This study focuses on the composition of guidelines for the effective assessment of lecturers - hence the emphasis is on the principle that assessment may be regarded as indispensable for professional development and for making a meaningful contribution towards ensuring quality in the context of the National Qualification framework. To this end a literature study was firstly undertaken regarding the nature of and criteria for effective assessment. The literature indicated that a variety of changes took place in South Africa since 1994, amongst others in the area of education, training and development. There have been numerous debates about this on stages and in political council halls, schools, colleges, technikons, universities, the press and the general workplace. Often the debates also centred on the low levels of competence and performance of workers in South Africa. Sometimes even the abilities, competence and performance levels of graduates and diplomandi have been questioned. In the context of these doubts people started investigating the role played by higher education, and more specifically lecturers, in ensuring that competent human resources leave the higher education environment for the professional world. As a result the purposeful assessment of lecturers has been identified as imperative. Furthermore, certain important factors that may influence the nature of and criteria for assessment, are discussed in this study. These include, amongst others, issues such as the education and training system, outcomes-based education and training, competence, knowledge escalation, the assessment of competence arid performance, the professional development of the lecturer, the concept assessment, the relation between assessment and ensuring quality, Bloom's taxonomy, different assessment instruments, the management of quality and the appointment of lecturers. The assessment of lecturers is viewed from a development-oriented perspective, where the focus is on continuous assessment that may be beneficial for individual, professional and organisational development. It is shown that a variety of qualitative and quantitative assessment instruments may be optimalised during formative as well as summative assessment, with which the training, needs, abilities, skills, competencies, capacity and performance of lecturers may be determined. The assessment of lecturers is regarded as a contributing factor in delivering and ensuring quality. It is also shown that the process should be undertaken in a managerial manner in order to continuously promote quality. Thereupon a discussion of assessment practices follows. In this discussion the focus is on the roles of lecturers in government-supported higher education institutions. The discussion is guided by the context which is determined by the implementation of the principles of the National Qualification Framework. A number of actors are identified who are directly or indirectly involved in the assessment of lecturers' competencies, outputs and performance in the higher education environment. It is also indicated that the implementation of the National Qualification Framework is guided by a number of legislations of which government-supported higher education institutions must give account in the performing of their tasks and functions. From literature it is clear that countries like the United Kingdom, the USA, Australia and New Zealand use assessment practices to ensure quality in the higher education environment. The role of the lecturer in that process is highlighted, and it is indicated that the assessment of the lecturer is indirectly addressed in the process. An empirical study was performed to establish, in the first instance, whether lecturers have been subjected to effective and appropriate training regarding the implementation of the National Qualification Framework. The second objective of the empirical study was to identify the implications of the assessment of lecturers attached to government-subsidised or public higher education institutions for all stakeholders. It is found in this study that a distinction should be made between the competence and performance assessment of lecturers. In addition it is indicated that the competence certification of lecturers must be regarded as imperative in order to facilitate performance-oriented functioning in the higher education environment. It is also found that lecturers must to a large extent cope with the process of giving account of all the new legislations and resulting expectations - sometimes under great pressure and amidst uncertainty and insufficient competence levels because of inadequate training, assessment and feedback. As a result lecturers do not experience the implementation of the National Qualification Framework as effective. In order to accommodate the changed and changing environment of the higher education sector, a conceptual model is composed to serve as a guide for the assessment of lecturers. In this model it is indicated that systems being developed for the assessment of lecturers should make provision for and account for a variety of factors, such as quality, primary and secondary actors, legislation, and the abilities, skills, competencies, capacity and performance levels of lecturers, assessment instruments, proactive, reactive, formative, summative, qualitative and quantitative assessment interventions. The synchronization and purposeful structuring of these factors may make a contribution towards creating a context which is beneficial to the professional development of the lecturer and consequently to performance in the higher education system. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003

This study focuses on the composition of guidelines for the effective assessment of lecturers - hence the emphasis is on the principle that assessment may be regarded as indispensable for professional development and for making a meaningful contribution towards ensuring quality in the context of the National Qualification framework. To this end a literature study was firstly undertaken regarding the nature of and criteria for effective assessment. The literature indicated that a variety of changes took place in South Africa since 1994, amongst others in the area of education, training and development. There have been numerous debates about this on stages and in political council halls, schools, colleges, technikons, universities, the press and the general workplace. Often the debates also centred on the low levels of competence and performance of workers in South Africa. Sometimes even the abilities, competence and performance levels of graduates and diplomandi have been questioned. In the context of these doubts people started investigating the role played by higher education, and more specifically lecturers, in ensuring that competent human resources leave the higher education environment for the professional world. As a result the purposeful assessment of lecturers has been identified as imperative. Furthermore, certain important factors that may influence the nature of and criteria for assessment, are discussed in this study. These include, amongst others, issues such as the education and training system, outcomes-based education and training, competence, knowledge escalation, the assessment of competence arid performance, the professional development of the lecturer, the concept assessment, the relation between assessment and ensuring quality, Bloom's taxonomy, different assessment instruments, the management of quality and the appointment of lecturers. The assessment of lecturers is viewed from a development-oriented perspective, where the focus is on continuous assessment that may be beneficial for individual, professional and organisational development. It is shown that a variety of qualitative and quantitative assessment instruments may be optimalised during formative as well as summative assessment, with which the training, needs, abilities, skills, competencies, capacity and performance of lecturers may be determined. The assessment of lecturers is regarded as a contributing factor in delivering and ensuring quality. It is also shown that the process should be undertaken in a managerial manner in order to continuously promote quality. Thereupon a discussion of assessment practices follows. In this discussion the focus is on the roles of lecturers in government-supported higher education institutions. The discussion is guided by the context which is determined by the implementation of the principles of the National Qualification Framework. A number of actors are identified who are directly or indirectly involved in the assessment of lecturers' competencies, outputs and performance in the higher education environment. It is also indicated that the implementation of the National Qualification Framework is guided by a number of legislations of which government-supported higher education institutions must give account in the performing of their tasks and functions. From literature it is clear that countries like the United Kingdom, the USA, Australia and New Zealand use assessment practices to ensure quality in the higher education environment. The role of the lecturer in that process is highlighted, and it is indicated that the assessment of the lecturer is indirectly addressed in the process. An empirical study was performed to establish, in the first instance, whether lecturers have been subjected to effective and appropriate training regarding the implementation of the National Qualification Framework. The second objective of the empirical study was to identify the implications of the assessment of lecturers attached to government-subsidised or public higher education institutions for all stakeholders. It is found in this study that a distinction should be made between the competence and performance assessment of lecturers. In addition it is indicated that the competence certification of lecturers must be regarded as imperative in order to facilitate performance-oriented functioning in the higher education environment. It is also found that lecturers must to a large extent cope with the process of giving account of all the new legislations and resulting expectations - sometimes under great pressure and amidst uncertainty and insufficient competence levels because of inadequate training, assessment and feedback. As a result lecturers do not experience the implementation of the National Qualification Framework as effective. In order to accommodate the changed and changing environment of the higher education sector, a conceptual model is composed to serve as a guide for the assessment of lecturers. In this model it is indicated that systems being developed for the assessment of lecturers should make provision for and account for a variety of factors, such as quality, primary and secondary actors, legislation, and the abilities, skills, competencies, capacity and performance levels of lecturers, assessment instruments, proactive, reactive, formative, summative, qualitative and quantitative assessment interventions. The synchronization and purposeful structuring of these factors may make a contribution towards creating a context which is beneficial to the professional development of the lecturer and consequently to performance in the higher education system. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003

Recent corporate reporting history is well–known for its corporate failures and questionable accountancy practices, many of which caused the profession to be frowned upon. However, the splodge on the accounting profession?s reputation goes deeper than its corporate reporting failures. The scientific foundation thereof is also being questioned in academic circles. Even though accounting scholars have been trying to formulate foundational accounting theories, it has been the accounting regulators that have been more successful in promoting their versions of what accounting theory should be, which place a question mark on the legitimacy of current day accounting theory. This thesis aims to delve deeper into the foundational philosophies of accounting and its impact on the practice of accounting. With the current accounting globalisation efforts, the profession?s stewardship function is becoming less prominent in its promulgated standards, which in turn brings the focus on the many questionable ethical practices found in the profession. Even though the regulatory bodies require their members to commit themselves to professional codes of conduct, which entails competency, integrity, objectivity and confidentiality, the 1st article in this thesis claims that ethical conduct is more than mere adherence to rules and regulations. It is also about the image of not only the profession, but also accounting research and education. Accounting is broadly practised, researched and taught within its so–called conceptual framework, of which a key objective is to guide and inform accounting practice. The conceptual framework became the basis upon which accounting theory is based. However, many accounting scholars are openly critical of presenting accounting theory as a set of practical guidelines. The 2nd article in the thesis concludes that, from an academic perspective, accounting theory should be based on three quintessential guidelines. The first of which is its primary purpose of reporting on the historic economic events, secondly the provision of useable and comparable information about these events and finally, the facilitation of business decisions based on relevant and reliable information. In the above mentioned business decisions, the concept of value is often taken for granted and many accounting techniques? effectiveness is judged on how well it approximates an item?s value. The 3rd article argues that the multiple purposes for which accounting information is used complicates the issue of value, as reported by accounting. Two key conflicting valuation perspectives are the so–called decision–usefulness and true income perspectives. The current drive towards fair value accounting, as opposed to historic cost accounting, cast doubts on the reliability and relevance of accounting information. Even though it may be argued that value–based techniques are more relevant because it is a better reflection of the current business conditions, the mere subjective nature thereof and the accountant?s objective valuation skills make the true relevance of this information questionable. Furthermore, mixed model valuations found in financial statements makes cross–company information unreliable. Accountancy research of the past four decades focussed on the concept of user decision–usefulness. The user is also pre–eminent in the globalisation of accounting standards of the FASB and the IASB, where users are specified as the equity investors, lenders and capital providers. The 4th article acknowledges that although these user categories are important consumers of the financial data, there are other users which are also impacted by the financial information and the company?s operational performances. There are also concerns over accounting?s key assumptions, such as its quantification and predictive abilities, which are fundamental to the decision–usefulness objective. Furthermore, there are questions around how the regulators decided what information is suppose to be useful and what type of utility is being sought. In summary, the focus on the vocational aspects of accountancy stands in contrast to claims of accounting as an academic discipline in the social sciences. The reality is that the practices of the profession will probably always play a central role in what is taught at university level, and the regulators, as the final authority on accounting standards, will probably remain dictatorial in promulgating their versions of accounting theory. Yet, accounting and its wide spread impact on society, makes it a key discipline within the economical and management sciences. It is therefore essential for the resurrection of accounting as a social scientific discipline that there is a return to foundational accounting research that will prepare (and enable) prospective practitioners and academics to question the status quo and push back on accounting practices that are threatening to extinguish the flame of accounting scholarship. / Thesis (Ph.D. (Accounting))--North-West University, Potchefstroom Campus, 2011.

Recent corporate reporting history is well–known for its corporate failures and questionable accountancy practices, many of which caused the profession to be frowned upon. However, the splodge on the accounting profession?s reputation goes deeper than its corporate reporting failures. The scientific foundation thereof is also being questioned in academic circles. Even though accounting scholars have been trying to formulate foundational accounting theories, it has been the accounting regulators that have been more successful in promoting their versions of what accounting theory should be, which place a question mark on the legitimacy of current day accounting theory. This thesis aims to delve deeper into the foundational philosophies of accounting and its impact on the practice of accounting. With the current accounting globalisation efforts, the profession?s stewardship function is becoming less prominent in its promulgated standards, which in turn brings the focus on the many questionable ethical practices found in the profession. Even though the regulatory bodies require their members to commit themselves to professional codes of conduct, which entails competency, integrity, objectivity and confidentiality, the 1st article in this thesis claims that ethical conduct is more than mere adherence to rules and regulations. It is also about the image of not only the profession, but also accounting research and education. Accounting is broadly practised, researched and taught within its so–called conceptual framework, of which a key objective is to guide and inform accounting practice. The conceptual framework became the basis upon which accounting theory is based. However, many accounting scholars are openly critical of presenting accounting theory as a set of practical guidelines. The 2nd article in the thesis concludes that, from an academic perspective, accounting theory should be based on three quintessential guidelines. The first of which is its primary purpose of reporting on the historic economic events, secondly the provision of useable and comparable information about these events and finally, the facilitation of business decisions based on relevant and reliable information. In the above mentioned business decisions, the concept of value is often taken for granted and many accounting techniques? effectiveness is judged on how well it approximates an item?s value. The 3rd article argues that the multiple purposes for which accounting information is used complicates the issue of value, as reported by accounting. Two key conflicting valuation perspectives are the so–called decision–usefulness and true income perspectives. The current drive towards fair value accounting, as opposed to historic cost accounting, cast doubts on the reliability and relevance of accounting information. Even though it may be argued that value–based techniques are more relevant because it is a better reflection of the current business conditions, the mere subjective nature thereof and the accountant?s objective valuation skills make the true relevance of this information questionable. Furthermore, mixed model valuations found in financial statements makes cross–company information unreliable. Accountancy research of the past four decades focussed on the concept of user decision–usefulness. The user is also pre–eminent in the globalisation of accounting standards of the FASB and the IASB, where users are specified as the equity investors, lenders and capital providers. The 4th article acknowledges that although these user categories are important consumers of the financial data, there are other users which are also impacted by the financial information and the company?s operational performances. There are also concerns over accounting?s key assumptions, such as its quantification and predictive abilities, which are fundamental to the decision–usefulness objective. Furthermore, there are questions around how the regulators decided what information is suppose to be useful and what type of utility is being sought. In summary, the focus on the vocational aspects of accountancy stands in contrast to claims of accounting as an academic discipline in the social sciences. The reality is that the practices of the profession will probably always play a central role in what is taught at university level, and the regulators, as the final authority on accounting standards, will probably remain dictatorial in promulgating their versions of accounting theory. Yet, accounting and its wide spread impact on society, makes it a key discipline within the economical and management sciences. It is therefore essential for the resurrection of accounting as a social scientific discipline that there is a return to foundational accounting research that will prepare (and enable) prospective practitioners and academics to question the status quo and push back on accounting practices that are threatening to extinguish the flame of accounting scholarship. / Thesis (Ph.D. (Accounting))--North-West University, Potchefstroom Campus, 2011.

Optimistiese self-evaluasies oor die vermoë om take uit te voer is belangrik vir sukses in verskeie aspekte van menswees. Wanneer mense sulke self-evaluasies doen en selfdoeltreffendheids-persepsies vorm maak hulle van inligting uit verskeie bronne gebruik. Volgens teorieë wat spesifiek verband hou met self-evaluasie is mense tydens die vorming van sulke persepsies omtrent die self veral afhanklik van inligting bekom deur sosiale vergelyking. Hierteenoor beklemtoon teorieë wat meer met selfdoeltreffendheid verband hou, die belangrikheid van self-verwysende inligting soos gevorm tydens prestasie-ervarings. Die doel met hierdie navorsing is om die ordening van die bronne van inligting, wat tydens die vorming van selfdoeltreffendheids-persepsies gebruik word, te ondersoek. Die resultate sal bydra om belangrike vrae te beantwoord oor die voorbereiding van mense vir die uitvoering van uitdagende take. In 'n eksperiment (N=1 723) wat op 'n Solomon-vier-groep-ontwerp geskoei is, is drie vorme van inligting wat persepsies kan beïnvloed aan drie eksperimentele groepe verskaf terwyl daar vyf kontrolegroepe was. Die effek van die ingrepe is met 'n vraelys gemeet. Die resultate toon dat selfdoeltreffendheidspersepsies meer deur selfverwysende inligting as deur sosiale vergelykings-inligting beïnvloed word. Dit is ook bevind dat die verskaffing van addisionele inligting nie 'n kumulatiewe effek tydens die vorming van selfdoeltreffendheidspersepsies het nie. Die implikasies van die resultate ten opsigte van die praktyk en teoretiese beskouinge is in die laaste instansie bespreek. / Optimistic self-evaluation regarding the ability to cany out tasks is important for success in various fields ofhuman endeavour. When people do such self-evaluations and fmm self-efficacy perceptions, they make use of information from various sources. According to theories related to self-evaluation, people engaged in forming such perceptions about themselves largely depend on information gained through social comparison. However, theories of self-efficacy emphasize the importance of self-referenced information, such as those formed through enactive attainments. The purpose of this research is to examine the collation of sources of information used in forming self-efficacy perceptions. The results will help to answer important questions about preparing people to perform challenging tasks. In an experiment (N=l 723) modelled on the Solomon Four Group Design, three types of information likely to influence perceptions were supplied to three experimental groups, while there were five control groups. The effects of the interventions were measured by means of a questionnaire. Results confirmed that perceptions of self-efficacy are more profoundly influenced by self-referenced information than by social comparisons. It was also found that additional information did not have a cumulative effect dming the forming of self -efficacy perceptions. The implications of the results with respect to practical and theoretical viewpoints are discussed in the final instance. / Psychology / D.Litt. et Phil. (Sielkunde)

Afrikaans text / Die doel van hierdie studie was om te bepaal wat die invloed van motoriese oefening op die leervermoë van die leerder in die grondslagfase is. Vyf en twintig leerders is ewekansig verdeel in `n eksperimentele en kontrole groep. Oor `n tydperk van vyf weke, voor die aanvang van elke leerafdeling, het die eksperimentele groep, saam met die onderwyseres, klaskamer gebaseerde motoriese oefeninge verrig terwyl die kontrole groep geen intervensie ontvang het nie. Die Copeland’s checklist for Attention Deficit Disorder vraelys is as voor- en natoets gebruik. Na die afloop van die empiriese ondersoek het die eksperimentele groep `n verbetering getoon in onoplettendheid/afleibaarheid, impulsiwiteit, ooraktiwiteit/hiperaktiwiteit, onderaktiwiteit en aandagvermoë, terwyl die kontrole groep oor dieselfde tydperk verswak het of onveranderd gebly het. Die veranderinge was egter nie statisties betekenisvol (p≤0.05) nie. Hierdie resultaat dui slegs op „n tedens dat motoriese oefening 'n positiewe effek op die leerders se leervermoë in die grondslagfase het. / Educational Studies / M. Ed. (Educational Studies)

The adolescent with specific barriers to learning often exhibit socio-emotional problems. Conversely, adolescents experiencing socio-emotional upsets do not achieve academically. The exact nature of the relationship is difficult or nearly impossible to elucidate. The aim of this study was to establish the specific challenges that the adolescent learner with barriers to learning with an average or above average intelligence, experiences on socio-emotional level and to take these feelings, experiences and needs as a lancer basis to develop and implement a social work intervention programme. Also to evaluate the effect of this programme on the socio-emotional functioning and academic progress of the adolescents involved. The process of intervention research was followed during the empirical study. The combined, two-phase approach of Cresswell was used for data gathering. The one group pre-test post-test was utilized for the evaluation of the effectiveness of the social work intervention programme. The Child functioning inventory High School (CFI – High) was used to gather information during the quantitative phase. This study focused on the socio-emotional functioning and challenges of the adolescent learner with specific barriers to learning and used Gestalt play therapy within a group context to address these challenges. During the qualitative phase two focus group discussions were held where the experiences, emotions and challenges of adolescents with specific barriers to learning were discussed with a group of five girls and five boys. Based on data gathered from these discussions, and a literature study a social work intervention programme was developed and implemented. This programme consisted of play therapy techniques within the Gestalt therapy framework. The social work intervention programme consisted of ten group sessions of about 90 minutes each, with a group of five girls and a group of five boys. The respondents were between 14 to 16 years, of an average to above average intelligence, and were referred to the social worker of a branch of Child Welfare: South Africa, Mpumalanga because of socio-emotional problems. This study attempted to incorporate the essential elements of Gestalt therapy, various play therapy techniques and the dynamics of group work into a programme to address socio-emotional issues experienced by the adolescent learner with barriers to learning. Socio-emotional aspects that were conceptualised and specifically evaluated are: positive functioning elements, self perception, trauma dynamics, interpersonal relationships and decision making abilities. Based on the findings, the conclusion could be made that the social work intervention programme brought about an improvement in the socio-emotional functioning and the academic progress of the respondents. / Thesis (PhD (Social Work))--University of Pretoria, 2007. / Social Work and Criminology / PhD / unrestricted

This thesis discusses how a variety of factors like socio-economic status and educational levels of family/parents affect Std 8 pupils' school performance in twelve selected secondary schools in Thohoyandou, Venda in the Northern Province. It further examines how parents motivate pupils to do well at school, and how the expectations of parents and other relatives as well as teachers as significant others contribute to the academic attainment of pupils.. It also focuses on the favourable conditions in the pupils' learning home environment such as availability of a private study-room, language used at home, adequacy of time for both relaxation and schoolwork, learning facilities, parental involvement and nutritional values that help in promoting and enhancing pupil school performance. Finally, the author provides some recommendations about how parents can actively involve themselves in their children's education. AFRIKAANS : Hierdie tesis bespreek die wyse waarop 'n aantal faktore, soos die sosioekonomiese status en die opvoedkundige peil van die familie/ouers, st. 8 leerlinge se skoolprestasies beinvloed in twaalf geselekteerde skole in Thohoyandou, Venda, in die Noordelike Provinsie. Dit ondersoek ook die wyse waarop ouers leerlinge motiveer om goed te doen op skoal, asook hoe dit wat betekenisvolle mense soos ouers, ooms, tantes en onderwysers van hulle verwag, bydra tot die bereik van die verlangde akademiese sukses van die leerlinge. Dit fokus ook op gunstige toestande in die leerling se tuisomgewing, byvoorbeeld die beskikbaarheid van 'n private studeerkamer, taalgebruik by die huis, genoeg tyd om te slaap en te eet, ontspanning en skoolwerk, leerfassiliteite, ouerlike betrokkenheid en die voedingsvlakke wat help om leerlinge se skoolprestasies aan te moedig en te verbeter. Ten laaste voorsien die outeur ook 'n paar voorstelle oor hoe ouers aktief betrokke kan raak by 'n leerling se opvoeding. / Dissertation (MA)--University of Pretoria, 1997. / Sociology / unrestricted

Knowledge about personal branding, the development and sustaining of a personal brand and the link between personal branding and career success did not exist in a scientifically structured manner. The purpose of this study was to understand what the elements of personal branding are and what it takes to develop a personal brand in the corporate environment. It was also important to identify whether personal branding is key to career success. The systematic literature review procedure was used to identify, analyse and critically evaluate both empirical studies and popular literature relating to personal branding. The current body of knowledge was ill defined and a six step model detailing how to develop and maintain a personal brand was developed as a result of a content analysis of the available popular literature. A measure of a complete personal brand within the workplace was subsequently developed. In this study, the hypotheses of a possible relationship between personal branding and career success (performance appraisal score, 360 leadership evaluation and talent board placement) were tested. It was found that talent board placement was statistically significant and practically related to personal branding. The study was the first to provide a measurement tool as well as empirical evidence on the relationship between personal branding and career success and, as such contributed significantly to the body of knowledge. This study also opened avenues for further research. / Daar was min kennis oor ’n persoonlike handelsmerk, die ontwikkeling en handhawing van ’n persoonlike handelsmerk, en die verband tussen ’n persoonlike handelsmerk en loopbaansukses in die wetenskaplike domein beskikbaar. Die doel van hierdie studie was om die elemente van ’n persoonlike handelsmerk te begryp, asook om te bepaal wat dit behels om ’n persoonlike handelsmerk in die korporatiewe omgewing te ontwikkel. Dit was ook belangrik om te bepaal of ’n persoonlike handelsmerk deurslaggewend is tot loopbaansukses. ‘n Sistematiese literatuuroorsig is gedoen om empiriese studies asook gewilde literatuur oor ’n persoonlike handelsmerk te identifiseer, te ontleed en krities te evalueer. Gegewe beperkte akademiese kennismateriaal, en na aanleiding van die inhoudsontleding van die beskikbare gewilde literatuur, is ’n sesstapmodel ontwikkel om aan te dui hoe ’n persoonlike handelsmerk ontwikkel en gehandhaaf kan word. Na aanleiding hiervan is ’n instrument ontwikkel om ’n person se handelsmerk omvattend in die werkplek te meet. Dit is gevolg deur hipoteses van ’n moontlike verband tussen ’n persoonlike handelsmerk en loopbaansukses (prestasiebeoordelingtelling, 360-leierskapevaluasie en talentplasing) te toets. Die studie het bevind dat ’n persoonlike handelsmerk statisties beduidend en prakties relevant is tot talentplasing. Hierdie navorsing lewer ’n omvattende meetinstrument vir die meting van ’n persoonlike handelsmerk, asook empiriese bewyse rakende die verhouding tussen ’n persoonlike handelsmerk en loopbaansukses. Die studie maak in dié opsig ‘n beduidende bydrae tot die gebrekkige akademiese kennismateriaal wat oor hierdie onderwerp beskikbaar is. / Ulwazi nge-branding yomuntu siqu, ukuthuthukiswa kanye nokuqhubekela phambili kwe-brand yomuntu siqu kanye nokuxhumana phakathi kwe-brand yomuntu siqu kanye nokuphumelela emsebenzini bekuyizinto ebezingahlelekile ngendlela yesisayense. Inhloso yalolu cwaningo bekuwukuqondisisa ukuthi ngabe iyini imikhakha ye-branding yomuntu siqu kanye nokuthi yini okudingekayo ukwenza ibrand yomuntu siqu emkhakheni wezamabhizinisi. Bekubalulekile nokubheka ukuthi ngabe i-branding yomuntu siqu isemqoka kangakanani ekuphumeleleni emisebenzini. Inqubo yokubuyekeza imibhalo ngendlela ehlelekile iye yasetshenziswa ukuphawula, ukuhlaziya kanye nokuhlola izifundo ezinobufakazi ezenziwe kanye nemibhalo edumile maqondana ne-branding yomuntu siqu. Imikhakha yolwazi ekhona ibingachazekile kahle, kanti kuye kwalandelwa imodeli yezinyathalo eziyisithupha echaza imininingwane ngokwenza kanye nokugcina i-brand yomuntu siqu, iye yenziwa ngakho-ke kwase kuhlaziywa ingqikithi yemibhalo edumile ekhona. Kwenziwe i-brand yomuntu siqu ephelele emkhakheni wezemisebenzi. Kulolu cwaningo, kuhlolwe i-hypotheses yobudlelwane phakathi kwe-branding yomuntu siqu kanye nokuphumelela emsebenzini (amaphuzu ohlolo lokusebenza ngendlela efanele, uhlolo lobuholi obungu 360, kanye nokubekwa kwebhodi yamathalente endaweni efanele) kuye kwahlolwa. Kutholakale ukuthi ukubekwa kwebhodi yamathalente endaweni efanele yinto esemqoka ngokwamastatistiki kanti futhi kuhambisana ne-branding yomuntu siqu. Ucwaningo belungolokuqala ukuhlinzeka ngethuluzi lokukala kanye nocwaningo obunobufakazi obubambekayo ngobudlelwane phakathi kwe-branding yomuntu siqu kanye nokuphumelela emsebenzini, kanti-ke, lokhu yikho okuye kwaba nomthelela obabalukile kulwazi. Lolu cwaningo luvule imikhakha lapho okungenziwa khona ezinye izinhlobo nemikhakha yocwaningo. / Business Management / DBL

Bilateral cochlear implantation is accepted medical practice since 2008 in clinically suitable adults and children to enhance bilateral processing benefits. Bilateral implantation may lead to the restoration of some bilateral hearing advantages, such as improved speech recognition in noise, localisation, head shadow effect, summation, and squelch. The majority of the advantages stated in literature, though, are characteristic of the simultaneously implanted cochlear implant population. Simultaneous implantation is not yet a reality in South Africa due to funding constraints, therefore determining the bilateral processing abilities in sequentially implanted adults is essential. Determining bilateral processing benefits achievable with sequential implantation could result in evidence-based recommendations in terms of candidacy considerations, surgery protocols, motivations for medical aid funding for simultaneous cochlear implantation, and relevant measures to determine the bilateral processing benefit attainable. Furthermore, it might enhance audiologists‟ insight regarding post-implantation performance of sequentially implanted patients and enable them to counsel prospective candidates realistically. The aaim of this study was to determine the bilateral benefit attained by sequentially implanted adults. A quantitative, cross-sectional research approach was followed in a one group post-test-only exploratory research design. A purposive convenient sampling method with specified selection criteria was used to select 11 adult clients of an established cochlear implant programme in Pretoria. Tests of sound localisation in the horizontal plane and speech perception in noise were performed. During the test of sound localisation, performance with only the first or only the second implant was found to be very similar. For the majority of participants the second cochlear implant (CI 2) was the superior performing implant during xviii speech perception in noise testing, in spatially separated speech and noise conditions where noise was directed to the first implant, as well as in spatially coincident speech and noise. A statistical significant bilateral benefit (p < 0.05) was attained by sequentially implanted adults for sound localisation. A bilateral benefit for speech perception in noise was observed when noise was directed to the first implant and in the diotic listening condition with average benefits of 1.69 dB and 0.78 dB, respectively. It was not statistically significant (p > 0.05), however, and was smaller than bilateral benefit values achieved by simultaneously implanted adults in previous studies. The head shadow effect at 180° was found to be the strongest and most robust bilateral spatial benefit. Squelch and summation benefit values ranged from negative values to 2 dB and 6 dB, respectively. This corresponded with values found in previous studies. The improvement in speech perception in spatially distinct speech and noise from adding the ear with a better SNR (signal to noise ratio) indicated that the contribution of CI 2 seems to be greater than that of CI 1 for bilateral spatial benefit. It can be concluded that adults with sequential implants may achieve some extent of bilateral benefit even with many years of unilateral implant use, when speech processors differ, when the second implant is done ≥ 10 years after the first implant, and in cases of prelingual deafness. A key benefit of sequential implantation appears to be related to the advantage of having hearing on both sides so that the ear with the more favourable environmental signalto-noise ratio is always available. AFRIKAANS : Bilaterale kogleêre inplanting is sedert 2008 aanvaarde mediese praktyk vir klinies geskikte volwassenes en kinders, ten einde bilaterale prosesseringsvoordeel te verhoog. Bilaterale inplanting kan lei tot die herstel van sommige van die voordele van bilaterale gehoor, soos verbeterde spraakherkenning in lawaai, klanklokalisering, die kopskadueffek, sommering en selektiewe onderdrukking (“squelch”). Die meeste van die voordele wat in die literatuur bespreek word, is egter kenmerkend van dié persone by wie twee kogleêre inplantings gelyktydig gedoen is. Gelyktydige inplanting is as gevolg van beperkte befondsing nog nie in Suid-Afrika 'n werklikheid nie, daarom is dit noodsaaklik om te bepaal watter bilaterale prosesseringsvoordele by opeenvolgend-geïnplanteerde volwassenes voorkom. Die bepaling van watter bilaterale prosesseringsvoordele met opeenvolgende inplanting bereik kan word, sou kon lei tot getuienis-gebaseerde aanbevelings met betrekking tot besluite oor die geskiktheid van kandidate, protokol vir sjirurgie, motiverings vir die befondsing van gelyktydige kogleêre inplantings deur mediese voorsorgfondse, en toepaslike maatstawwe om te bepaal watter mate van bilaterale prosesseringsvoordeel haalbaar sou wees. Dit sou verder oudioloë se insig kon verbreed met betrekking tot die na-operatiewe prestasie van opeenvolgend-geïnplanteerde persone en hulle sodoende in staat stel om voornemende kandidate van realistiese raad te bedien. Die doel van hierdie studie was om te bepaal wat die bilaterale prosesseringsvoordele is wat deur opeenvolgend-geïnplanteerde volwassenes verkry kan word. 'n Kwantitatiewe navorsingsbenadering met 'n dwarsprofiel van „n enkelgroep is gevolg, met 'n post-toets verkennende navorsingsontwerp. 'n Doelgerigte gerieflikheidssteekproef met 'n gespesifiseerde seleksiekriteria is gebruik om 11 volwasse kliënte van 'n gevestigde kogleêre inplantprogram in Pretoria te selekteer. Klanklokalisering in die horisontale vlak en die waarneming van spraak in lawaai is getoets. Tydens die toets vir klanklokalisering is gevind dat prestasie met slegs die eerste of slegs die tweede inplanting soortgelyk was. Vir die meeste deelnemers aan die studie het die tweede kogleêre inplanting (KI 2) die beste prestasie gelewer tydens spraakwaarneming in lawaai, in omstandighede waar spraak en lawaai ruimtelik geskei is en die lawaai op die eerste inplanting gerig is, asook in omstandighede waar spraak en lawaai ruimtelik saamvoorkomend aangebied is. 'n Statisties beduidende bilaterale voordeel (p < 0.05) is deur opeenvolgend-geïnplanteerde volwassenes vir klanklokalisering behaal. 'n Bilaterale voordeel vir spraakwaarneming in lawaai is waargeneem waar lawaai op die eerste inplanting gerig is en ook in diotiese luistertoestande, met 'n gemiddelde voordeel van 1.69 dB en 0.78 dB, onderskeidelik. Dit was egter nie statisties beduidend nie en was ook kleiner as die bilaterale voordeelwaardes wat in vorige studies deur gelyktydig-geïnplanteerde volwassenes behaal is. Die kopskadu-effek by 180° was die sterkste en mees robuuste bilaterale ruimtelike voordeel. Voordeelwaardes vir selektiewe onderdrukking en sommering het gewissel van negatiewe waardes tot 2 dB en 6 dB onderskeidelik. Dit stem ooreen met waardes wat in vorige studies gevind is. Die verbetering in spraakwaarneming in ruimtelik geskeide spraak en lawaai wat verkry is deur die oor met 'n beter STR (sein-tot-ruis ratio) by te voeg, het daarop gedui dat die bydrae van KI 2 tot bilaterale ruimtelike voordeel waarskynlik groter as die bydrae van KI 1 is. Die gevolgtrekking kan gemaak word dat volwassenes met opeenvolgende inplantings 'n mate van bilaterale voordeel verkry selfs na vele jare van unilaterale inplantingsgebruik, wanneer die spraakprosesseerders in die twee inplantings van mekaar verskil, wanneer die tweede inplanting ≥ 10 jaar na die eerste plaasvind, en in gevalle van prelinguale doofheid. 'n Sleutelvoordeel van opeenvolgende inplanting hou klaarblyklik verband met die voordeel van gehoor aan albei kante te hê sodat die oor met die gunstigste sein-tot-lawaai ratio altyd beskikbaar is. / Dissertation (MCommunication Pathology)--University of Pretoria, 2011. / Speech-Language Pathology and Audiology / Unrestricted