Submitted in accordance with the requirements for the degree of DOCTOR OF LITERATURE and PHILOSOPHY In the subject of Communication Science at the University of Zululand, 2007. / This dissertation presents the results of an analysis of corporate social investment and HIV/Aids programmes in South African corporations. The study measures the growing debate over the responsibilities of business and the examination of Corporate Social Investment (CSI) programmes and communication strategies used in HIV/Aids awareness programmes by the top 100 listed companies on the Johannesburg Stock Exchange (JSE). The first part of the study reviews theories and literature relevant to defining the understanding and the impact of HIV/Aids on businesses, the idea of corporate social investment/responsibility and the business response to AIDS. Subsequent chapters describe the construction of a survey instrument employed to measure and evaluate the extent of CSI and HIV/Aids in South African corporations and the findings of the survey. Penultimate chapters blend the insights gained from this literature review to interpret the results, obtained through the quantitative research methodology, to describe a set of conclusions and recommendations in the context of applying corporate social investment -and HIV/Aids to the South African business environment. / National Research Foundation (NRF)

Thesis (PhD)--Stellenbosch University, 2013. / Bibliography / ENGLISH ABSTRACT: South Africa is now in its eighteenth year of democracy. However, a major problem that we are facing is the scourge of the HIV/AIDS pandemic throughout Africa, with the most seriously affected areas being in Sub-Saharan Africa. Despite a National Strategic Plan (NSP) for HIV/AIDS, government authorities have been unable to stem the tide of daily HIV infections amongst all people. Education seems to be one of the most powerful weapons to fight this pandemic; hence it is expected of HEIs to respond to this problem in a meaningful manner in order to stem the tide of the HIV/AIDS pandemic on all university campuses. HEAIDS took the initiative to bring all role players in HEIs together to devise plans for how to deal with the pandemic at HEIs. Despite the fact that 22 out of the 23 higher education institutions surveyed by HEAIDS in 2008 were engaged in peer education training programmes, none of them monitored or evaluated these programmes. The aim of this study is to evaluate and establish the influence of a peer education programme amongst students at a selected HEI in the Western Cape. An evaluation research design was employed, using a mixed methods approach to collect data. A Logic Model was developed which assisted me with the evaluation design. I used Bandura's social cognitive theory (SCT) to assist me with the analysis and interpretation of the data. The study attempted to understand the key issues involved in the peer education programme, challenges faced by staff in the implementation of these programmes, how peer educators experienced the training programmes, as well as the experiences of other students who interacted with the peer educators. The quantitative data revealed that more work needs to be done with regard to behaviour change amongst peer educators. However, in this study, the qualitative data showed that peer educators need to develop more skills to empower themselves to facilitate workshops and to enhance their communication skills. / AFRIKAANSE OPSOMMING: Suid-Afrika is tans in sy agtiende jaar van demokrasie. Die probleem wat nog hierdie bedeling in die gesig staar, bly nog steeds die MIV en VIGS pandemie, waarvan die grootste problem in Sub-Sahara Afrika, is. Ten spyte van 'n omvattende nasionale plan teen MIV en VIGS kan die owerhede nog nie hierdie aaklige pandemie stuit nie, en word mense nog op 'n daaglikse basis daardeur geaffekteer. Opvoeding bly nog die grootste wapen waarmee hierdie pandemie beveg kan word, daarom word dit van die opvoedkundige instansies, veral universiteite, verwag om die voortou te neem met die bevegting van hierdie pandemie. "HEAIDS" het die inisiatief geneem om alle rolspelers by hoër opvoedkundige instansies bymekaar te bring om sodoende planne te beraam, hoe om te werk te gaan om die pandemie te bekamp. Ten spyte van die feit dat 22 uit 23 hoër opvoedkundige instansies deel was van die opnames wat in 2008 op hul kampusse, onder sekere portuurgroepe gedoen was, was geen analiese of evaluering gedoen nie. Die doel van hierdie navorsings projek is om portuurgroep opleidings programme te evalueer by n universiteit in die Wes-Kaap en om vas te stel wat die invloed van hierdie programme onder sekere portuurgroepe by hierdie hoër opvoedkundige instansie, het. Daar was van 'n evaluerings navorsing metode gebruik gemaak met gemengde maniere om die data in te vorder. 'n Logiese model was ontwikkel wat my gehelp het met die evaluerings ontwerp. Die Teoretiese raamwerk wat gebruik was om die data te intepreteer was Bandura se Sosiale Kognitiewe Teorie. Die studie het gepoog om die belangrike aspekte wat betrokke is by portuurgroep opleidings programme uit te beeld en om vas te stel watter uitdagings die personeel ondervind het met die implimentering van die opleidings programme. Ek wou ook vasstel hoe die portuurgroepe en die ander studente op kampus, hierdie programme ondervind het. Kwantitatiewe data het bewys dat meer gedoen moet word met betrekking tot die gedragsveranderinge van portuurgroepe. Kwalitatiewe data het bewys dat daar meer opleiding nodig is vir die portuurgroepe ten opsigte van vaardigheidsontwikkeling. Daar moet gefokus word op die ontwikkeling van kommunikasie metodes en die fasilitering van werkswinkels.

This study set out to explore and describe adolescent learners’ experiences of HIV/AIDS programmes presented at their schools. The rationale was that an understanding of how learners experience HIV/AIDS programmes might afford insight into the ways in which adolescents manage HIV/AIDS-related issues every day. Subsequent understanding could perhaps contribute to the body of knowledge on HIV/AIDS education, and possibly inform future HIV/AIDS education curriculum development. The conceptual framework constituted the impact of HIV/AIDS on society, education and adolescents; theories on experiences and adolescent development; relevant Department of Education policies and curriculum plans; as well as national and international research concerning HIV/AIDS education programmes. A qualitative research approach was followed from an interpretivist epistemology, with sensitivity given to criteria of credibility, transferability and dependability. An instrumental case study was conducted at three secondary schools (cases), using focus groups and written essays as the methods for data collection from 90 diverse participants, Grade 11 learners. Responses were audio-taped, transcribed and analysed from a constructivist grounded theory perspective. Results were interpreted by means of literature control. Six prominent themes emerged. Learners experienced that they were changed positively by knowledge on HIV/AIDS. In this regard they were more open and motivated to communicate, their views and perceptions altered and they were motivated to behave responsibly. However, learners also experienced HIV/AIDS knowledge negatively. They felt bombarded with HIV/AIDS information and they experienced some HIV/AIDS information as upsetting. Learners’ experiences still reflected some stereotyping and persisting misconceptions. Learners associated poverty and lack of education with higher HIV infection rates, as well as a lack of support from parents and/or family. Learners’ experiences reflected that they would appreciate their parents’ participation in HIV/AIDS programmes. Learners voiced a need for improved communication with their parents regarding HIV/AIDS, and experienced their parents as ignorant, shy, stubborn or scared in this regard. Learners’ accounts reflected that parents’ initial negativity towards the programme later changed into positive support. The learners also had positive and negative experiences regarding their friends and the HIV/AIDS programmes. They expressed that their peer-relationships improved in terms of ability to communicate and render support. In addition they expressed that their friends still had a great influence in their lives. Some issues, such as risk behaviour and the HIV-status of their peers, shocked learners. The learners indicated that they thought HIV/AIDS education was necessary, but recommended certain amendments for future HIV/AIDS programmes. Their experiences suggested smaller gender-specific groups; an outsider-presenter; parent/caregiver involvement; variety in programme format; long-term HIV/AIDS education; HIV/AIDS care, support and treatment information in addition to that of prevention; addressing values and life skills content in HIV/AIDS education; as well as fear-provoking real-life contexts. Several recommendations were made in terms of HIV/AIDS education and programme development. Integration between HIV/AIDS education, life skills education and values education in the formal curriculum is supported by findings and recommended for curriculum development and educational practice. Correspondingly, it is recommended that multiple views on poverty be incorporated into HIV/AIDS education to address persisting stereotypes and misconceptions. Furthermore, cognisance of learners’ suggestions in terms of format and content regarding future HIV/AIDS programme development is recommended. Findings queried existing premises regarding adolescents and (ir-)responsibility in developmental theory, establishing a foundation for further research. Existing silences in the data relating to gender, orphans, violence, non-governmental organisations, condom-use in the context of HIV/AIDS also requires further research. Establishing that the use of open-ended methods with adolescents resulted in access to rich and descriptive data signified a methodological contribution. Theoretically this study contributes to the existing body of knowledge related to HIV/AIDS education by giving voice to adolescent learners’ experiences of HIV/AIDS programmes. Contributions in the realm of HIV/AIDS educational practice and curriculum development include learners’ views of what they found beneficial and lacking in existing programmes, as well as their recommendations regarding format and content for future HIV/AIDS programmes directed at adolescents. / Thesis (PhD (Educational Psychology))--University of Pretoria, 2006. / Educational Psychology / unrestricted