This study focuses on the way in which the conceptual artists Berni Searle and Jan van der Merwe portray their respective memories of the influence of hegemony on their identity formation. Two conceptual installations of each artist, namely Looking back (1999) and Not quite white (2000) of Searle and Wag (2000) and Ontwortel (2009) of Van der Merwe, are interpreted comparatively according to the portrayal of hegemony, identity (including the artists‟ different sexual and race identities) and their memories of the historic and cultural effects of domination. The reading and interpretation of the installations are guided by the key concepts hegemony, identity and memory and are grounded theoretically from a critical post colonial perspective. Searle and Van der Merwe‟s memories of the influence of power relations and ideology on their conception of art and identity formation are addressed by contextualizing the artists within the South African context. Van der Merwe, as a white Afrikaans speaking man, initially formed collectively part of the Western patriarchate identity norm because of his historic background. His identity is in contrast with Searle‟s brown and female identity which is traditionally viewed and portrayed as different and inferior. Van der Merwe‟s memorial art is therefore mainly that of the unjustified benefiting of the white and male agents of power in contrast with Searle‟s memorial art of colonial and patriarchate domination. / Thesis (MA (History of Art))--North-West University, Potchefstroom Campus, 2013

should one react against the laziness of railway tracks between the passage of two trains investigates the everyday as experienced in the post-industrial landscape. Through the activities of walking and mapping, fieldwork is conducted during treks that follow the route of the railroad in the Kitchener-Waterloo region. I examine detritus as post-readymade artifacts of the industrial economy that has abandoned the area. Interventions of minimal gestures engage the inherent narratives of these discarded materials. Improvised assembled sculptures mark my route as a form of wayfinding that re-appropriates the neglected urban space of the railroad right of way. Online maps document these treks as open works of art to be completed by participants as self-guided walks. The activity of walking and assembling sculptures in these marginal landscapes is a playful strategy that resists the alienation of immaterial labour in our contemporary economic context.

In this study, my intention has been to examine how the ambiguous concept of corruption is constructed by the press. Emphasizing the media’s representations of the socially constructed and context-specific concept, this work adopts a critical perspective on discourse, together with an approach of conceptual history. Finland has for many years been appointed as one of the least corrupt countries in the world, signing several international conventions against corruption since the 1990s, which in turn has led to an increase in discussion regarding the phenomenon. By conducting a multi-method study, my aim has been to analyse the possible changes in the definition of ”corruption” in the Finnish newspaper Hufvudstadsbladet during the period 2000-2013. Using the theoretical framework of Fairclough’s media discourse and Koselleck’s conceptual history, the concept has been analysed in light of Finnish legislation regarding corruption during this period. The analysis yielded several results. The concept of corruption is defined as a both moral and legal problem, resulting in shifting meanings. A change in the representation of levels of corruption in Finland, from optimistic to pessimistic is illustrated, which is upheld in the press by results from international corruption surveys and statements made by those in power. Overall, while discourse on corruption is both constructed and transformed by journalists, it has ideological effects when what is presented as facts are in reality based on statements made by experts and political actors.  Finally the analysis shows that “corruption” and “trust”, being asymmetrical concepts, constitute an inseparable pair of concepts. In a democratic country these concepts depend on each other, making corruption a matter of the entire society. I propose that further research examine the possible changes in the concept of corruption over a longer period of time.

The performance of mathematics and physical science students are very low in South Africa. These students lack algebraic knowledge and skills in physics education. They tend to treat mathematics and science as separate entities; to them the two subjects are not related. Even the teachers seem not to realise the interrelationship of the two subjects, because according to the research, they perpetuate this attitude. A possible reason could be that they are unfamiliar with common objectives and applications. Knowledge of science is enhanced by the application of mathematics, but the role of mathematical knowledge and skills in the understanding of physical science is uncertain. Even in the new National Curriculum Statement (NCS) of South Africa the relationship between mathematics and physical science is not clearly indicated. Algebraic language is a main tool used in physics, but students still display a lack of understanding of mathematical concepts and problem solving skills. The study was aimed at identifying the mathematical knowledge and skills that would enable students to solve physics problems in grades 11 and 12. The aim was also to identify the specific problems experienced by students in applying these skills and knowledge in physics at grades 11 and 12 level. The empirical study was conducted amongst a group of 120 students in four schools in the Rustenburg Region, North- West Province, South Africa and 28 teachers of which 10 were from these schools and 18 were teachers participating in the Sediba project of the North-West University. The investigation was done by means of a self constructed test and questionnaires. The results indicate that the biggest problem lies with a lack of conceptual knowledge, especially with a basic understanding of proportional reasoning. Other problems were identified and possible remedies proposed. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

School and learning readiness are continually being placed under the spotlight in an attempt to protect the grade 1 learner from possible learning failures, since unsuccessful learning experiences have negative effects even on a person's adult life. A factor that plays a significant role in the current teaching situation in the RSA is the fact that many grade 1 leamers are not instructed in their mother tongue and that they are not familiar with the concepts which are used in the language of learning and teaching. Another important factor is the fact that since 2004 learners may enrol as grade 1 learners at primary schools if they are five and a half years old and did not attend a grade R class. In this study the problems experienced by grade 1 leamers in primary schools since the implementation of Outcomes-based Education in the RSA in 1998, were determined by means of a pilot study. It was followed up by a literature study on the brain and factors that influence the working of the brain among young learners, as well as learning and factors that cannot only promote learning among this age group, but also disadvantage it. The literature was also consulted to look at stimulation of the child's development in the early development stage (0-9 years). As cross control for the study, the influence of the implementation of the RNCS was determined by means of a Likert-type questionnaire that was sent to grade1 teachers. As a result of factors that were identified from the above-named literature study and from the information acquired from the pilot project and Likert-type questionnaire, a conceptual stimulation programme for multicultural grade 1 classes was developed to provide in the shortcomings that currently occur among grade 1 learners. The Aptitude Test for School beginners (ASB), a standarised school readiness test of the HSRC, was used as a measuring instrument to acquire a differentiated image in a scientific way of the grade 1 learners (n = 39) for the purpose of this study. Thereafter, the learners were divided into an experimental and a control group. The conceptual stimulation programme was presented to the experimental group for ten consecutive weeks. The AS6 test was then conducted again with all the grade 1 learners involved. Both the first and final tests were marked according to the prescribed marking keys, interpreted according to the norm tables and statistically processed. The pre and post test scores of the two groups were compared and the experimental group improved in all 8 sections of the test battery, namely perception, spatial, reasoning, numerical, Gestalt, co-ordination , memory and verbal comprehension. In each of these categories there was an increase of d = 0.5 and more which according to Cohen's d-values, can be regarded as practically meaningful. The above-mentioned results indicate that the effective presentation of a conceptual stimulation programme to a group of multicultural grade 1 learners provides positive results and that the didactical methods used during the presentation can be recommended to grade 1 teachers in the current multicultural schools in the RSA. The programme can serve as a prototype to adress the shortcomings identified in the practise (questionnaires) and the literature study. Keywords for indexing are: stimulation programme, schoolreadiness, schoolreadiness programme, cognitive development, learning theories, conceptual learning, brain development. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2006.

This study measures brand loyalty of banking clients in South Africa. To do so, the study employs the newly developed brand loyalty conceptual framework of Moolla (2010) from the fast–moving consumer good industry as point of departure, and firstly, test its applicability to banking clients, secondly, adapt the framework where needed, and thirdly, used the adapted framework to measure the brand loyalty levels of the banking clients. The results show that the Moolla model could be used with minor adaptations in the banking industry, and that the reliability as measured by Cronbach alpha coefficients are acceptable. In measuring the brand loyalty levels, it is clear banking clients are not very loyal, scoring low on all the brand loyalty influences except customer satisfaction (which falls in the fair to good margin). / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

The age of industrialisation in the nineteenth century and the subsequent emergence of large corporations called for new approaches to the way in which organisations are managed. Business today operates in a world of constant change. Technology and society are changing more rapidly than ever before. The workplace has become increasingly diverse, as pressure is mounting for the previously disadvantaged and women to ascend the echelons of organisations. Concern for the environment has forced companies to think about how their actions affect the quality of the air, land, and water. Competition is more fierce than ever, because companies from all over the world now try to sell their products and services to the same customers. All these changes not only require of those who manage these organisations to be in procession of relevant professional skills, but it also require of them to be competent in conducting their business of managing. The aim of the study was to construct a conceptual framework to measure the identified skills for management competence. The study builds a conceptual framework using identified skills and also presents the interrelationships between the skills. The primary theoretical background and concepts about skills for managerial competence for this study, range from the historical perspective of MBA education as it is the cutting edge of business education to management models identified from the literature. The extensive review of the literature and three different management models and the key common managerial competencies led to the development of an initial model based on the literature wherein the required skills for managerial competence were identified as self awareness skills (SA), self directed career planning skills (SP), general interactive skills (IS), planning and control skills (PC), organising skills (OS), leading skills (LS), and managing change skills (MC). The empirical study which followed was conducted among a sample of 395 business administration students from the three campuses of the North West University business school in Mafikeng and the Potchefstroom Business School. The empirical study based on the seven skills for managerial competence yielded results that measured the strength of each managerial skill and the interrelationship among different skills. The results were analysed by the process of factor analysis and it was clear from the analysis that there are a number of unreliable factors which led to a number of questions having to be discarded. As a result the original model had to be restructured to develop an alternative managerial skill model. After the initial model was restructured, the results wherein thirteen factors loaded heavily on the factor were realised. Of the thirteen factors, factor 1 had nineteen factors that loaded heavy and had to be restructured again in order to make sense of the data. Once a further restructuring was done the results were that factor 1 had three sub factors that loaded heavy on the factor which led to the conclusion that the alternative managerial skill model comprised thirteen factors wherein factor 1 had three sub factors. The value of the study lies in the fact that managerial models identified in the literature are orthodox in nature, and they do not progress further to explore skills for managerial competence. Given the orthodox nature of models identified in the literature, this study purports to suggest a framework that could be adapted to measure skills for management competence. This study further contributes to the discipline of organisational leadership and management, particularly with regard to practices regarding leader and manager development within the context of a dynamic, changing organisational environment. / Thesis (Ph.D. (Business Management))--North-West University, Potchefstroom Campus, 2012.

This study measures brand loyalty of banking clients in South Africa. To do so, the study employs the newly developed brand loyalty conceptual framework of Moolla (2010) from the fast–moving consumer good industry as point of departure, and firstly, test its applicability to banking clients, secondly, adapt the framework where needed, and thirdly, used the adapted framework to measure the brand loyalty levels of the banking clients. The results show that the Moolla model could be used with minor adaptations in the banking industry, and that the reliability as measured by Cronbach alpha coefficients are acceptable. In measuring the brand loyalty levels, it is clear banking clients are not very loyal, scoring low on all the brand loyalty influences except customer satisfaction (which falls in the fair to good margin). / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

The age of industrialisation in the nineteenth century and the subsequent emergence of large corporations called for new approaches to the way in which organisations are managed. Business today operates in a world of constant change. Technology and society are changing more rapidly than ever before. The workplace has become increasingly diverse, as pressure is mounting for the previously disadvantaged and women to ascend the echelons of organisations. Concern for the environment has forced companies to think about how their actions affect the quality of the air, land, and water. Competition is more fierce than ever, because companies from all over the world now try to sell their products and services to the same customers. All these changes not only require of those who manage these organisations to be in procession of relevant professional skills, but it also require of them to be competent in conducting their business of managing. The aim of the study was to construct a conceptual framework to measure the identified skills for management competence. The study builds a conceptual framework using identified skills and also presents the interrelationships between the skills. The primary theoretical background and concepts about skills for managerial competence for this study, range from the historical perspective of MBA education as it is the cutting edge of business education to management models identified from the literature. The extensive review of the literature and three different management models and the key common managerial competencies led to the development of an initial model based on the literature wherein the required skills for managerial competence were identified as self awareness skills (SA), self directed career planning skills (SP), general interactive skills (IS), planning and control skills (PC), organising skills (OS), leading skills (LS), and managing change skills (MC). The empirical study which followed was conducted among a sample of 395 business administration students from the three campuses of the North West University business school in Mafikeng and the Potchefstroom Business School. The empirical study based on the seven skills for managerial competence yielded results that measured the strength of each managerial skill and the interrelationship among different skills. The results were analysed by the process of factor analysis and it was clear from the analysis that there are a number of unreliable factors which led to a number of questions having to be discarded. As a result the original model had to be restructured to develop an alternative managerial skill model. After the initial model was restructured, the results wherein thirteen factors loaded heavily on the factor were realised. Of the thirteen factors, factor 1 had nineteen factors that loaded heavy and had to be restructured again in order to make sense of the data. Once a further restructuring was done the results were that factor 1 had three sub factors that loaded heavy on the factor which led to the conclusion that the alternative managerial skill model comprised thirteen factors wherein factor 1 had three sub factors. The value of the study lies in the fact that managerial models identified in the literature are orthodox in nature, and they do not progress further to explore skills for managerial competence. Given the orthodox nature of models identified in the literature, this study purports to suggest a framework that could be adapted to measure skills for management competence. This study further contributes to the discipline of organisational leadership and management, particularly with regard to practices regarding leader and manager development within the context of a dynamic, changing organisational environment. / Thesis (Ph.D. (Business Management))--North-West University, Potchefstroom Campus, 2012.

Sociologists and feminist researchers have emphasized the prevalence of taken for granted notions about political concepts. Nation and gender are examples of concepts that are often perceived as non-political and “natural”. Researchers have understood these concepts as related to self-perception, and studies have demonstrated that students tend to perceive gender perspectives as pseudoscientific. From an educational perspective, this raises questions as to how values are involved in students’ learning processes. Over the last 20 years, an increasing number of researchers have characterized conceptual change as affective in nature. However, few empirical studies have put effort into investigating affective aspects of the conceptual change process. This thesis adds to this research discussion by offering an empirically rooted conceptualisation of the value-oriented dimension of the learning process. The thesis is based on three empirical studies that investigate how students interpret tasks challenging them to adopt a critical and structural perspective of ‘nation’ and ‘gender’. Drawing on qualitative analyses of tape-recorded group discussions and written home exams, the thesis argues that students bring in other ideas than those advocated in the specific teaching settings with regard to three topics. Firstly, students express values relating to power, meaning when and how it is legitimate to speak about power. Secondly, students express values that concern how science should be practised. Thirdly, students express values related to identity that revolve around how “I” relate (or not) to the concepts taught in the particular course setting. These results suggest that students enter the classroom with personal ideas and principles of what is “good” or “right” when practising political science, and that values can be seen as a key aspect in understanding the complexities of students’ learning processes in this particular subject area. / <p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Accepted. Paper 2: Accepted. Paper 3: Submitted.</p>