This study, which is set in a Faculty of Management Studies at a higher education institution in South Africa, is concerned with facilitating students‟ epistemological access to the discipline of Marketing. It takes the position that each discipline has its own Discourse or 'ways of being' (Gee, 2005), and that this is influenced by the discipline‟s underlying knowledge structure (Maton, 2003). The ability of Marketing lecturers to help students to become effective participants in the Discourse of Marketing rests on an understanding of what legitimate participation in the Discourse of Marketing entails. However, because such understandings are often tacit and contested, inducting students into disciplinary Discourses is made difficult. Thus the first research question that this study seeks to address is: What constitutes epistemological access to the discipline of Marketing? The second question is: How do educational practices in Marketing at the University of KwaZulu-Natal (UKZN) impact on the achievement of epistemological access to the discipline? Theoretically, the study draws on Maton‟s (2005a) Legitimation Code Theory (LCT) and work undertaken from a New Literacy Studies (NLS) perspective, such as Gee‟s theory of Discourse (2005) and „academic literacies‟ research. LCT allows for an analysis of the underlying principles that structure the discipline of Marketing, thus conceptualising the „rules of the game‟ of the discipline and highlighting what counts as relevant meaning in Marketing. This analysis is therefore pertinent in addressing the first research question. NLS allows for an understanding of how lecturers and students operate in the discipline to construct legitimate meaning by engaging in appropriate practices and communication. Methodologically, the analysis of data also draws on Critical Discourse Analysis (CDA). An understanding of the „rules of the game‟ of Marketing, given by the LCT analysis, provides a backdrop against which educational practices in the discipline of Marketing at UKZN are explored. The analysis using CDA gives insight into how students‟ Marketing identities are being built in the discipline of Marketing at UKZN and what the ramifications are for their epistemological access to the discipline, thus addressing the second research question. In combination, these analyses reveal that students‟ Marketing identities are not being specialised in ways that are appropriate to the disciplinary Discourse. Possible reasons for the inconsistency between the type of knower espoused and the type of knower actually produced in the discipline are explored. / Thesis (Ph.D.)-University of KwaZulu-Natal, Edgewood, 2012.

Thesis (MTech (Marketing))--Cape Peninsula University of Technology, 2007 / In South Africa, SME development has been identified by government as a priority in creating jobs to solve high unemployment. SMEs also often battle to survive in a tough and ever changing business world. There is a high failure rate among many SMEs. Some of the reasons for the high rate of failure are that the owner or manager is unfamiliar with established business practices, lack of managerial expertise in business management and lack of finance to fund the business. It is essential that the individuals responsible for the management of the business have the necessary training and expertise to equip them for the successful running of the business. It is therefore crucial that all employees in the SME sector irrespective of the department they work in obtain some degree of training and expertise. These employees also need some knowledge of the financial position of the business. This can only be made possible if all employees have a fair amount of financial knowledge so that decision~making is made easier. The curriculum of the CPUT subject 'Accounting for Marketers' may not meet the requirements of SMEs. It is an advisable that SMEs requirements should be continually measured against the course offering to ensure that the course equips the students with the financial knowledge needed by SMEs. This can be done as CPUT has close ties with these SMEs through co-operative education and intemships. An attempt was made to identify the skills and techniques required by the marketing students pertaining to the SUbject 'Accounting for Marketers' in practice and to comparing the syllabi used in education. This comparison would hopefully lead to a clear understanding of the gaps between education and practice, if any, which will enable the researcher to make recommendations regarding the 'Accounting for Marketers' syllabi. The main purpose of the study was to measure the gap, if any, between the subjects 'Accounting for Marketers' offered at CPUT and the requirements of the SMEs. If indeed a gap exists, the institution can broaden certain aspects of the syllabi, by incorporating case studies on legitimate companies, which will aid the students to stay informed about Accounting in their field of expertise. There will be better integration of theory and practice. A descriptive research method was followed using a census survey research design to present a structured comprehensive questionnaire to the total population of SMEs affiliated with the Department of Cooperative Education and that have participated in the experiential training program. The number of SMEs who completed and returned the questionnaires was 15. This resulted in a response rate of 50 percent which was a fair representation of the entire census. In support of the findings recommendations were made regarding each component that formed part of an accounting syllabus. The results indicated that certain components in the accounting syllabus were rated as very important and others not. Components that were referred to as important but which were not a part of the syllabus will be under scrutiny by the researcher to come to a resolution, where these components will be accommodated in the accounting syllabus for marketing students for 2008.

Ph.D. (Marketing Management) / In South Africa there are a number of government and private institutions that provide higher education. Competition amongst these is intense and all are competing for students. Dobbelstein (2003: 3) argues that higher education institutions have to consider their relative competitive advantage in this landscape. The institutions that fulfil customers’ requirements the best will get the most students. This situation must be seen in the light of the current skills shortage in South Africa. In order to meet future demand for appropriately skilled managers and workers, ongoing collaboration and consultation between the business sector and higher education providers is required in order to ensure that the goals are met of all primary stakeholders – industry, educators, and students. Students getting workplace experience (or internships) can benefit all three stakeholders (Petrillose & Montgomery, 1998: 46 – 51). The present study seeks to determine the impact of an experiential learning project on the development of marketing students – by using an occupational interest questionnaire. Research conducted by the University of Johannesburg (UJ) indicated that there seems to be no general agreement on the use of terminology for concepts such as experiential learning (EL), work-based learning (WBL), work-integrated learning (WIL), or service learning (SL) (Geyser 2007: 5). There are subtle differences between the terms:  Experiential learning is a term traditionally used within the context of the former technikons to mean what is now known as ‘work-based learning’.  Work-based learning is a component of a programme of study: it focuses on the application of theory in an authentic, working context. It addresses specific competencies identified for the acquisition of a qualification. These competencies relate to the development of skills that will make the student employable, and will assist in developing personal skills.  Service learning is applied learning which is directed at specific community needs and is integrated into an academic programme or curriculum.  Work-integrated learning is a structured portion of a qualification in which the volume of learning allocated to WIL should be appropriate to the purposes of the qualification. WIL programmes must be appropriately structured, supervised, and assessed.  Co-operative education is a teaching and learning strategy which integrates classroom teaching and learning into structured learning that occurs in an authentic and approved setting. This concept is based on a partnership between the university, the student, and industry, or the community at large (Geyser 2007: 7).

In this study, a comparative analysis was made of the marketing courses offered in thirty-two senior colleges of Texas including the marketing courses offered at North Texas State College. An analysis was also made to determine what courses in business administration are being offered in the senior colleges in Texas.

This study investigated the use of alternative performance instruction delivery methods on student achievement in a Principles of Marketing course taught at New River Community College during the 1993 fall semester. The study sought to determine if alternative delivery methods of performance instruction would influence students' achievement in the course. The design of the study was quasi-experimental. Two treatment groups were engaged by this study. One group received performance instruction using group-directed lecture methods. The other group received performance instruction using distance-learning methods. The planning and evaluation of course content goals were held constant utilizing an expert system, artificial intelligence (AI) application software suite developed by Instructional Performance Systems, Inc. Delivery of course content goals was controlled, in that, the same instructor taught both sections of the course. Student achievement in the course was measured with teacher developed criterion-referenced mid-term and final examinations. The study tested the null hypothesis that performance instruction delivery methods have no significant effect on student achievement at the 0.05 level. The study was enhanced by the collection and analysis of qualitative student data. A Student Profile Data Survey was developed and piloted. The student data provided the basis to profile the student groups and accent study habits. Descriptive statistics and unpaired t-tests were used to analyze student achievement on the mid-term and final examinations. The analysis found no significant difference in student achievement resulting from performance instruction delivery methods. Descriptive statistics and unpaired t-tests were also used to profile student groups and accent study habits. It was concluded, if course syllabi and evaluation are held constant; and delivery is controlled, one can reasonably expect achievement will be the same for group-directed and distance learners. / Ph. D.