Magister Artium - MA / Globally there is growing concern around increased levels of plagiarism. Gullifer and Tyson (2010, p. 463) claim that plagiarism is growing at a rapid rate, and universities are now required to devote enough time and resources to combating it. South African universities have also found themselves to be victims of plagiarism. To prevent increased levels of plagiarism in South Africa, Stellenbosch University (SU) promotes the use of Turnitin. The study described in this thesis investigated postgraduate students’ and lecturer’s perceptions and attitudes regarding plagiarism and interacting with Turnitin at the University of Stellenbosch Business School to fill a research gap, as up to this point, this topic has not been studied. The study adopted a mixed methods approach, which combined both quantitative and qualitative methods. Moreover, the theory of planned behaviour informed the study. The results show that a majority of the students and lecturers in the study were aware of plagiarism and anti-plagiarism software, particularly Turnitin. However, the majority of students still plagiarised intentionally, owing to factors that influenced their intention to plagiarise, such as laziness and poor time management, and unintentionally, owing to poor language, writing and referencing skills. The majority of students (98%) agreed that they made use of anti-plagiarism software. Moreover, 80% of the students indicated that the use of antiplagiarism software contributed to the promotion of academic integrity. Similarly, all lecturers interviewed indicated that anti-plagiarism software helped to promote and improve academic integrity.

Masters of Art / Globally there is growing concern around increased levels of plagiarism. Gullifer and Tyson (2010, p. 463) claim that plagiarism is growing at a rapid rate, and universities are now required to devote enough time and resources to combating it. South African universities have also found themselves to be victims of plagiarism. To prevent increased levels of plagiarism in South Africa, Stellenbosch University (SU) promotes the use of Turnitin. The study described in this thesis investigated postgraduate students’ and lecturer’s perceptions and attitudes regarding plagiarism and interacting with Turnitin at the University of Stellenbosch Business School to fill a research gap, as up to this point, this topic has not been studied. The study adopted a mixed methods approach, which combined both quantitative and qualitative methods. Moreover, the theory of planned behaviour informed the study.

Background: To determine the pass rate of the final exit examination of the College of Orthopaedic Surgeons of South Africa [FC Orth(SA)] and to assess the correlation between the written component with the clinical and oral component. Methods: Results of candidates who participated in the FC Orth(SA) final examination during a 12-year period from March 2005 through to November 2016 were assessed retrospectively. Pass rates and component averages were analysed using descriptive and inferential statistics. Spearman's rho test was used to determine the correlation between the components. Results: A total of 399 candidates made 541 attempts at the written component of the examination; 71.5% of attempts were successful and 387 candidates were invited to the clinical and oral component, of which 341 (88%) candidates were certified. The second-attempt pass rate for those candidates who wrote the written component again was 42%. The average annual increase in the number of certified candidates was 8.5%. The overall certifying rate increased by 1.5% for this period. Invited candidates who scored less than 54% for the written component were at significant risk of failing the clinical and oral component. The written component showed weak correlation with the clinical and oral component (r=O.48). Conclusion: While the written component was found to be an effective gatekeeper, as evidenced by a high eventual certifying rate, the results of this component of the FCOrth(SA) final examination did not correlate strongly with the performance in the clinical and oral component. This finding confirms the value of the written component as part of a comprehensive assessment for the quality of orthopaedic surgeons.

Published Article / The current master's degree qualification in Diagnostic Radiography at the Central University of Technology, Free State (CUT) is research based and does seemingly not address the need for training in the specialisation fields of Diagnostic Radiography sufficiently. To address this problem, a needs assessment was conducted amongst qualified diagnostic radiographers in Bloemfontein and Kimberley by means of quantitative questionnaires, qualitative interviews and a focus group discussion. The main aim of the needs assessment was to determine the need for a postgraduate qualification for radiographers in the specialised fields. The possible structure of such a program and the preferred mode of delivery were also investigated. The results of the study emphasised the need for a structured postgraduate learning programme in the specialisation fields in Diagnostic Radiography in the region. Responding to this validated need for a structured postgraduate qualification at the CUT, the current master's degree was revised to accommodate the results of the study and it was proposed to the Professional Board for Radiography and Clinical Technology for approval.

Published Article / Given that education is a service, the postgraduate (PG) education environment has become increasingly competitive, and whilst the service quality perceptions of undergraduates have been extensively measured, similar postgraduate-based research, especially in South Africa, has been negligible. Furthermore, although the development of an ideal instrument to measure higher education service quality has also occupied the minds of several researchers over the years, not much has been achieved in the area of postgraduate research (PG) service quality. This paper presents the results of the assessment of the PG students' perception of research service quality by surveying the 2011 cohort of graduating postgraduates of one of the top five research universities in South Africa by using a specially developed postgraduate service quality measurement instrument (PSQUAL). By adapting the SERVQUAL instrument (Parasuraman, Berry & Zeithaml 1988), the PREQ (Drennan 2008) and SREQ (Ginns, Marsh, Behnia, Cheng & Scalas 2009), a 26-item postgraduate research service quality assessment instrument known as PGSQUAL was developed, validated and administered electronically to a population of 816 Master's and doctoral graduates.

Philosophiae Doctor - PhD / Over the past decades, the use and application of statistical concepts for university students have been a big challenge learned from their previous courses. Aftermath of democracy, South African higher education focused on redressing issues of reparation and social imbalances inherited from Apartheid with the commitment to reconstruct a comprehensive educational quality framework. Growing activities lead to new models emphasised to support students and universities in their attempts to demonstrate evidence of enthusiastic statistics learning, with an acceptable degree of accuracy. This study combines quantitative and qualitative research approaches to assess the knowledge of postgraduate students in applying suitable statistical procedures in higher education (HE). The quantitative data were randomly collected from the postgraduate students (n1=307) while the qualitative data were collected through semi-structured interviews (n2=19) from two institutions (University of Cape Town [UCT] and University of the Western Cape [UWC]) in the Western Cape, South Africa. The SPSS V24 statistical package was used for quantitative data analysis and the explorative design was selected as a theoretical framework to guide the investigation, analysis and interpretation of the qualitative findings. UCT model achieved for all combined categories 73% high prediction accuracy. The UWC model revealed similar results, with ask for help, worth of statistics, fear of statistics monitors, affect, cognitive competence, support from significant others, marital status, ethnic groups and type of study as significant predictors with a high prediction accuracy of 75.49%. Additionally, the ethnic groups, marital status, postgraduate programmes, experiences in statistics and effort were significant contributed factors of SELS beliefs while findings of the combined data of UCT and UWC significantly explained the variation observed in SELS beliefs with only 60% model accuracy. Nevertheless, the qualitative data outcomes indicated that the comments of the participants provided a rich understanding of the perceived failure to choose a relevant statistical test. The results further indicated that confusion and frustration characterised the attitude of students during the selection of a suitable statistical test. The original value of this current study is bridging the inequity gap, in terms of statistics learning, and building a substantial input to the achievement of the objectives of UNESCO, the World Education Forum and the White Paper 3, while ultimately, contributing to the sustainable development of learning statistics at universities in the Western Cape, South Africa. By logical extrapolation, this current study proffers significant insights to the rest of the universities in Africa, and beyond.

Magister Artium (Psychology) - MA(Psych) / Completion rates of postgraduate students are relatively low worldwide. Completion rates in South Africa are currently 20% for Masters students and 13% for Doctoral students. Differences between South African universities that are attributed to the political history and racially patterned ways of allocating resources and facilitating development have been identified by the literature. Recent student protests identified issues of access, representivity and language amongst others, as important concerns requiring redress. Research has shown that postgraduate graduation rates are higher among first language English speaking students than non-mother-tongue English speakers. This study utilized a collective case study design to explore the experiences of Psychology Masters students doing thesis work in their non-mother-tongue. The study was underpinned by a Social Constructionist framework. Participants were selected using purposive sampling. Semi-structured interviews were used to collect data and the transcribed interviews were analysed using thematic analysis. Measures such as, member-checking, inquiry audit, providing thick descriptions, and reflexivity were employed to ensure all four aspects of trustworthiness. Ethics clearance was obtained from the Human and Social Science Research Ethics Committee of the University of the Western Cape. Permission to conduct the study at the identified institution was obtained from the Registrar. The Ethics Rules of Conduct under the Health Professions Act were fully adhered to. Results indicated that participants struggled with conceptual thinking, reading, writing and speaking. Findings also illustrated that emotional support from family and friends is vital and highlighted characteristics of helpful supervisory relationships. On a latent level, three underlying forms of rhetoric were identified from participants’ descriptions of their experience. These are skill, power, and identity. These are discussed as products of the social structures and institutional practices that undergird them.

O presente trabalho teve como objetivo determinar as características da pesquisa científica em contabilidade e controladoria, por meio da análise das dissertações e teses produzidas nos programas stricto sensu no Brasil, no período de 2007 a 2009. No período analisado foram produzidos 757 trabalhos, sendo 719 dissertações e 38 teses, que constitui-se como universo para este estudo. A amostra refere-se a 645 estudos, o que representa 85% do total, divididos em 38 teses e 607 dissertações. O problema de pesquisa está delimitado em torno da contribuição da pesquisa dos programas de pós-graduação stricto sensu para a promoção da evolução do conhecimento científico. Utilizando a técnica bibliométrica de análise de coocorrência de palavra (co word analysis) foi realizado um mapeamento das teses e dissertações defendidas nos programas, a fim de conhecer a trajetória, os temas, as bases de dados mais utilizadas nos estudos empíricos, os setores da economia abrangidos pelas pesquisas e se há, nas instituições, indícios de institucionalização da pesquisa. O conceito institucionalização está relacionado à ciência da informação (WITHLEY, 1980), que determina que as estruturas formais e informais estabelecidas em um campo de estudos orientam e legitimam as atividades de pesquisa. Foram identificadas as frentes de pesquisa em educação e pesquisa em contabilidade na UniFecap, estrutura e custo de capital na FEARP, conteúdo informacional na FEA-SP e UNB. A área de maior concentração foi controladoria e contabilidade com 40,2% de estudos, cujos temas controle gerencial nas organizações e controladoria aplicada à gestão pública foram as mais frequentes. A segunda área foi contabilidade para usuários externos e finanças, representando 30,10%, que evidenciou os temas contabilidade socioambiental, com foco em disclosure ambiental e contabilidade tributária. As pesquisas em mercado financeiro, de crédito e capitais representaram 21,9% com temas voltados à evidenciação, conteúdo da informação contábil e mensuração e, por fim, os estudos voltados para educação e pesquisa em contabilidade representaram 7,9% das defesas no período com foco na formação profissional. As fontes de dados mais utilizadas foram os dados das empresas de capital aberto e da administração pública em todas as esferas. Os setores mais abrangidos, além do público e empresas de capital aberto foram as indústrias e universidades. Nesse ambiente foi identificada a tendência de estudos com abordagem gerencial. Foram concedidas 56 bolsas, sendo três bolsas CNPq concedidas à USP. As demais foram concedidas pela CAPES. O sul recebeu 47% dos auxílios, o sudeste 37%, o centro oeste 12% e o nordeste 3,57%. A UNISINOS recebeu o maior volume de auxílios (21,43%), seguido pela USP SP (14,14%) e UFPR (12,50%). / This study aimed to determine the characteristics of scientific research in accounting and controlling, through the analysis of dissertations and thesis produced by Stricto Sensu programs in Brazil, in the 2007-2009 period, when 757 works were produced, of which 719 dissertations and 38 thesis, which constitutes our research universe. The sample refers to 645 studies, which represents 85% of the total thesis divided into 38 thesis and 607 lectures. The research problem is defined around the contribution of the research programs of post-graduate programs for the promotion and development of scientific knowledge. Using the technique of bibliometric analysis of co word analysis, was built a mapping of thesis and dissertations in the programs, in order to meet the trend, the themes, the databases most used in empirical studies, the sectors of economy covered by the research and if there are evidences of research institutionalization. The concept of institutionalization is related to the Science Information (WITHLEY, 1980) , which states that the formal and informal structures established in a study field guide and legitimate research activities. Were identified research fronts in education and research in accounting at UniFecap, structure and cost of capital in FEARP, informational content in FEA - SP and UNB. The area of highest concentration was \"controlling and accounting\" with 40.2% of study subjects whose \"management control in organizations\" and \"controller applied to public administration\" themes were more frequent. The second one was \"accounting and finance for external users\", representing 30.10%, which showed the \"environmental accounting\", with a focus on environmental disclosure and tax accounting, as an important research area. The researches in the \"financial market\", \"credit\" and \"capital\" accounted 21.9% of topics related to the disclosure evidences, contents of information and accounting measurement and, finally, the studies focused on education and accounting research represented 7.9% of the defenses in the period focusing on vocational training. The data sources used were the data of public companies and public administration at all levels. The sectors covered, in addition to public and publicly traded companies, were the industries and universities. In this environment was identified trend studies managerial approach. Were awarded 56 scholarships, witch three was CNPq granted to USP. CAPES granted the others. The South region of the country received 47% of aid , Southeast 37%, and 12% for Midwest and Northeast got 3.57% . The UNISINOS received the most of aid (21.43 %), followed by USP-SP (14.14 %) and UFPR (12.50%).

A história da humanidade encontra-se fortemente entrelaçada aos avanços na produção do conhecimento. Neste entorno, o século XXI transcorre em um cenário que têm desafiado as comunidades científicas; conduzindo-as à reflexão acerca do modelo hegemônico que dirige a Ciência Moderna. Visando a superar tais desafios, emerge a perspectiva interdisciplinar, direcionada à produção de um conhecimento inovador, ao alimentar-se pela articulação de diferentes olhares. Neste contexto, a universidade como locus privilegiado de produção de conhecimento têm a sua frente políticas que a induzem a novos compromissos; dentre os quais, a adesão à interdisciplinaridade no âmbito da pós-graduação, que tem no Plano Nacional de Pós-Graduação - PNPG 2011-2020 grande força indutora. Essa questão implica mudanças institucionais, visto que toca em quadros de referência que remetem ao conhecimento disciplinar. É nesse âmbito que a cultura organizacional adentra no tema. Esta tese tem como objetivo central compreender as significações de interdisciplinaridade na pesquisa, construídas na cultura organizacional de uma universidade pública. O foco de análise privilegia os valores organizacionais e as práticas sociais de pesquisa conduzidas junto ao Programa de Pós-Graduação em Memória Social e Patrimônio Cultural – PPGMP. Trata-se de uma pesquisa qualitativa, que se assenta em um estudo de caso (YIN, 2001). Para tanto, optou-se por realizar a leitura da cultura organizacional sob três prismas: integração, diferenciação e fragmentação (MARTIN, FROST, 2001). A coleta de dados envolveu entrevistas aplicadas a dirigentes/gestores docentes e discentes. A análise foi conduzida à luz da análise de conteúdo (BARDIN, 1979). Resultados indicaram como inibidores à interdisciplinaridade, o individualismo, a estrutura dispersa, a cooperação restrita aos grupos, os favoritismos e privilégios. Como indutores à interdisciplinaridade, constataram-se valores e práticas recentes. Democracia e igualdade de oportunidades vêm sendo materializadas nas discussões quanto às diretrizes norteadoras da instituição. Editais internos buscam superar o favoritismo. Reuniões itinerantes e integração de eventos têm promovido aproximação propícia ao diálogo. A partir de tal análise, foi possível constatar como significações de interdisciplinaridade na pesquisa, na cultura organizacional da UFPel: inexistência de uma política institucional; iniciativas individuais direcionam a pós-graduação; dificuldade de interação e construção coletiva, interdisciplinaridade prejudicada pelo individualismo; titulação que impõe limites; falta de visão de coletividade; falta de espírito de equipe e de práticas de construção coletiva, bem como avanços institucionais, (integração). Significações comuns apenas dentro de grupos específicos (diferenciação): desafio (docentes), liberdade de adesão e responsabilidade pela operacionalização (docentes), PDI como avanço (gestores) interdisciplinaridade dificultada por questões administrativas (docentes), incerteza conferida pelo título” (discentes); degrau à pós-graduação disciplinar (discentes); pesquisador “menos dono do conhecimento” (docentes); preconceito (discentes). E, como significações partilhadas temporariamente entre indivíduos (fragmentação): liberdade de adesão (gestores/ docentes); interdisciplinaridade necessita de disciplinaridade profunda (docentes/discentes); silenciamento da UFPel (gestores/docentes); cooperação restrita aos guetos (gestores/ docentes); dificuldades provenientes do fator tempo (docentes/discentes). Com este trabalho pretendeu-se contribuir com uma lacuna, no que diz respeito aos estudos ligados à interdisciplinaridade junto à pós-graduação, sobretudo, ao adotar-se uma leitura sob o prisma da cultura organizacional – importante diferencial desta tese, que busca suprir a carência de estudos e pesquisas em âmbito nacional e internacional. / The history of mankind is strongly intertwined to advances in the production of knowledge. In this environment, the 21st century takes place in a scenario, which have challenged the scientific communities; leading them to reflection about the model that drives modern science. In order to overcome such challenges, interdisciplinary perspective, directed at production of innovative knowledge, to feed the articulation of different looks. In this context, the University as a privileged locus of knowledge production has at its front policies that induce on new commitments; among them, joining the interdisciplinarity within the postgraduate, which has the National Plan of Postgraduate - NPOP 2011-2020 strength-inducing. This question involves institutional changes, since it touches on frames of reference which refer to disciplinary knowledge. It is in this context that the organizational culture enters the theme. This thesis aims to understand the central meanings of interdisciplinarity in research, built on the organizational culture of a public University. The focus of analysis privileges on the organizational values and social practices of research by the Graduate Program in Social Memory and Cultural Heritage - GPSMCH. It is a qualitative research, which is based on a case study (YIN, 2001). Thus, when, it was decided to carry out the reading of the organizational culture under three prisms: integration, differentiation and fragmentation (MARTIN, FROST, 2001). Data collection interviews to directors/managers, professor and students. The analysis was conducted in the light of the content analysis (BARDIN, 1979). Several aspects of organizational culture act as inhibitors to interdisciplinarity, the individualism, the dispersed structure, cooperation restricted to groups, the favorites and privileges. As inductors to interdisciplinarity has been recent values and practices. Such as democracy and equality of opportunity, has been materialized in the discussions as the main guidelines of the institution. Internal edicts to overcome the cronyism. Itinerant meetings and event integration have promoted the approach for dialogue. From such analysis, it was possible to see how meanings of interdisciplinarity in research on organizational culture from UFPel: lack of an institutional policy; individual initiatives lead to postgraduate; difficulty of interaction and collective construction, interdisciplinarity impaired by individualism; titration imposing limits; lack of a vision of collective; lack of team spirit and collective construction practices, as well as institutional advances (integration). Common meanings just within specific groups (differentiation): challenge (professors), freedom and responsibility for operationalizing (professors), IDP as (managers) interdisciplinarity hindered by administrative matters (professors), uncertainty conferred by title (students); step posgraduate school discipline (students); researcher "least owner of knowledge" (professors); prejudice (students). And, how shared meanings between individuals temporarily (fragmentation): freedom of membership (managers and professors); Interdisciplinarity needs a deep disciplinarity (professors and students); silencing by the UFPel (managers and professors); cooperation restricted to ghettos (managers and professors); hampered from the time factor (professors and students). With this work was to contribute a gap with regard to studies related to interdisciplinarity by the postgraduate school, in particular, to adopt a reading under the prism of organizational culture - key differentiator of this thesis, which seeks to make up for the lack of studies and research in national and international scope.

[Abstract]: Universities have traditionally focused their efforts on recruiting new students and increasing participation rates. However, higher retention and progression rates of students are likely to have a beneficial effect on the overall performance of universities in terms of their student-based income. The majority of previous studies addressing student retention have largely been focused on younger undergraduate on-campus students therefore this research seeks to investigate the factors which affect the retention and progression of postgraduate business students undertaking their studies by distance education. This study is based on a qualitative exploratory research design comprising twenty semi-structured in-depth interviews conducted with current and former students and university staff members. The key findings of this study indicate that a combination of situational, institutional and dispositional factors impact upon the retention and progression of postgraduate business distance education students. The employment and family commitments of students, whether students believed that their studies would benefit their career goals and the design of the distance education program appear to be the most important factors impacting upon student retention and progression. In contrast to the majority of services marketing literature, it would appear that student satisfaction is not a key factor impacting upon student retention and progression in this context. This research also provides a range of managerial implications and recommendations for postgraduate distance education providers.