M.Phil. (Human Resource Management) / The purpose of the study was to establish the Human Capital Value’s competence construct theoretical underpinnings by investigating perspectives, definitions, frameworks, models, variables, and measures based on levels of analysis. The research design followed on a theoretical (non-empirical) research approach, based on a systematic literature. The approach allowed for a content analysis, via the application and computer assisted qualitative data analysis software, ATLAS.ti. The findings revealed that individual and team level competence consists of variables such as knowledge, skills, abilities, and attributes that include both the application of behavioural and functional capabilities. Organisation level competence relies on core competencies’ resources and capabilities responsible for maintaining its competitive advantage. Furthermore, the findings have established that there is a significant lack of standardised competence frameworks, models, and measures. The implication of this study needs to be empirically validated, since it was based on a non-empirical systematic literature review.

Introduction: Cervical cancer is one of the few preventable cancers. Health education messages about the cancer and its prevention should form part of the prevention strategies. Assessing knowledge about various aspects of the cancer has an important role in determining knowledge gaps that exist and therefore helps in designing health education messages about the cancer. Sexual behaviour has been shown to play a major role in determining risk of contracting Human papillomavirus (HPV) and of developing cervical cancer. This study was designed to assess knowledge of HPV, HPV vaccine, cervical cancer and its correlates, and to assess sexual practices among female students at the University of Witwatersrand. Methods: This was a descriptive cross-sectional study. Data was collected using a self-administered questionnaire that was administered in female residences and analysed using the STATA 10 statistical package. Results: A total of 860 questionnaires were distributed in 4 female residences. Amongst these, 190 questionnaires were completed. Awareness of cervical cancer was high (95%) but knowledge of its risk factors and preventive measures was low. Only 43% and 27% of the respondents had knowledge about HPV and HPV vaccine respectively. Although only 47% of the respondents were sexually active, sexual behaviour that would put these women at risk for contracting HPV infection and cervical cancer namely, high numbers of sexual partners, early age of coitarche and inconsistent condom use were present among those that were sexually active. Conclusion: Risk factors for cervical cancer and gaps in knowledge about cervical cancer, HPV and HPV vaccine exist among this population and there is need for further health education.

Thesis (Ph.D. (Health Sciences))-- University of Limpopo, 2012 / A theory - generative, qualitative, descriptive, exploratory and contextual design was used in this study, in phases 1 and 2. The purpose of the study was to explore and describe the nature of human rights education in the health professions programmes at the University of Limpopo, MEDUNSA Campus in order to develop a model for human rights education and teaching of the students in such programmes. In Phase 1, data were collected by means of unstructured, in-depth interviews from the sampled lecturers teaching ethics and/or human rights, as well as by observation, field notes and document analysis. The findings indicated that human rights education is an empowering process for the students, which can be facilitated through a collaborative, Inter-professional and interdisciplinary approach. The content for a human rights education programme should include Ethics and Human Rights which is contextual in terms of the South African society and also considers the international perspectives of human rights. Interactive teaching strategies should be used to facilitate maximum involvement and engagement of the student with the subject matter. In Phase 2, the construction and description of the model is done, based on the guidelines of Dickoff, James & Weidenbach (1968); Chinn & Kramer (2008); Walker & Avant (2011). The concepts which were derived from the themes that emerged from the interviews with the key informants, the observations made, the field notes, the review of selected documents and the literature which used as data, provided the framework for the model “Human Rights Education in the Health Professions”. The thesis provides the research report, and a description of the model, including the guidelines for implementation. Recommendations which are based on the findings of the study have been made with respect to education, practice and research. A key recommendation concerns the review of the content of the curriculum for human rights. Key words: collaboration, education, empowerment, ethics, human rights, human rights education.

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