaar soos die studente wat dieselfde
skole as hulle bygewoon het maar direk na skool by Stellenbosch Universiteit ingeskryf het.
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A pilot emperical investigation into student perceptions of service quality at the Department of Management of the University of the Western Cape.Combrinck, Theodore Peter January 2006 (has links)
This pilot research survey was undertaken as a result of the need to assess the service quality within Higher Education in general and the Department of Management at UWC in particular. This report focuses on the complexities of measuring service quality in higher education. The quality of service delivery within education is becoming more important as the competition for students increases.<br />
The literature was searched to find a suitable measure with a sound theoretical structure. This measure was then adapted for the department.<br />
<br />
In a preliminary way this instrument was then applied to students in the department and initial results are reported on.<br />
The results revealed that undergraduates overall were uncertain in their attitude to the service quality in the department. On the other hand, postgraduate students tended to rate the service quality rather more negatively (p < / 0.004). Furthermore there were no gender differences except for tangibles (p = 000.5).<br />
<br />
This pilot study could serve as a pilot study of the service quality in an academic environment. It is the main contention of this report that students themselves should be part of defining quality.
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The impact of leadership practices on services quality in private higher education in South AfricaVan Schalkwyk, Riaan Dirkse 11 1900 (has links)
The purpose of this study was to to investigate the impact of leadership practices on
service quality in private higher education in South Africa as a source of competitive
advantage. Higher education institutions and, more specifically, private higher education
institutions, have faced increasing pressure on many fronts in recent years. These
pressures include increased competition, lack of support from key constituencies, an
increase in the size and diversity of the student population, dealing with changing
technology, increased calls for accountability, a higher demand for quality by all the
stakeholders involved, more responsibility for research and teaching and greater
emphasis on efficient and effective management. The literature review for this study
suggested that leadership impacts positively on quality and, equally important, on
service quality. The academic leaders at these institutions have a tremendous influence
on the quality of the education provided and the service rendered to the growing
number of students. Using a quantitative methodology and a cross-sectional survey
research design, this study was conducted on five campuses of a prominent private
higher education provider across South Africa using two survey instruments. The
Leadership Practices Inventory (LPI) questionnaire was utilised to conduct the
leadership survey while the SERVQUAL instrument was applied in the service quality
survey. The campus principals of the five campuses and some of their selected
subordinates completed the LPI survey. The SERVQUAL questionnaires were
completed by 984 students from the five campuses. Correlation analysis was the major
statistical tool used to analyse the data. The findings of the study indicated a strong
positive linear correlation between the leadership practices of principals and service
quality to students at these institutions. / Business Management / M. Com. (Business Management)
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Impact of assistive technology on disabilities students studying in South African higher institutions.Hilal, Sharifa. January 2012 (has links)
M. Tech. Professional practice in Information Technology / Students with disabilities in South African higher institutions are facing debilitating quandaries, including physical, emotional and physiological degradation. As a result, empowering students with disabilities in South Africa to realize their self-esteem, as well as to enhance their skills and employability, represents an interesting and challenging task to South African government, industry, interest groups and individuals worldwide. The purpose of this research was to determine the impact of Assistive Technology on disabilities students studying at South African Higher Institutions, from a student's perspective.
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The contours of disadvantage and academic progress : analysis of perceptions of students from disadvantaged schools at the University of KwaZulu-Natal.Mpofu, Bhekimpilo. 23 July 2013 (has links)
The overall purpose of this study was to analyse the perceptions and experiences of students from
disadvantaged schools regarding their academic progress at the University of KwaZulu-Natal
(UKZN). The study focused on the students’ material and social circumstances, their learning
environment while at University, their connections to their home community, and their career
aspirations. It set to answer three key research questions, namely: (1) what are the contours of
disadvantage that can be discovered through investigating samples of students from disadvantaged
schools at UKZN? (2) How do the ‘contours’ seem to co-occur with factors relating to academic
progress? (3) What are the perceptions of students from disadvantaged schools at UKZN about their
pre-university experience and the learning environment at university? The notion of disadvantage was
defined using the Department of Education (DoE)’s classification of schools into the quintile system
which is based on measurements of the poverty of the catchment community. Thus, this study shows
that the notion of disadvantaged students in higher education can be investigated through class-based,
rather than merely racially-based definitions. This study was conducted within a three-fold conceptual
framework based on sustainable livelihoods approaches (SLA), social capital theory and social justice
ideology. The SLA approach teaches us that livelihoods can only be understood and captured in
particular contexts. This research project therefore aimed to gain a clearer understanding of such a
context, in this case, the campus environment. Through the phenomenological approach of the openended
questions in the interviews, this thesis taps into the perceptions of students themselves about
their environment and how they cope. Social capital theory postulates five spheres: the academic, the
social, the economic, the support, and the democratic. These were probed in both a survey of a sample
of disadvantaged students, and by interviewing eight students. With regard to academic progress, the
measurements used were the matric aggregate, the grade point average for salient years and
programmes, and the time it took for students to graduate or dropout. Comparisons are made between
the norm of students, the disadvantaged (those from low quintile schools), and those in the sample.
The purpose of utilizing such measurements is to contribute to the social justice discourse about
university education based on Taylor’s notion of Fair Equality of Opportunity (FEO), where
disadvantaged students’ abilities and aspirations can best be developed and exercised, leading to the
attainment of self-realization. Until disadvantaged students show academic progress that fits the norm,
the contours of their disadvantage need to be continually investigated; it is hoped that the findings of
this thesis will contribute to further research and concrete proposals which can be implemented to
improve conditions so that students who are already disadvantaged as a result of their schooling are
not further disadvantaged while at University . / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2013.
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A pilot emperical investigation into student perceptions of service quality at the Department of Management of the University of the Western Cape.Combrinck, Theodore Peter January 2006 (has links)
This pilot research survey was undertaken as a result of the need to assess the service quality within Higher Education in general and the Department of Management at UWC in particular. This report focuses on the complexities of measuring service quality in higher education. The quality of service delivery within education is becoming more important as the competition for students increases.<br />
The literature was searched to find a suitable measure with a sound theoretical structure. This measure was then adapted for the department.<br />
<br />
In a preliminary way this instrument was then applied to students in the department and initial results are reported on.<br />
The results revealed that undergraduates overall were uncertain in their attitude to the service quality in the department. On the other hand, postgraduate students tended to rate the service quality rather more negatively (p < / 0.004). Furthermore there were no gender differences except for tangibles (p = 000.5).<br />
<br />
This pilot study could serve as a pilot study of the service quality in an academic environment. It is the main contention of this report that students themselves should be part of defining quality.
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Effect of organisational policies on school management teams' job performance at Maluti District, Eastern Cape , South AfricaLeboea, Paulos Dipholo January 2016 (has links)
Most school management teams (SMTs) do not do their tasks either due to lack of time or inability to fulfil this obligation. Should this be true for South African schools, it would reflect negatively on the SMT job performance. This led to undertaking research in order to ascertain the fit between organisational policies of induction, mentoring, curriculum assessment training and curriculum supervision and the SMT job performance by way of establishing the effect of organisation policy on SMTs’ job performance. The research adopted a descriptive survey research design of the correlational type. Two sets of questionnaires, one for independent variables and the other for the dependent variable, were used to elicit information from the respondents. Some of the findings show that aspiring SMT members need some training so as to know what will be expected of them to do once they get selected as SMT members. It was further proven that common tests that are normally set at the provincial and district and/or school based levels are invariably not of the standard that the Department of Basic Education (DBE) prescribes nationally. The foregoing led to the conclusion that the SMT job practice is invariably not informed by the relevant organisational policies. Hence a cascade model of SMT training is recommended, as is the notion that training toward organisational policies under review should be done cohesively.
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