Stewardship in South Africa, as it is being implemented within the framework of the Biodiversity Stewardship Programme (BSP), is an attempt by conservation agencies to engage landowners in the voluntary securing of parcels of biodiverse land, through signing a contract for a certain time period, not to develop the landscape in ways that will impact negatively on the biodiversity of the area in question. The focus of this study is the relationship between biodiversity stewardship and social learning, as I hope to ascertain how stewardship practices are helping to resolve the current problems of biodiversity loss in the Western Cape. The overall aim of this research is to gain an understanding of how, in its capacity as a conservation education process, the Cape Nature Stewardship Programme can foster social learning amongst the landowners involved in its implementation, by leading them to a better understanding of their environmental responsibilities. Data was generated through the use of interviews and informal discussions with participants together with document analysis, such as brochures, pamphlets and presentations. My approach to the analysis of my data was two-phased. In the first phase, I analysed the data generated from the interview process and from reviewing the documents the stewardship officials supplied me with. The second phase involved looking into the results of the two case studies, and formulating analytical statements which were then used to review the case evidence within a social learning perspective, derived from Wals (2007). In constructing an analytical framework for the interpretation of my data, I drew heavily on Wals' (2007) notion of social learning occurring in sequential activities. I used this insight as a lens through which to trace the educational effects of the implementation of the CNSP in the two case study areas.The research highlighted evidence that Stewardship initiatives should be based on the foundation of social learning and invest time and effort in building an environmental knowledge capital amongst the landowners involved. By equipping them with these necessary conservation skills, one creates a 'community of practice' where those individuals adopt a sustainability habitus contributing towards a change and environmental understanding and practises in field.

The research was conducted from the perspective of a positive psychological paradigm and investigated the interrelationship dynamics between the psychological constructs of resistance to change, work engagement and psychological capital which have been under-researched in the rapidly changing open distance learning work environment of academics. A quantitative survey was conducted on a probability sample of 423 (N=423) academics at a South African open distance learning higher education institution. Confirmatory- and exploratory factor analysis, in the absence of goodness of fit, revealed a four-construct measurement model for resistance to change, a two-factor measurement model for work engagement and a four-construct measurement model for psychological capital. A correlational analysis revealed significant relationships between resistance to change, work engagement and psychological capital and structural equation modelling indicated an adequate fit of the conceptual structural model. Tests for statistically significant mean differences revealed no differences between male and female academics, or between the educational levels of groups of academics, with regard to levels of resistance to change, work engagement and psychological capital. At a theoretical level, the research provided insight into the different concepts and theoretical models that lead to the development of positive psychological functioning, such as understanding of the notion of resistance to change in the work environment. At an empirical level, the new knowledge and insights derived from the results may add to a broader perspective on interrelationships between the psychological behavioural constructs of resistance to change, work engagement and psychological capital. This research has also added to the body of knowledge on how academics’ positive psychological behaviour can contribute to a positive organisation as well as to individual well-being in a changing open distance learning work environment. / Industrial and Organisational Psychology / D. Com. (Industrial and Organisational Psychology)

The incorporation of information and communications technology into every sphere of life can neither be denied nor remain unnoticed. Be it for education, government, corporate or social purposes, information and communications technology usage has become a norm in the twenty-first century. In academia, which is the focus of this study, the University of South Africa offers screencasts as a technology-enhanced teaching tool in the College of Accounting Sciences. These screencasts form part of an e-learning initiative to improve the success rate among their students in the Certificate in the Theory of Accounting programme. This phenomenological, qualitative research study employs a case study as a research design tool, employing the community of inquiry framework. Ten lecturer-participants were interviewed in this study. The aim was to determine how screencasts can be used as a technology-enhanced teaching tool at an open distance-learning university in South Africa. Accordingly, this study used semi-structured interviews and document analysis to collect the data. The research data were studied, analysed, explored and validated. The study’s findings proved the validity and the practicability of this research. The findings indicate that screencasting at the university is in its beginning phase and that lecturers make use of the learning management system (myUnisa) to upload screencasts. Although making the screencasts is time consuming, lecturers report on the positive feedback received from students concerning the screencasts, but there is no way to track how many students use them. It is important to note that the lecturers experience challenges, as the MyUnisa system is often ineffective. Furthermore, some lecturers are techno-phobes, resulting in those that are technologically informed being overloaded. This study recommends the use of other effective software, screencast training, proper investment in information and communications technology infrastructure and affordable data access for students to stakeholders such as UNISA. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The purpose of this interpretive qualitative study was to determine the extent of conceptual and procedural difficulties that NCV Level 4 students encountered when factorising and solving problems involving factorisation. This study is based on Kilpatrick, Swafford and Findel’s (2001) ideas on mathematical proficiency, focusing on conceptual knowledge, procedural knowledge and the flexibility of integrating both appropriately to solve algebra problems involving factorisation. This study also explored reasons why NCV Level 4 students demonstrated such difficulties and suggested possible ways that could assist them to understand and flexibly use factorisation to solve problems. A purposive sample consisting of 30 NCV Level 4 students and 5 Subject Matter Experts participated in this study, which adopted a phenomenological case study research design. Triangulation of method was adopted for consistent gathering of information. Data was collected through a written assessment on factorisation under controlled test conditions, and semi-structured interviews. The researcher reduced and analysed data by utilising an integration of constant comparison analysis and classical content analysis. The findings and relevant recommendations concluded this research. / Mathematics Education / M. Ed. (Mathematical Education)

Educational Leadership and Management / M. Ed (Educational Management)

South Africa is currently experiencing rapid social change with socio-economic deprivation, influencing the future orientation of adolescents. Research indicates that a lack of future expectations affects present behaviour−diminishing the possibility of socialisation and productivity in adulthood. The objective of this study is to assess the future perceptions of indigent adolescents. The Gestalt paradigm provided the framework for defining the study. This empirical study uses a mixed methodology design combining both the quantitative and the qualitative approaches. A crosssectional survey provided the groundwork in terms of ascertaining the degree of awareness in respect of the future orientation of indigent, urban adolescents whilst a qualitative, semi-structured, one-on-one interview provided an in-depth contextualisation of the problem. The empirical study demonstrated that, although socio-economic deprivations and pervasive social issues do influence the future orientation of adolescents in South Africa, these influences have not eradicated the indigent adolescents’ motivational striving toward a positive and productive future. / Social Work / M. Diac. (Play Therapy)

This study focuses on the influence of particular teaching strategies that can be used in Environmental Education (EE) and examines how specific methods influence knowledge retention and attitude change. The aim of the study is to compare the 'traditional' lecture style method where learners are passive, with cooperative learning to determine their influence on learners’ knowledge retention and attitude towards marine conservation. Both methods can be considered effective teaching methods to increase knowledge retention and induce a positive change in environmental attitudes. However, this study suggests that the teaching method used in a particular school could influence the learning outcomes of the EE programme because of pre-existing abilities, skills the learners may have and context to which the learners are exposed. In conclusion, when offering an EE programme, for the programme to be successful one would need to determine which method of teaching is practised within schools and then ensure that the same method is used. / Teacher Education / M. Ed. (Environmental Education))

This study explored the implementation of the recognition of prior learning (RPL) at Unisa by investigating the strengths and weaknesses of the RPL methodology, instruments and processes when taking students through the RPL process. The successes and challenges experienced by the RPL academic advisors and the academic assessors were determined and guidelines provided for the effective implementation of RPL at Unisa. The empirical research design was exploratory within a qualitative framework employing participant observation, focus group interviewing, individual interviewing and the distribution of questionnaires that consisted of open-ended questions. The research sample comprised 26 purposefully selected participants. With regard to the research findings, the challenges include a lack of administrative support, a lack of support from top management and the academic staff, and a lack of communication between management and the RPL department. The strength of the RPL department lay in its well-documented process manual. / Teacher Education / M. Ed. (Education Management)

The aim of this study is to report findings of inquiry into the role that problem-based approach can play in the teaching and learning of Technology in Thabo-Mofutsanyana District in Qwaqwa. This study followed qualitative research methods and ethnographic design informed by the researcher’s desire for the study to be conducted from firsthand knowledge generated in the research setting. The researcher interviewed Grade 9 Technology teachers and experts, observed teaching and learning in two participating and two non-participating secondary schools in Murray & Roberts Technology Olympiad and analysed Technology teachers’ lesson plans and workschedules, portfolios and files of Grade 9 Technology learners. Key findings that this study produced include: PBL is a need in the teaching of Technology; learners function at a higher level of thinking; learners treat concepts at higher and deeper level; learners become more motivated and learners are able to discover theories and make inventions. / Educational Studies / M. Ed. (Didactics)

The objective of this study was: (1) to determine the relationship between job embeddedness (measured by the Job Embeddedness Scale), work engagement (measured by the Utrecht Work Engagement Scale), and turnover intention (measured by the Turnover Intention Scale); and (2) to determine whether employees from different groups, namely age, race, gender, marital status and tenure differ significantly in their levels of job embeddedness, work engagement and turnover intention. A quantitative survey was conducted on a non-probability purposive sample (N = 153) of staff in a higher education institution. Correlational analyses revealed significant relationships between job embeddedness, work engagement and turnover intention. Multiple regression analyses showed that organisation links and dedication negatively predicted the participants’ turnover intention. Significant differences between age, race, gender, marital status and tenure were also found. The findings contribute valuable knowledge to the field of Career Psychology and can be applied in the retention of employees in the higher education institution. The study concludes with recommendations for future research and practice. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)