Auditing, as a subset of the accounting discipline, is an inherently difficult subject to learn and teach. There have been various challenges, problems and criticisms regarding traditional auditing and accounting education. Auditing lecturers therefore have a responsibility to investigate methods or aids that can assist lecturers in addressing these challenges, problems and criticisms in order to educate future auditors who have the knowledge, understanding and skills to function effectively in the workplace. The primary objective of this study was therefore to evaluate whether the learning and lecturing difficulties experienced may be addressed effectively through the use of an educational auditing information technology-based game, which was developed during the course and as a result of this study. The perceptions of third-year auditing students at North-West University regarding the use of this game as an educational aid in auditing education were tested through a questionnaire that was also developed as part of this study. The study involved dividing the participants into an experimental and control group. The experimental group played the educational computer game, while the control group completed the case question from which the educational game was developed. The students then completed the same questionnaire. The main findings of the study were that the educational computer game was equal in educational value to the case method, while factors such as joy, engagement and motivation were rated higher for the computer game than for the case method. / MCom (Accountancy), North-West University, Potchefstroom Campus, 2014

The aim of this study was to determine the relationship between the Big Five personality traits and mental health within a cohort of black African teachers. A review of literature revealed that teachers frequently experience mental- and general health problems (e.g. Ngidi & Sibaya, 2002; Olivier & Venter, 2003; Johnson, Cooper, Cartwright, Donald, Taylor & Millet, 2005; Parker, Martin, Colmar, & Liem, 2012). However, very little could be found on personality traits and how this relates to the health and well-being of teachers, especially in the challenging South African context. This study forms part of the SABPA (Sympathetic Activity and Ambulatory Blood Pressure in Africans) project conducted within AUTHeR (Africa Unit for Transdisciplinary Health Research). The overarching purpose of this multidisciplinary project was to investigate the markers of bio-psycho-social health in urbanized teachers. This longitudinal project ran from January 2008 to November 2012 and involved a total of 409 Black and White secondary school teachers. The research was conducted in the North West province of South-Africa. This study focused on the 200 urbanized Black teachers who were recruited by means of convenience sampling from the Dr. Kenneth Kaunda educational district in the Potchefstroom area in the North West province during 2008. The sample included 101 men and 99 women, ranging between the ages of 25 and 60 years. Ethical permission for the SABPA and FORT3 projects was obtained from the ethics committee of the North-West University (ethical clearance numbers NWU-00036-07-S6 and NWU-00002-07-A2 respectively). Participants filled out informed consent forms prior to data collection, and after the objectives of the study and the research procedures were explained to them, all their questions were answered. Data collection for the baseline phase of the project lasted for 50 days during February to May 2008. Four participants arrived at the North-West University (NWU) Metabolic Unit on the Potchefstroom campus after work each day. After being welcomed and oriented, a battery of psychometric tests was administered in English. A secondary analysis was performed on data obtained by means of the Basic Traits Inventory-Short, Mental Health Continuum-Short Form and the General Health Questionnaire-28 in order to determine the relationship between personality functioning and mental health of the participants. Results showed that this cohort of teachers from the North West province experience distress in the workplace, but that they also experience surprisingly high levels of mental health. The findings suggest that there are few differences between the male and female subgroups in this regard. The study also found that there is indeed a relationship between personality traits and the general- and mental health of participants. Neuroticism showed a significant positive correlation with psychological distress, while Conscientiousness showed a significant negative correlation. All five personality traits showed significant correlations with the mental health of educators. Neuroticism correlated negatively with mental health, while Extraversion, Openness to Experience, Conscientiousness and Agreeableness correlated positively with mental health. Furthermore, certain personality traits (i.e. Neuroticism and Extraversion) were shown to be significant predictors of teachers’ levels of general and mental health. The strong association found between this cohort of teachers’ personality functioning and their general and mental health contributes toward an understanding of the processes that underlie the distress and mental health of teachers, and could play an important role in future attempts toward health promotion. / MSc (Clinical Psychology), North-West University, Potchefstroom Campus, 2014

Auditing, as a subset of the accounting discipline, is an inherently difficult subject to learn and teach. There have been various challenges, problems and criticisms regarding traditional auditing and accounting education. Auditing lecturers therefore have a responsibility to investigate methods or aids that can assist lecturers in addressing these challenges, problems and criticisms in order to educate future auditors who have the knowledge, understanding and skills to function effectively in the workplace. The primary objective of this study was therefore to evaluate whether the learning and lecturing difficulties experienced may be addressed effectively through the use of an educational auditing information technology-based game, which was developed during the course and as a result of this study. The perceptions of third-year auditing students at North-West University regarding the use of this game as an educational aid in auditing education were tested through a questionnaire that was also developed as part of this study. The study involved dividing the participants into an experimental and control group. The experimental group played the educational computer game, while the control group completed the case question from which the educational game was developed. The students then completed the same questionnaire. The main findings of the study were that the educational computer game was equal in educational value to the case method, while factors such as joy, engagement and motivation were rated higher for the computer game than for the case method. / MCom (Accountancy), North-West University, Potchefstroom Campus, 2014

The aim of this study was to determine the relationship between the Big Five personality traits and mental health within a cohort of black African teachers. A review of literature revealed that teachers frequently experience mental- and general health problems (e.g. Ngidi & Sibaya, 2002; Olivier & Venter, 2003; Johnson, Cooper, Cartwright, Donald, Taylor & Millet, 2005; Parker, Martin, Colmar, & Liem, 2012). However, very little could be found on personality traits and how this relates to the health and well-being of teachers, especially in the challenging South African context. This study forms part of the SABPA (Sympathetic Activity and Ambulatory Blood Pressure in Africans) project conducted within AUTHeR (Africa Unit for Transdisciplinary Health Research). The overarching purpose of this multidisciplinary project was to investigate the markers of bio-psycho-social health in urbanized teachers. This longitudinal project ran from January 2008 to November 2012 and involved a total of 409 Black and White secondary school teachers. The research was conducted in the North West province of South-Africa. This study focused on the 200 urbanized Black teachers who were recruited by means of convenience sampling from the Dr. Kenneth Kaunda educational district in the Potchefstroom area in the North West province during 2008. The sample included 101 men and 99 women, ranging between the ages of 25 and 60 years. Ethical permission for the SABPA and FORT3 projects was obtained from the ethics committee of the North-West University (ethical clearance numbers NWU-00036-07-S6 and NWU-00002-07-A2 respectively). Participants filled out informed consent forms prior to data collection, and after the objectives of the study and the research procedures were explained to them, all their questions were answered. Data collection for the baseline phase of the project lasted for 50 days during February to May 2008. Four participants arrived at the North-West University (NWU) Metabolic Unit on the Potchefstroom campus after work each day. After being welcomed and oriented, a battery of psychometric tests was administered in English. A secondary analysis was performed on data obtained by means of the Basic Traits Inventory-Short, Mental Health Continuum-Short Form and the General Health Questionnaire-28 in order to determine the relationship between personality functioning and mental health of the participants. Results showed that this cohort of teachers from the North West province experience distress in the workplace, but that they also experience surprisingly high levels of mental health. The findings suggest that there are few differences between the male and female subgroups in this regard. The study also found that there is indeed a relationship between personality traits and the general- and mental health of participants. Neuroticism showed a significant positive correlation with psychological distress, while Conscientiousness showed a significant negative correlation. All five personality traits showed significant correlations with the mental health of educators. Neuroticism correlated negatively with mental health, while Extraversion, Openness to Experience, Conscientiousness and Agreeableness correlated positively with mental health. Furthermore, certain personality traits (i.e. Neuroticism and Extraversion) were shown to be significant predictors of teachers’ levels of general and mental health. The strong association found between this cohort of teachers’ personality functioning and their general and mental health contributes toward an understanding of the processes that underlie the distress and mental health of teachers, and could play an important role in future attempts toward health promotion. / MSc (Clinical Psychology), North-West University, Potchefstroom Campus, 2014

Please read the abstract in the section 00front of this document / Dissertation (PhD (Educational Management))--University of Pretoria, 2006. / Education Management and Policy Studies / unrestricted

Magister Educationis - MEd / In Suid-Afrikaanse skole word op 'n gereelde grondslag gevind dat nie alle leerlinge baat vind by gewone groeponderrig soos dit in die gewone klaskamer vergestalting vind nie. Enersyds is daar die groep wat op Buitengewone Onderwys aangewese is, en andersyds is daar die groep wat nie vir buitengewone onderwys kwalifiseer nie, maar nog steeds nie die mas in die gewone klas kan opkom nie. Laasgenoemde maak dikwels deel uit van 'n sosio-ekonomies of polities benadeelde groep en die grootste persentasie druipelinge en vroeë skoolverlaters, in vergelyking met die res van die skoolbevolking , kom uit die groep. Die swak akademiese prestasies van hierdie leerlinge word in die meeste literatuur gekoppel aan kognitiewe benadeeldheid. Opvoedkundige Sielkunde. Kognitiewe benadeeldheid word vir die doel van hierdie mini-tesis gelykgestel aan kulturele benadeeldheid, maar dit word gekoppel aan die definisie van Feuerstein wat dit beskou as 'n gebrek aan bemiddelde leerervaring (BLE). Te midde van 'n strewe na sosio-ekonomiese, politieke en opvoedkundige rekonstruksie in Suid-Afrika, is dit belangrik dat probleme met skolastiese prestasie op die intermediêre vlak aangespreek word. Alhoewel skole weinig kan doen om 'n radikale verandering in die omgewingstoestande van leerlinge teweeg te bring, kan dit egter 'n groot bydrae lewer in die ontwikkeling van die kognitiewe vermoëns van kinders. Om hierdie belangrike funksie te vervul, is ditnoodsaaklik dat onderwysers in hul voorbereiding vir hul taak deeglik toegerus moet word met gepaste teoretiese begronding, asook daaruitvloeiende maatreëls om kognitiewe benadeeldheid by hul leerlinge effektief te verklaar en te bekamp. Die fokus in hierdie mini-tesis is op die benadering ten opsigte van kognitiewe benadeeldheid by primêre skool leerlinge in die opleidingsprogramme - spesifiek die Opvoedkundesillabusse - van onderwyskolleges van die Departement van Onderwys en Kultuur, Raad van Verteenwoordigers (DOK:RV); en die Departement van Onderwys en Opleiding (DOO), asook ontwikkelinge op die gebied van kognitiewe onderwys in Suid-Afrika. Op grond van die leemtes in die betrokke opleidingsprogramme is die doel van hierdie mini-tesis om BLE as noodsaaklike komponent in die opleidingsprogram van primêre skoolonderwysers in Suid- Afrika aan te beveel.

Die erkenning van verskille tussen alle leerders en die strewe om te bou op die ooreenkomste is die grondslag waarop inklusiewe onderwys berus. Verder word daar altyd in ag geneem dat alle leerders op die een of ander tydstip ondersteuning benodig om volle waarde uit onderwys te put. Die onderwysstelsel in die inklusiewe bestel is reeds besig met aanpassings om hierdie ondersteuning aan te spreek, soos dat spesiale skole as hulpbronne dien vir ander hoofstroomskole in hul omgewing. Die skep van voldiensskole is ook ’n aanpassing aan die stelsel. Suid-Afrika beweeg na ’n meer inklusiewe onderwysstelsel, terwyl leerders terselfdertyd ook tussen verskillende stelsels beweeg, naamlik die hoofstroomonderwysstelsel wat merendeels inklusief is in soverre dit lae en matige vlakke van leerderondersteuning betref, en die spesiale onderwysstelsel wat voorsiening maak vir hoër vlakke van leerderondersteuning. Sommige leerders bevind hulle dus in ’n oorgang tussen stelsels. Derhalwe het ek die teoretiese raamwerke van die oorgangsteorie en die liminaliteitsteorie gebruik om die oorgang van leerders van een stelsel na ’n ander stelsel te ondersoek. Oorgang word beskryf volgens die rigting waarin die oorgang beweeg – horisontaal tussen spesifieke omgewings in dieselfde tydperk, en vertikaal tussen verskillende omgewings en oor ’n tydperk. Die oorgang van leerders van ’n hoofstroomklas na ’n klas vir leerders met spesiale onderwysbehoeftes (LSOB-klas) in ’n spesifieke voldiensskool is ’n horisontale beweging, aangesien dit in dieselfde omgewing (dieselfde skool) geskied en dit geskied in dieselfde tydperk waartydens hulle portuurgroep in die hoofstroomklas bly. Leerders met leerhindernisse in so ’n voldiensskool word, as gevolg van die graad van hulle hindernisse, onder sekere voorwaardes by sekere skole na ’n LSOB-klas in hulle skool verskuif. Hierdie klasse dien as ’n tussentydse maatreël totdat leerders weer in ’n hoofstroomklas teruggeplaas kan word. Die vraag hoe leerders die oorgang na sulke klasse ervaar, is in hierdie navorsing ondersoek. Die navorsing is gedoen by ’n voldiensskool in Potchefstroom in die Noordwesprovinsie, wat as gevolg van die graad van sommige leerders se leerhindernisse drie LSOB-klasse het. Onderhoude is gevoer met nege huidige en nege vorige onderwysers van nege geselekteerde deelnemers wat leerders in die LSOB-klasse (drie deelnemers uit elke klas) in die voldiensskool was. Onderhoude is ook met die ouers van die nege deelnemers gevoer. Drie fokusgroeponderhoude is met elke LSOB-klas se geselekteerde leerders gevoer. Alle onderhoude is getranskribeer, gekodeer en ontleed deur middel van tematiese analise. Die bevindings van die empiriese studie is verdeel in intrapersoonlike en interpersoonlike faktore. Hierdie faktore is verder in verskillende temas verdeel. Die intrapersoonlike faktore het die volgende temas ingesluit: Emosionele ontwikkeling; groepsdruk; selfbeeld en selfvertroue; gevoel van verlies; ’n oorgang wat traumaties, senutergend, verwarrend en vol spanning en angs was en aggressie ontlok het; vlak van sekuriteit; en vermoë om sy of haar man te staan in moeilike situasies. Die interpersoonlike faktore het die volgende ingesluit: Sosiale vaardighede, verlies van vriende, verlies van sosiale status, en die gevoel dat die oorgang na ’n LSOB-klas net tydelik is. Hierdie studie het ’n belangrike bydrae gelewer tot die bestaande kennisbasis betreffende die verskuiwing van leerders na LSOB-klasse en die aspekte wat ’n invloed het op hierdie oorgang. / MEd (Learner Support), North-West University, Potchefstroom Campus, 2015

Higher education in a democratic South Africa faces huge challenges – primarily the need to achieve greater equity, efficiency and effectiveness in institutions and across the system. Universities had to open their doors to students of all races, transform curricula to become more locally relevant, and produce scholars able to address South Africa’s problems. When organisations face these changes, they still need to support their employees. They need to ensure that the employees feel secure in their employment to improve their commitment to the organisation. The objective of this study was to investigate the perceived organisational support and organisational commitment of academics in South Africa. A cross-sectional survey design was used. A non-probability convenience sample was taken from a higher education institution in South Africa (N=388).The Survey of Perceived Organisational Support (SPOS) and Allen and Meyer’s Organisational Commitment Scale were administered.Cronbach alpha coefficients, Spearman product correlation coefficients, MANOVAs (to determine differences in demographic groups) and multiple regression analyses were used to analyse the data. Principal component analysis resulted in a two-factor model for perceived organisational support, namely positive support and negative support. Regarding organisational commitment, a two-factor model was also extracted, namely affective commitment and continuance commitment. The results attained from the product-moment correlations indicated that positive support has a negative relationship with negative support. Positive support is also practically significantly related to affective commitment and continuance commitment. A MANOVA analysis was conducted to determine the differences in levels of POS experienced with regard to staff, ethnicity, language, faculty and gender. The results indicated that no significant differences were found in the levels of POS experienced with regard to staff and gender. Statistically significant differences were found between levels of negative support with regard to ethnicity, language and faculties. Statistically significant differences were found between levels of positive support of staff in different faculties. MANOVA was also used to determine differences between staff with regard to commitment levels. Statistically significant differences were found between levels of continuance commitment. Support staff experience higher levels of continuance commitment than academic staff do. Multiple regression analyses indicated that positive support predicted 9% of the variance in affective organisational commitment and 18% of the variance in continuance commitment. Recommendations were made for future research. / MCom (Human Resource Management), North-West University, Potchefstroom Campus, 2014

Die erkenning van verskille tussen alle leerders en die strewe om te bou op die ooreenkomste is die grondslag waarop inklusiewe onderwys berus. Verder word daar altyd in ag geneem dat alle leerders op die een of ander tydstip ondersteuning benodig om volle waarde uit onderwys te put. Die onderwysstelsel in die inklusiewe bestel is reeds besig met aanpassings om hierdie ondersteuning aan te spreek, soos dat spesiale skole as hulpbronne dien vir ander hoofstroomskole in hul omgewing. Die skep van voldiensskole is ook ’n aanpassing aan die stelsel. Suid-Afrika beweeg na ’n meer inklusiewe onderwysstelsel, terwyl leerders terselfdertyd ook tussen verskillende stelsels beweeg, naamlik die hoofstroomonderwysstelsel wat merendeels inklusief is in soverre dit lae en matige vlakke van leerderondersteuning betref, en die spesiale onderwysstelsel wat voorsiening maak vir hoër vlakke van leerderondersteuning. Sommige leerders bevind hulle dus in ’n oorgang tussen stelsels. Derhalwe het ek die teoretiese raamwerke van die oorgangsteorie en die liminaliteitsteorie gebruik om die oorgang van leerders van een stelsel na ’n ander stelsel te ondersoek. Oorgang word beskryf volgens die rigting waarin die oorgang beweeg – horisontaal tussen spesifieke omgewings in dieselfde tydperk, en vertikaal tussen verskillende omgewings en oor ’n tydperk. Die oorgang van leerders van ’n hoofstroomklas na ’n klas vir leerders met spesiale onderwysbehoeftes (LSOB-klas) in ’n spesifieke voldiensskool is ’n horisontale beweging, aangesien dit in dieselfde omgewing (dieselfde skool) geskied en dit geskied in dieselfde tydperk waartydens hulle portuurgroep in die hoofstroomklas bly. Leerders met leerhindernisse in so ’n voldiensskool word, as gevolg van die graad van hulle hindernisse, onder sekere voorwaardes by sekere skole na ’n LSOB-klas in hulle skool verskuif. Hierdie klasse dien as ’n tussentydse maatreël totdat leerders weer in ’n hoofstroomklas teruggeplaas kan word. Die vraag hoe leerders die oorgang na sulke klasse ervaar, is in hierdie navorsing ondersoek. Die navorsing is gedoen by ’n voldiensskool in Potchefstroom in die Noordwesprovinsie, wat as gevolg van die graad van sommige leerders se leerhindernisse drie LSOB-klasse het. Onderhoude is gevoer met nege huidige en nege vorige onderwysers van nege geselekteerde deelnemers wat leerders in die LSOB-klasse (drie deelnemers uit elke klas) in die voldiensskool was. Onderhoude is ook met die ouers van die nege deelnemers gevoer. Drie fokusgroeponderhoude is met elke LSOB-klas se geselekteerde leerders gevoer. Alle onderhoude is getranskribeer, gekodeer en ontleed deur middel van tematiese analise. Die bevindings van die empiriese studie is verdeel in intrapersoonlike en interpersoonlike faktore. Hierdie faktore is verder in verskillende temas verdeel. Die intrapersoonlike faktore het die volgende temas ingesluit: Emosionele ontwikkeling; groepsdruk; selfbeeld en selfvertroue; gevoel van verlies; ’n oorgang wat traumaties, senutergend, verwarrend en vol spanning en angs was en aggressie ontlok het; vlak van sekuriteit; en vermoë om sy of haar man te staan in moeilike situasies. Die interpersoonlike faktore het die volgende ingesluit: Sosiale vaardighede, verlies van vriende, verlies van sosiale status, en die gevoel dat die oorgang na ’n LSOB-klas net tydelik is. Hierdie studie het ’n belangrike bydrae gelewer tot die bestaande kennisbasis betreffende die verskuiwing van leerders na LSOB-klasse en die aspekte wat ’n invloed het op hierdie oorgang. / MEd (Learner Support), North-West University, Potchefstroom Campus, 2015

Higher education in a democratic South Africa faces huge challenges – primarily the need to achieve greater equity, efficiency and effectiveness in institutions and across the system. Universities had to open their doors to students of all races, transform curricula to become more locally relevant, and produce scholars able to address South Africa’s problems. When organisations face these changes, they still need to support their employees. They need to ensure that the employees feel secure in their employment to improve their commitment to the organisation. The objective of this study was to investigate the perceived organisational support and organisational commitment of academics in South Africa. A cross-sectional survey design was used. A non-probability convenience sample was taken from a higher education institution in South Africa (N=388).The Survey of Perceived Organisational Support (SPOS) and Allen and Meyer’s Organisational Commitment Scale were administered.Cronbach alpha coefficients, Spearman product correlation coefficients, MANOVAs (to determine differences in demographic groups) and multiple regression analyses were used to analyse the data. Principal component analysis resulted in a two-factor model for perceived organisational support, namely positive support and negative support. Regarding organisational commitment, a two-factor model was also extracted, namely affective commitment and continuance commitment. The results attained from the product-moment correlations indicated that positive support has a negative relationship with negative support. Positive support is also practically significantly related to affective commitment and continuance commitment. A MANOVA analysis was conducted to determine the differences in levels of POS experienced with regard to staff, ethnicity, language, faculty and gender. The results indicated that no significant differences were found in the levels of POS experienced with regard to staff and gender. Statistically significant differences were found between levels of negative support with regard to ethnicity, language and faculties. Statistically significant differences were found between levels of positive support of staff in different faculties. MANOVA was also used to determine differences between staff with regard to commitment levels. Statistically significant differences were found between levels of continuance commitment. Support staff experience higher levels of continuance commitment than academic staff do. Multiple regression analyses indicated that positive support predicted 9% of the variance in affective organisational commitment and 18% of the variance in continuance commitment. Recommendations were made for future research. / MCom (Human Resource Management), North-West University, Potchefstroom Campus, 2014