Thesis (MBA) --University of Limpopo, 2010 / Every employee at any institution has to be inducted upon employment. Induction is a very important aspect of any organization to prepare the new and existing employees for the new environment or workplace. It is therefore very important for any institution to design induction programme that caters for the needs of its employees. Teaching institutions might require a different approach to induction as compared to industrial institutions. It is therefore incumbent of the institutions depending on the type of business to design their programmes to address the needs thereof. Every institution thus needs to come up with strategies to compete better both nationally and globally. University of Limpopo has very good policies on recruitment, selection, and employment. It is one of the traditional universities in South Africa, and it is based in Mankweng in the Limpopo Province of South Africa. This university faces many challenges such as staff retention. The university loses many knowledgeable employees to its competitors. Many speculations are that some of the challenges include the wellbeing of the staff members, and this starts immediately after employment and goes throughout. Induction is one of the challenges that the university is suspected of not performing adequately. This study was therefore designed to establish if the university is running a successful induction, to evaluate if this programme is effective and efficient, and assess if it meets the 21st century induction standards. The study was designed to apply the descriptive approaches, using structured questionnaires and interviews. The study population included at least 50 employees which 25 were academics and 25 non-academics. Relevant supporting departments were also sampled to participate in the study. Stratified sampling techniques were used during sampling. Both primary and secondary data was collected and analysed. Ethical guidelines set by the university were observed during the study. Relevant statistical techniques were applied to analyse the data. Findings the study suggest that very few employees were inducted. All levels of induction from the corporate, departmental, and local were not fully executed. Mentors and buddies were hardly used or only used on request by the new employees. Only a limited content of the induction was covered and this was not consistent with all employees inducted. The results of the study show that the duration of induction programme was also not consistent. In addition, the perceptions of the employees was that the university was doing poorly to induct employees. Conclusions drawn were that the university is doing poorly on induction. The programme was not consistent and effective. Very few employees were inducted on which just a brief orientation. It was however established that the CAE had a programme that was on average adequate to equip the academics for the working environment, but the same cannot be mentioned on the corporate induction.

This study attempted to discover the role of internal auditors in the professional development of audit committee members, leading to enhanced performance, through the provision of induction programmes and professional development opportunities to committee members, with due regard for the principles of good governance and international best practices. A secondary aim of this study was to propose methods to improve the relationship between the internal audit activity and audit committees in providing additional support to its members. The audit committee's needs and requirements were assessed by using the audit committee charter as the basis in identifying the responsibilities of the committee and the professional development needs of committee members in an organisation. It was found that a framework for the induction and professional development of audit committee members would be most useful to internal auditors to assist audit committees to meet their requirements and improve their performance. / Auditing / M. Com.

A company’s board of directors is ultimately responsible for putting effective corporate governance (CG) structures in place as mechanisms to enhance its accountability to stakeholders. An audit committee (AC), which is a subcommittee of the board, is one component of the company’s CG structures. In South Africa, legislation, the Johannesburg Stock Exchange (JSE) listing requirements, and the King code and report of Governance for South Africa 2009 (King III) deal with the composition and responsibilities of ACs. As the shares of AltX listed companies, which are categorised as high-growth potential, small to medium-sized listed companies, are traded publicly, they are required to comply with the Companies Act and to establish an AC according to the Act’s composition requirements to fulfil mandatory responsibilities. In terms of the JSE listing requirements, AltX listed companies must appoint an AC or explain their reason(s) for not doing so. As the total market capitalisation of AltX listed companies has increased by 87% over the past three years, greater numbers of stakeholder groups are being affected. Since stakeholder groups are protected when companies implement effective CG processes, the purpose of this study is to understand the way in which the AC of an AltX listed company, as an example of a high-growth potential, small to medium-sized listed company, adds value to the company and its stakeholders. Attributes that contribute to the value added by ACs were identified as being the characteristics of AC members; the fulfilment of responsibilities through optimised activities; and the fulfilment of responsibilities by maintaining healthy relationships with the board and information providers. An explorative qualitative case-based research design was applied in terms of which a single AltX listed company was selected according to predetermined selection criteria. Data were collected using individual semi-structured interviews, field notes and company documents. Descriptive open coding techniques were used for data analysis with the findings of the study subsequently being presented in terms of a theoretical framework of the attributes that influence the extent to which the AC adds value. The findings of the study confirm that these attributes of the AC facilitate its ability to add value to the AltX listed company investigated and its stakeholders in terms of enlightened shareholder theory. / Auditing / M. Com. (Auditing)

This study attempted to discover the role of internal auditors in the professional development of audit committee members, leading to enhanced performance, through the provision of induction programmes and professional development opportunities to committee members, with due regard for the principles of good governance and international best practices. A secondary aim of this study was to propose methods to improve the relationship between the internal audit activity and audit committees in providing additional support to its members. The audit committee's needs and requirements were assessed by using the audit committee charter as the basis in identifying the responsibilities of the committee and the professional development needs of committee members in an organisation. It was found that a framework for the induction and professional development of audit committee members would be most useful to internal auditors to assist audit committees to meet their requirements and improve their performance. / Auditing / M. Com.

A company’s board of directors is ultimately responsible for putting effective corporate governance (CG) structures in place as mechanisms to enhance its accountability to stakeholders. An audit committee (AC), which is a subcommittee of the board, is one component of the company’s CG structures. In South Africa, legislation, the Johannesburg Stock Exchange (JSE) listing requirements, and the King code and report of Governance for South Africa 2009 (King III) deal with the composition and responsibilities of ACs. As the shares of AltX listed companies, which are categorised as high-growth potential, small to medium-sized listed companies, are traded publicly, they are required to comply with the Companies Act and to establish an AC according to the Act’s composition requirements to fulfil mandatory responsibilities. In terms of the JSE listing requirements, AltX listed companies must appoint an AC or explain their reason(s) for not doing so. As the total market capitalisation of AltX listed companies has increased by 87% over the past three years, greater numbers of stakeholder groups are being affected. Since stakeholder groups are protected when companies implement effective CG processes, the purpose of this study is to understand the way in which the AC of an AltX listed company, as an example of a high-growth potential, small to medium-sized listed company, adds value to the company and its stakeholders. Attributes that contribute to the value added by ACs were identified as being the characteristics of AC members; the fulfilment of responsibilities through optimised activities; and the fulfilment of responsibilities by maintaining healthy relationships with the board and information providers. An explorative qualitative case-based research design was applied in terms of which a single AltX listed company was selected according to predetermined selection criteria. Data were collected using individual semi-structured interviews, field notes and company documents. Descriptive open coding techniques were used for data analysis with the findings of the study subsequently being presented in terms of a theoretical framework of the attributes that influence the extent to which the AC adds value. The findings of the study confirm that these attributes of the AC facilitate its ability to add value to the AltX listed company investigated and its stakeholders in terms of enlightened shareholder theory. / Auditing / M. Com. (Auditing)

Educational dispensation has brought about radical changes in schools, particularly with reference to curriculum changes and delivery, not only internationally but specifically in South Africa. With a move towards the introduction of new curricular in schools, the concept Continuous Professional Development has been revisited and thus has propagated further review on new approaches of teaching and learning, which leads to the need for establishment of school-based professional development of educators to meet the new challenges of curriculum changes. The school based training of educators should not be seen as short courses or workshops done for the educators, only to be left without a continuous support and guidance. It should be noted that school based educators are part of the community of learners with the shared purpose of ensuring quality learning experiences of all learners, every day, without exception and this is reinforced by the following goals: -- Providing of all school personnel with opportunity of further developing, and enriching their professional skills and knowledge. -- Challenging all school personnel to examine their attitudes and beliefs regarding the capacity of all students at high level, as well as their accountability for continuous improvement in student performance (Fer, 2005:2). The problem is how to cultivate the culture of school based continuous training and participation of all educators in the programmes. The Employment of Educators Act offers enormous possibilities for educators’ professional development. The principal is tasked with the responsibility of establishing staff development progammes, both school based, school focused and externally directed (Personnel Administrative Measures (PAM) of 1998, as determined by the Minister of Education in terms of the Employment of Educators Act, 1998). It also stress that curriculum delivery is the basic of training in order to effect changes. This study draws a distinction between short courses and workshops, and continuous professional development. Short courses is about training educators for about three to five days and leave the on their own. Continuous professional development means training educators on regular bases with follow ups after thereafter. Finally, principals and School Management Teams should ensure that there school based professional development programmes are established at schools and all educators should participate to ensure appropriate curriculum delivery. / Dissertation (MEd (Leadership))--University of Pretoria, 2007. / Education Management and Policy Studies / MEd / unrestricted

Many young people in South Africa are involved in crime, especially violent crime. This statement is supported by statistics obtained from the Annual Report (2013:37) of the Judicial Inspectorate for Correctional Services which indicates that 26 282 young people were serving sentences in South African Correctional Centres at the end of the 2012/13 financial year. This annual report of the Department of Correctional Services (2013:13) indicates that at the time of the report, 11 000 offenders were sentenced to life imprisonment and a third of them were youth offenders. The majority of these young people have to be transferred from juvenile facilities to adult centres to continue their incarceration when they turn twenty one. This transition holds a number of challenges, both for these young people and the Department of Correctional Services. Young people are confronted with the reality of possibly falling victim to HIV/AIDS, gangs, sodomy and rape in overcrowded, adult correctional facilities. The Department of Correctional Services encounters problems in assisting these young people to adjust to this transition and the protection of these young people from assault and abuse by older inmates remains an institutional concern. The main aims of this research are to examine: the age at which juveniles are transferred to adult correctional centre to continue with their sentences; the factors taken into account before transfer; the challenges faced by youth offenders in adult correctional centre; and the needs of youth offenders in adult correctional facility. The study addresses the following questions: • At what age are youth offenders transferred to adult correctional centre? • What other factors besides age are considered before youth are transferred to adult correctional centre? • Are there any preparatory measures in place to assist youth with the transfer? • Are there any induction programmes available to assist youth adjusting in adult correctional facility? • What are the challenges faced by youth in adult facility? • What are the needs of youth offenders in adult facility? / Criminology and Security Science / M.A. (Criminology)

Many young people in South Africa are involved in crime, especially violent crime. This statement is supported by statistics obtained from the Annual Report (2013:37) of the Judicial Inspectorate for Correctional Services which indicates that 26 282 young people were serving sentences in South African Correctional Centres at the end of the 2012/13 financial year. This annual report of the Department of Correctional Services (2013:13) indicates that at the time of the report, 11 000 offenders were sentenced to life imprisonment and a third of them were youth offenders. The majority of these young people have to be transferred from juvenile facilities to adult centres to continue their incarceration when they turn twenty one. This transition holds a number of challenges, both for these young people and the Department of Correctional Services. Young people are confronted with the reality of possibly falling victim to HIV/AIDS, gangs, sodomy and rape in overcrowded, adult correctional facilities. The Department of Correctional Services encounters problems in assisting these young people to adjust to this transition and the protection of these young people from assault and abuse by older inmates remains an institutional concern. The main aims of this research are to examine: the age at which juveniles are transferred to adult correctional centre to continue with their sentences; the factors taken into account before transfer; the challenges faced by youth offenders in adult correctional centre; and the needs of youth offenders in adult correctional facility. The study addresses the following questions: • At what age are youth offenders transferred to adult correctional centre? • What other factors besides age are considered before youth are transferred to adult correctional centre? • Are there any preparatory measures in place to assist youth with the transfer? • Are there any induction programmes available to assist youth adjusting in adult correctional facility? • What are the challenges faced by youth in adult facility? • What are the needs of youth offenders in adult facility? / Criminology and Security Science / M.A. (Criminology)