Industrial and Organisational Psychology / M.Com. (Bedryfsielkunde)

This study argues in favour of the distance education student as being a decision-maker and scrutinised his choice criteria against the `open' education background. In particular, the study investigated the relative contribution of influential decision factors, as identified by previous research, in the choice students made when they chose between print-based and on-line modalities. A quantitative study, drawing data from 233 participants in two modules at the University of South Africa, was employed. The study showed that influential decision factors were transferable to a choice between printed or on-line instructional content, but their effects were less significant. Differences pertaining to previous experience with their delivery mode were apparent between students who selected the print-based option and students who selected the on-line option. The results also confirmed that of other research that a significant relationship exists between self-concept and optimal decision-making and self-concept and social environment. / Education Studies / M. Ed. (Psychology of Education)

Over the last 20 years the nursing profession has widely accepted reflective practices and reflective learning as effective measures to help students provide care in a frequently changing context. The purpose of the study was to explore and describe the role of nurse educators in the facilitation of reflective learning in students. The objectives were to explore the reflective teaching practices of nurse educators, describe the learning activities that could promote reflective learning in student nurses and to determine whether the learning environment is conducive to promote reflective teaching and learning. A quantitative, explorative, descriptive study was conducted in nursing education institutions in Gauteng. A total of 121 nurse educators completed a structured questionnaire. The findings revealed that, although nurse educators agree with the importance of reflective practices in the teaching and learning environment they do not necessarily place emphasis on developing their own reflective practices. Reflective learning was not identified as a formal learning approach in the programmes the nurse educators facilitated but the educators did attempt to include reflection in the teaching and learning activities planned. Not enough emphasis is placed on the creation of a teaching and learning environment that will enhance reflection in a non-threatening context. The deeper understanding of reflective learning comes with continued personal reflective practices. Nurse educators should be taught how to facilitate reflective learning activities and how to create an environment conducive to reflection. Through reflective teaching practices students could be supported in developing into critical thinkers hence reflective learning should be a formal teaching and learning approach in nursing curricula / Health Studies / M.A. (Health Studies)

Submitted in fulfillment of the requirements of the Master of Accounting Degree: Management Accounting, Durban University of Technology, Durban, South Africa, 2015. / Empirical evidence highlighted the problem of underprepared graduates who lack critical thinking skills required in the work environment. Institutions of higher learning have been mandated to provide graduates with these critical thinking skills. However, in order to achieve this mandate, teaching, and, in particular, assessment practices at institutions of higher learning would need to be rethought and transformed. Integrated assessments that mirror real life situations are particularly useful in the development of critical thinking skills. The purpose of this study is to investigate whether the integrated assessment conducted with the first-year ECP students in the Department of Management Accounting at the Durban University of Technology has enhanced the critical thinking skills of these students. This descriptive and inferential study employed a quantitative strategy, with a quasi-experimental, pre-test, post-test, non-equivalent group design and it was longitudinal in nature. The target population consisted of two groups: all the first-year students registered on the Extended Curriculum Programme in the Department of Management Accounting in 2014, which was approximately 40 students (experimental group); and all the first-year students registered on the Extended Curriculum Programme in the Department of Financial Accounting in 2014, which was approximately 40 students (control group). All five categories of the Watson-Glaser Critical Thinking Appraisal UK edition were administered to both the control and experimental groups in a pre-test and post-test measure. However, only the experimental group was exposed to the integrated assessment. The aim was to measure the change, if any, in the students’ critical thinking skills over a period of time. The findings revealed a statistical significance in the overall post-test scores in favour of the experimental group. The norm group comparisons also revealed that, after the completion of the integrated assessment, the experimental group’s post-test mean scores were higher than the US grade 12 students and were closely matched to the US first year of 4 year colleges. In addition, the experimental group’s pre-and post-test mean scores were closely matched to the SA norm group. These results suggested that the experimental group experienced gains in their critical thinking ability in the post-integrated assessment. It is, therefore, recommended that integrated assessments, which are based on real world problems, should be conducted in the first year and in subsequent years. It is not always possible for universities of technology to offer cooperative education/ in-service training to all students. Contextualized integrated assessments, therefore, bridge this gap by allowing students to experience workplace requirements without physically being in the work environment.

Thesis (MPhil)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: Technological literacy is a competency that is widely espoused both locally and internationally (UNESCO, 1984; TAAP, 1991). Technological literacy has been described as a multi-dimensional construct consisting of a knowledge, skills and an affective component. This study investigated learner performance in the cognitive domain. Intact classes of Foundation (Grade 3), Intermediate (Grade 6) and Senior phase (Grade 9) learners from 12 Western Cape schools participated in a standardised paper-and-pencil assessment, the Pupil's Understanding of Technology (PUT) test. The study attempted to measure the effect of two variables - geographic location and gender, on learner knowledge and understanding of technology. The main substantive findings to emerge are firstly that geographic location is significantly related to performance in specific content areas of technology. Secondly, gender appears to be less significant in determining learner knowledge of technology on most questions. Furthermore, the level of knowledge of technology appears to correspond with phase or developmental level, thus supporting the conception of technological knowledge as a subset of general achievement. In addition, this study describes various methodological limitations pertaining to the PUT format and content. The main methodological limitations to an assessment of learner knowledge and understanding of technology using the PUT instrument relates to the nature of technological knowledge, and the understanding that technological literacy is a complex, multi-dimensional and activity-based subject. The study further highlights the need for an interrogation of the monolithic categories of 'geographic location' and 'socio-economic' category. / AFRIKAANSE OPSOMMING: Tegnologiese geletterdheid is 'n vaardigheid wat beide nasionaal en internasionaal voorgestaan word (UNESCO, 1984; TAAP, 1991). Tegnologiese geletterheid is al beskryf as 'n multi-dimensionele konstruk wat bestaan uit 'n kennis, vaardigheid en emosionele komponent. Die studie ondersoek die leerder se prestasie in die kognitiewe gebied. Volledige groepe van Grondslag (Graad 3), Intermediêre (Graad 6) en Senior fase (Graad 9) leerders van 12 skole in die Wes-Kaap het deelgeneem aan 'n gestandardiseerde pen-en-papier evaluering, die Leerling se Begrip van Tegnologie (Pupil's Understanding of Technology - PUT) toets. Die studie poog om die eftek van twee veranderlikes, geografiese ligging en geslag, op die leerder se kennis en begrip van tegnologie te meet. Die belangrikste substantiewe bevindinge is eerstens dat geografiese ligging beduidend korreleer met prestasie in spesifieke inhoudelike areas van tegnologie. Tweedens blyk dit dat geslag 'n minder belangrike invloed toon in die bepaling van die leerder se kennis van tegnologie in die meeste vrae. Verder blyk dit dat die vlak van kennis van tegnologie ooreenstem met die fase of ontwikkelingsvlak. Dit ondersteun die konsepsie van tegnologiese kennis as 'n onderafdeling van algemene prestasie. Hierdie studie beskryf ook verder die verskeie metodologiese beperkinge wat betrekking het op die PUT uitleg en inhoud. Die belangrikste metodologiese beperkinge vir die evaluering van leerderkennis en begrip van tegnologie met die PUT verwys na die aard van tegnologiese kennis, en die opvatting dat tegnologiese geletterdheid 'n komplekse, multi-dimensionele en aktiwiteitsgebaseerde onderwerp is. Dit blyk ook verder uit die studie dat daar 'n behoefte is aan 'n ondersoek na die monolitiese kategorieë van 'geografiese ligging' en 'sosio-ekonomiese' afdeling.

Thesis (MPhill)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: Compulsory Community Service for the speech-language and hearing therapy profession was implemented in 2003. This is the first study to assess the perceptions, attitudes and experiences of speech-language and hearing professionals of Stellenbosch University doing Compulsory Community Service. Information on the experiences of Compulsory Community Service professionals inform on the responsibilities of the university where undergraduate studies are completed, the Department of Health (the employer) and professionals doing Community Service. A mixed method study design, using a scale questionnaire, supplemented by open-ended questions was completed by all but one of the group doing Compulsory Community Service in 2009. Results suggested that speechlanguage and hearing therapists perceived themselves to have the required knowledge, but not necessarily adequate skills to perform Compulsory Community Service. Suggestions to include additional curriculum content were made. All professionals agreed that a positive contribution was made during Compulsory Community Service, but concerns about the shortage of speech-language and hearing therapy services, absence of mentors and supervision, inadequate budgets, amenities and resources were identified. Readjustment must involve adaptation from all stakeholders to ensure that Compulsory Community Service honours its original objectives.

Thesis (MBA)--Stellenbosch University, 2008. / ENGLISH ABSTRACT: Within a highly regulated industry such as banking, learning takes place not only to better equip staff to deal with problems which may cross their paths, but to enable them to develop and grow into new roles within the bank. In addition to the regulation in the industry, there is also legislation goveming the learning providers within the industry. These learning providers have to abide by multiple rules and regulations set out by the Skills Development Act and the Banking Sector Training Authority, which grants accredited training-provider status to in-house learning departments of the various banks. With all the reports and returns that now have to be submitted to the Department of Labour, and the Skills Development levy that is paid to the South African Revenue Service, businesses are turning their attention to the amount of money actually being spent on training, and are starting to ask pertinent questions about the impact of learning. To answer these questions, the learning strategies that organisations adopt in order to become learning organisations need to be scrutinised and analysed, before moving on to how the measurement of retum on investment in learning can be determined and integrated into the balanced scorecard measurement for learning and growth. In the course of this study, the issues mentioned above will be discussed from a generic, theoretical point of view, before applying them specifically to the case of First National Bank. / AFRIKAANSE OPSOMMING: In 'n hoogs gereguleerde bedryf soos die bankwese, vind leer nie net plaas om personeel beter toe te rus om probleme te hanteer wat oor hulle pad kan kom nie, maar ook om personeel nuwe rolle binne die bank te laat ontwikkel en aanneem. Bo en behalwe die regulasies van die bedryf, is daar ook wetgewing ingevolge waarvan verskaffers van opleiding binne die bedryf moet optree. Hierdie opleidingsverskaffers moet aan verskeie reels en regulasies valdoen soos neergele deur die Wet op Vaardigheids-ontwikkeling en die sektorale onderwys- en opleidingsowerheid vir die bankwese (BANKS ETA), wat geakkrediteerde opleidingsverskafferstatus aan interne opleidingsdepartemente van die verskillende banke toestaan. Met al die verslae en opgawes wat deesdae aan die Departement van Arbeid verskaf moet word sowel as die vaardigheidsontwikkelingsheffing wat aan die Suid-Afrikaanse Inkomstediens betaal moet word, word ondernemings al hoe meer bewus van die hoeveelheid geld wat hulle aan opleiding bestee, en begin vra hulle al hoe meer tersaaklike vrae oor die impak van opleiding. Om hierdie vrae te beantwoord, moet 'n mens die leerstrategiee wat organisasies aanvaar ten einde leerorganisasies te word, onder die loep neem en ontleed. Hierna kan die aandag verskuif na die wyse waarop die meting van opbrengs op belegging in opleiding bereken en geintegreer kan word by die gebalanseerde-telkaartmeting van leer en groei. In hierdie studie word bogenoemde sake uit 'n generiese, teoretiese hoek bespreek voordat dit meer bepaald op Eerste Nasionale Bank toegepas word.

Thesis (PhD)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: The globalisation of business is probably the most important topic of discussion in business around the world. Globalisation impacts on business processes, and changes in the processes of economic and political liberalisation signify a radical shift in thinking about how the world works and how it should be organised. The process of change consequently means having to deal with increasing complexity. It is the complexity of change that prompts the urgency to improve the thinking of management in an organisation. As adult learners, managers need different competencies to operate; in addition their thinking skills need to be developed, as they are the key drivers in an organisation going through transformation. In a needs' assessment in a financial services organisation operating in the global environment, a need for training of middle managers to help them improve their thinking skills in order to become more effective thinkers was determined. The need to train adults to develop cognitive skills prompted a specific thinking skills intervention and the facilitation thereof. A Thinking Skills Programme aimed at teaching thinking dispositions and thinking skills was implemented as a programme to teach the managers to become effective thinkers. The study was approached from a programme evaluative perspective. The purpose of the programme was an improvement-orientated evaluation and was designed to evaluate the outcomes of the programme. Qualitative data was collected through a pre- assessment and postassessment process. Open-ended questionnaires as well as other qualitative methods were used in the assessment to capture the data. The data analysis was done through content analysis. In the process of determining the patterns and processes in the preassessment, observations, semi-structured interviews, field notes and post-assessment, the researcher looked for themes or interconnections that emerged in the units, sub-categories and categories. The sub-categories that emerged were derived from the frequency of appearance in the answers of the participants in the questionnaires. The post-assessment feedback categories indicated that a shift in effective thinking had taken place in the participants. The most significant difference in their thinking was the awareness of their thinking. They reflected on their thinking while solving problems, which is evidence of effective thinking. They used the thinking tools to help them solve problems. The intervention influenced the participants to be more creative in solving problems, which was not evident in the pre-assessment. The evaluation of the outcome of the programme through the application of a Thinking Skills Programme was successful. This was demonstrated by the fact that in the measurement of the outcome of the programme it was evident that the middle managers had become more aware of their thinking and that they applied the thinking dispositions and thinking tools in their daily managerial activities. They had become more effective thinkers. / AFRIKAANSE OPSOMMING: Die globalisering van die sakewêreld is waarskynlik die belangrikste besprekingspunt in dié sektor regoor die wêreld. Globalisering het 'n impak op sakeprosesse, en veranderings in die prosesse van ekonomiese en politieke liberalisering dui op 'n radikale verandering in denke oor hoe die wêreld werk en hoe dit georganiseer behoort te word. Die proses van verandering dui gevolglik daarop dat daar rekening gehou moet word met toenemende kompleksiteit. Dit is die kompleksiteit van verandering wat aanleiding gee tot die belangrikheid daarvan om die denkvaardighede van die bestuur in 'n organisasie te verbeter. As volwasse leerders benodig bestuurders verskillende vaardighede om hulle taak te verrig, en hulle denkvaardighede moet ontwikkel word aangesien hulle die dryfkrag is van 'n organisasie wat transformasie ondergaan. In 'n behoeftebepaling in 'n finansiële dienste organisasie wat op die wêreldmark meeding, is die behoefte geïdentifiseer aan opleiding vir middelvlak bestuurders om hulle denkvaardighede te help verbeter, ten einde van hulle meer effektiewe denkers te maak. Die behoefte om volwassenes op te lei in die ontwikkeling van kognitiewe vaardighede het aanleiding gegee tot In spesifieke denkvaardigheidsintervensie en die fasilitering daarvan. 'n Denkvaardigheidsprogram gemik op die onderrig van denkdisposisies en -vaardighede is as 'n program ingestelom bestuurders op te lei om effektiewe denkers te word. Die studie is benader vanuit 'n programevaluasie-perspektief. Die doel van die program was 'n verbeteringsgeoriënteerde evaluasie en dit is ontwerp om die uitkomstes van die program te evalueer. Kwalitatiewe data is versamel deur middel van 'n pre- en postassesseringsproses. Oopeindevraelyste asook ander kwalitatiewe metodes is in die assessering gebruik om data te versamel. Die data-analise is gedoen deur inhoudsanalise. Vir die bepaling van die patrone en prosesse in die pre-assessering, is observasies, semigestruktureerde onderhoude en veldaantekeninge gebruik. Vir die postassessering het die navorser gesoek na temas of interkonneksies wat na vore gekom het in die eenhede, subkategorieë en kategorieë. Die subkategorieë wat na vore gekom het, is geïdentifiseer op grond van die frekwensie van voorkoms in die antwoorde van die deelnemers wat die vraelyste voltooi het. Die terugvoeringskategorieë in die postassessering het aangetoon dat 'n verandering in effektiewe denke by die deelnemers plaasgevind het. Die mees beduidende verandering in hulle denke was die bewustheid van hulle denke. Deelnemers het gereflekteer op hulle denke tydens probleemoplossing, wat as bewys dien van effektiewe denke. Hulle het die denkinstrumente gebruik om hulle te help om probleme op te los. Die intervensie het tot gevolg gehad dat die deelnemers meer kreatief tydens probleemoplossing was, wat nie tydens die pre-assessering geblyk het nie. Die evaluering van die uitkoms van die program deur die toepassing van 'n Denkvaardigheidsprogram was suksesvol. Dit is gedemonstreer deur die feit dat in die meting van die uitkoms van die program dit duidelik geblyk het dat die middelvlak bestuurders meer bewus geraak het van hulle denke en dat hulle die denkdisposisies en denkinstrumente in hulle daaglikse bestuursaktiwiteite toegepas het. Hulle het meer effektiewe denkers geword.

Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: A portfolio of learning is one way of showing evidence of performance over a period of time. Worldwide, the need for social accountability and health services reforms has led to an increased interest in competency-based medical education with specific outcomes. Postgraduate training increasingly focuses on life-long adult learning, placing emphasis on close supervision with feedback and workplace-based assessment. South Africa, although better resourced, faces many similar socio-political and health services challenges as the rest of Africa. The democracy is less than 20 years old, with 80% of the previously disadvantaged population now having access to health services. In this new era medical schools have aligned their curricula to focus on patient-centred primary health care. The huge demand for appropriately trained family physicians has become a national priority. Subsequently, the College of Family Physicians of the Colleges of Medicine of South Africa developed a national exit examination for postgraduate family medicine training. One component of the examination is the submission of a satisfactory portfolio of learning. The aim of this thesis was to develop a national portfolio for postgraduate family medicine education in South Africa. It needed to be valid, acceptable, useful for learning, and be assessed in a reliable way. The research process involved a collaboration with registrars, supervisors and programme managers from all eight medical schools in the country over four years and culminated in the first national portfolio for family medicine in the country. The thesis was done by way of publication, which involved four articles being published in international journals, outlining the development, implementation and assessment of our portfolio. Content and construct validity of the draft portfolio was established through a Delphi process. Subsequently, the portfolio was implemented at all eight medical schools. Workshops over two years at all the universities facilitated implementation and provided feedback on the use of the portfolio across the country. After implementation of this initial portfolio, the acceptability, educational impact, and usefulness for assessment were evaluated through a national survey and in-depth interviews. A portfolio assessment tool was developed and its reliability was established for the overall score. The assessment tool has also been implemented nationally. The portfolio’s requirements have made the expectations and challenges of workplace-based learning and assessment more visible, with supervision, safe learning environments and more user-friendly learning and assessment tools needing further research. / AFRIKAANSE OPSOMMING: ‘n Portefeulje met bewyse van opleiding is een manier om bevoegdheid en prestasie oor ‘n periode van tyd te demonstreer. Sosiale verantwoordelikheid en hervormings in gesondheidsdienste wêreldwyd het gelei tot vaardigheids-gebaseerde mediese opvoeding met spesiefieke uitkomste. Nagraadse opleiding fokus toenemend op lewenslange volwasse leermetodes met ‘n groot klem op nabye toesig, terugvoer en werksgebaseerde evaluasies. Alhoewel Suid-Afrika beter toegerus is as meeste lande in Afrika, staar die land baie soortgelyke sosiaal-politiese en gesondheids uitdagings in die gesig. Met die jong demokrasie van 20 jaar het 80% van mense wat voorheen nie toegang gehad het tot goeie gesondheidsdienste nie nou wel toegang. Mediese skole het hul kurrikulums aangepas om te konsentreer op pasient-gefokusde primêre gesondheidsorg. Die Kollege van Huisartse van die Kolleges van Geneeskunde van Suid-Afrika het ‘n nasionale eksamen vir nagraadse opleiding in huisartskunde in die land geimplementeer. Een van die komponente van die eksamen behels die inhandiging van ‘n bevredigende opleidingsportefeulje. Die doel van hierdie tesis was om ‘n nasionale portefeulje vir nagraadse opleiding in huisartskunde in Suid-Afrika te ontwikkel. Die portefeulje moes geldig en aanvaarbaar wees, asook nuttig vir leer en ook op ‘n betroubare manier evalueer kon word. ‘n Proses van samewerking tussen kliniese assistente, toesighouers en programbestuurders van al agt mediese skole in die land oor ‘n periode van vier jaar het die eerste nasionale opleidingsportefeulje vir huisartskunde in Suid-Afrika die lig laat sien. Hierdie is ‘n tesis by wyse van publikasie deur vier artikels wat in internasional journale verskyn het, wat die ontwikkeling, implementering, en evaluering van die portefeulje beskryf. Die geldigheid van die inhoud en samestelling van die portefeulje was ontwikkel deur ‘n Delphi proses. Nadat die portefeulje geimplementeer was, was die aanvaarding, leerimpak en nuttigheid vir evaluering ondersoek deur ‘n nasionale opname en in-diepte onderhoude. Werkswinkels by al die universiteite het die geldigheid en implemetering van die portefeulje verder versterk. ‘n Instrument om die portefeulje te evalueer was ontwikkel en in gebruik geneem landwyd, en betroubaarheid van die totale telling was bewerkstellig. Die behoeftes van die portefeulje het die verwagtinge en uitdagings van werksgebaseerde opleiding en evaluering meer sigbaar gemaak, met toesighouding, veilige leeromgewings en meer gebruiksvriendelike leer- en evalueringsinstrumente as areas identifiseer wat aangaande navorsing benodig.

Integrating information skills into the curriculum: an action research investigation at an ex-House of Representatives high school.