A research report submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, in partial fulfillment of the requirements for the degree of Master of Management Business Executive Coaching (MMBEC). Wits Business School February, 2017 / This study determined the supervision experience of PhD students in the Faculty of Health Sciences at the University of Witwatersrand. The extent of coaching behaviours was assessed. Other supervision behaviours that were determined and aligned with coaching were: research academic support, personal and autonomy support, behaviours to support self-efficacy and satisfaction with the supervisor. Supervision of PhD students is important to the Faculty of Health Sciences at the University of the Witwatersrand as it aligns to the universities strategic goals. A review of the literature revealed a dearth of literature on coaching and supervision. There are a few articles emerging that assess the impact of coaching within supervision. Autonomy of PhD students is linked to facilitation and the mentoring role and the supervisors‟ ability to adapt and be flexible. These skills are linked to coaching and coaching may be a key part of the supervisors‟ style. Coaching and supervision are recognised as potentially important elements in PhD post graduate supervision and success. To determine the extent of coaching, a cross sectional, correlational survey using a structured questionnaire was used. Data collection was undertaken using an online web-based platform that allows for the design, capture and analysis of data (REDCAP). The questionnaire comprised validated statements per phenomena in the areas supervisor availability and satisfaction, academic, personal, coaching and autonomy support and student self-efficacy. Descriptive statistics were used to determine the extent to which each phenomenon was experienced. Each section was tested for internal reliability and correlations established across all measures. All students registered for a PhD for more than six months in the Faculty of Health Sciences were invited to participate in the study. There was a thirty-two percent return rate. Low to moderate levels by participants in coaching behaviours, personal support, supervisor availability and research academic support were experienced. Satisfaction with the supervisor showed low to moderate levels while self-efficacy and autonomy support had high scores. All components of supervision correlated with each other with the exception of autonomy support and self-efficacy. This lack of relationship may point to students finding their own forms of support outside the supervisor. Specific relationships were apparent between supervisor behaviours and coaching and satisfaction with supervision. This study is the first to establish supervisory behaviours including coaching in the Faculty of Health sciences at the University of the Witwatersrand. Given the low to moderate levels of supervision behaviors experienced in this study, all supervision behaviors need to be enhanced. The results show linkage to coaching approaches in providing satisfaction with supervision received. Provision of personal support through coaching may lead to gaining autonomy, self-efficacy and student growth. / MT2017

A dissertation submitted to the faculty of Engineering, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Master of science in Engineering Johannesburg 1991 / This dissertation discusses the interaction between shipboard antennas and their environment. The emphasis is on the Use of the Method of Moments to calculate the currents on the structure of the ship. These currents are induced by the antennas mounted on the structure of the ship. The parameters (such as grid spacing and wire radius) to use in creating a wire grid model of the ship is investigated and recommended values given. A sample ship is analyzed and the results obtained compared with measurements done in an unechoic chamber.

Thesis M.A. (Clinical Psychology)) --University of Limpopo / The research is a qualitative investigation into the challenges experienced by Students with Physical Disabilities (SWPD’s) at the University of Limpopo (Turfloop Campus). The study uses Thematic Content Analysis as both a framework and a mode of data analysis in the study. Interviews using a semi-structured questionnaire were used to investigate the phenomena. Themes found in the data of the present study indicated that disabled students generally find that there is inadequate physical infrastructure which compromises their physical access within the institution. The participants also had to deal with discrimination from peers and staff. Furthermore, participants reported that being provided with proper amenities such as laptops and wheelchairs would help them find the environment less challenging. Educating able-bodied staff and students was also seen as necessary in order to combat discrimination. The poor infrastructure at the university provides many challenges and barriers to the disabled being able to move freely which, at times, leads them to staying in their rooms thus increasing their isolation.

M. Tech. Agriculture / This study evaluated plant growth and symbiotic performance of two soybean genotypes inoculated with five inoculant formulations (i.e. EMDPeat, EMDLiquid, SoyLiquid, SoyPeat and Granular) and a Control of the Bradyrhizobium japonicum strain WB74 at three field sites in Mozambique and a pot experiment in South Africa. The sole aim was to assess whether the inoculant formulations can increase nitrogen fixation and plant growth on the two soybean genotypes.

This dissertation examines the writing! literacy practices of a small group of first year Bachelor of Education Honours students, who registered for the Language in Learning and Teaching module, as first year students, in 1998. The primary sources of data were (a) questionnaires (focusing on existing literacy practices with which students engage outside of the university context), (b) Literate Life Histories, and (c) individual interviews. The purpose of the research was to consider the 'fit' between students' literacy practices outside of the university and those demanded within the university. Explicitly linked to this was a consideration of the extent to which assessment processes could or should be modified to accommodate this 'fit'. Drawing on the work of Pierre Bourdieu (1965,1972,1991,1992), and his notions of habitus, field and capital, Critical Linguistics and Critical Pedagogy, the study explores the concept of 'difference', notions of literacy and institutionalised power. It also offers suggestions for a pedagogical framework that might effectively foreground a critical position in relation to these issues. Findings from this study indicate that very few literacy practices with which student engage 'fit' directly with those demanded of them by the university. Despite this, students 'take on' the academic literacy demands of the university relatively uncritically and do not attach undue emphasis to this aspect of their performance. What is of particular significance to them are the experiences of empowerment they enjoy during their studies, and the' capital' they take with them in the form of a recognised university qualification. Staff, on the other hand, tend to foreground the need to master academic discourse in order to 'succeed', and rate general student performance as low and inadequate against this criterion. These discrepancies and contradictions between what students perceive their sojourn in the B.Ed Hons programme to be about, and their notions of what constitutes 'success' vis a vis that of staff, make for thought provoking and important considerations, particularly with regard to future research possibilities. / Thesis (M.A.) - University of Natal, Pietermaritzburg, 2001.

Much prior research has shown that if students have a poor command of the language in which they are taught and assessed, they experience a complex and deep learning disadvantage (Barton & Neville-Barton, 2003). Abedi (2006) mentions, in particular, that unnecessary linguistic complexity can threaten the validity of examination items and thus compromises the fairness of the assessment for English language learners. In Clarkson’s (1991, p. 31) research it was found that for the English language learners in the study “comprehension errors [made] up a high proportion of the errors made when…students attempt[ed] to solve mathematical word problems”. In an attempt to explore whether this was the case for a group of National Certificate (Vocational) [NC(V)] students at an FET college, the research conducted in this study focused on describing the cognitive and linguistic complexity of Level 4 Mathematical Literacy examination items as well as the types of responses from a sample of students. A mixed-methods case study design was selected. Student errors were classified as either due to mathematical literacy-related sources, or language-related sources and the question was asked as to how the cognitive and linguistic complexity of items might be related to the types of errors made. Statistically significant correlations were found between the linguistic complexity of items and language-related errors, and between the cognitive complexity of items and all types of errors. It was also possible to identify which language features, in particular, were statistically significantly correlated with linguistic complexity, namely: prepositional phrases; words of 7 letters or more and complex/compound sentences. As was expected, the majority of errors were categorised as mathematical literacy-related. However, as many as 19.22% of all errors made were identified as language-related. While the scope of the study prevents any generalisations from being made, the results indicate a need for a larger-scale study of this nature to determine if the complex and deep learning disadvantage mentioned by Barton and Neville-Barton (2003) does exist with regard to the assessment of Mathematical Literacy for NC(V) students who are English language learners (Barton & Neville-Barton, 2003).

In South Africa, in July 2001, the National Department of Education released White Paper 6 which underpins the notion of inclusive education. It states that the needs of all children should be catered for within the South African educational framework. Subsequent guidelines from the Department (2005; 2012) also provide a strong focus on understanding individual children’s learning styles and explain the concept and application of children’s multiple intelligences. However, on closer examination, it seems that the inclusive education, as well as barriers to learning referred to in the abovementioned guidelines, are indicated to mean catering for children at the lower-ability end of the learning spectrum. This research begins to explore the notion that high potential children might require special attention, though not at the expense of those with learning impairments. An education system that provides inclusive education to children at both the lower and higher ends of the learning spectrum would be more equitable, and would give all children an equal chance of reaching their full potential. One possible strategy for accommodating the diverse needs of learners is through differentiation (Department of Education, 2005). Differentiation is a way of teaching that aims to provide stimulating and enriching learning environments to a diverse group of children within a classroom. This might be achieved by separating the class into smaller groups based on ability, or by providing children with different tasks at the same time, with the same learning objectives but at differing cognitive levels (Rogers, 2007). Vygotsky’s work on the Zone of Proximal Development (ZPD) and mediation provides a theoretical framework for proposing differentiation as a strategy. The data was gathered through an in-depth examination (using a combination of classroom observations, document analysis and teacher interviews) of mathematics teaching in Grade 1 in three schools in Grahamstown. My analysis was based on Vygotsky’s theories (the main tenets of which were the ZPD and scaffolding, as well as the role of socio-culture in learning), using Tomlinson’s (1999) differentiated instruction framework to provide structure to the study. The following themes emerged from the data: a focus on the teachers’ understandings of differentiation; the use of grouping as a superficial form of differentiation; a lack of teacher preparation and understanding in relation to task differentiation; and an underlying sense of ‘sameness’ in teachers’ understanding of their learners. In addition to the above, I did not observe evidence of real differentiation for high potential children and hope that this research contributes to extending teachers’ training (both academic and in-service) in this area, convincing teachers of the existence and importance of critical thinking abilities in our youngest learners, and initiating a move towards the drafting of Individual Education Plans for all our learners. During the period of my research I have been convinced that the use of differentiated instruction in classrooms is the way forward in educational thinking, particularly as it relates to the notion of inclusive learning. Clearly there are challenges to be addressed in terms of school timetables, curricula, teachers’ time frames and past education system inequalities such as we have here in South Africa.

This thesis focuses on trade union responses to casualisation of labour in the Eastern Cape. In the context of increased globalization, some employers have attempted to achieve high production outputs while saving on operational costs. The ‘flexible firm’ model is used as but one theory to explain increased flexibility in the workplace. In an effort to achieve increasingly flexible firms that may swiftly respond to subsequent challenges such as increased international competition, employers have been seen incorporating more non-standard workers in the form of casual, temporary, part-time, and seasonal workers. This has been a matter of concern for the unions for numerous reasons: some nonstandard workers are subjected to sub-standard working conditions, irregular working hours and little or no benefits; casual work is arranged in such a way that it is virtually impossible for these workers to join a union – a predicament which bears a high possibility of a decline in the typically standard worker–based membership of trade unions; and non-standard workers are often faced with the representation gap predicament which entails that they are not adequately protected by labour legislation. The thesis explores the responses of trade unions to these challenges, and the proposals that they have made in this regard, by focusing on the sectoral dynamics of non-standard labour in the province. It further discusses the regulation of non-standard labour, as poor representation of some non-standard workers bears consequences for the regulation of the practice of non-standard work. The research adopted qualitative research techniques in the form of semi-structured interviews, and used purposive and snowball sampling in accessing relevant data for analysis purposes.

The East Cape Opera Company was founded by Gwyneth Lloyd in 1995 and has performed in various Eastern Cape venues and festivals as well as conducting a tour of the Netherlands. The Company has performed well known operas and operettas such as Mozart's The Magic Flute, Gilbert and Sullivan's The Mikado as well as their own original isiXhosa operas such as Temba and Seliba, The Moon Prince - Inkosana Yenyanga and The Clay Flute. This thesis is situated within the context of apartheid and post-apartheid, and an emerging post-1994 South African’s operatic culture that embraces multiculturalism. The aim of this research is to explore and raise awareness regarding intercultural communication in relation to isiXhosa operas and examine the linguistic and dramatic characteristics of the construction of these operas. This involves an analysis of the integration of African cultural practices (dramatic and musical) within an essentially western art form. The thesis makes use of intercultural and literary theory as a point of departure to analyse not only the literary qualities of the isiXhosa operas performed by the East Cape Opera Company, but it also seeks to show how these operas reflect an emerging intercultural reality within the South African context. The thesis explores the mixing of genres, including African genres such as the folktale and oral poetry as part of Opera, which has previously been seen as a Western domain. It is argued that this mixing of genres and languages allows for the success of African Opera

A Thesis Presented to: The Faculty of Education Cape Peninsula University of Technology by Marie-Anne Ogle in fulfilment of the requirements for the degree of Master of Education Cape Peninsula University of Technology December 2010 / Many students in my Communication Skills class, especially those from rural areas, who had passed their Grade 12 English examination, were unable to express themselves competently, and as a result, they lacked the self-esteem and confidence to express their abilities. It has now been recognised that students are in need of a strong foundation that will bridge the gap from school to university and will allow them to cope with any situation within the workplace. The accent has changed from memorising factual knowledge, to acquiring literacy skills needed in everyday living and the world of work. It has become necessary to find a suitable means of helping these students to cope linguistically. This study uses grounded theory to focus on whether an intervention based on a natural approach to acquiring a language, could improve students’ oral and written skills as well as their confidence. Enthusiasm and the development of a love for language and an ‘I-can-do-it’ attitude were promoted instead of the traditional language exercises. Reading for enjoyment, participation and speaking out were encouraged – all underpinned by respect. The results of an oral presentation, a written essay and an interview with each candidate were analysed at the start of the seven-month intervention programme. A post-test of the three procedures was done to gauge change. An increase in both oral presentation marks and written work was also noted at the end of the intervention period. Themes such as confidence, learning to work with different people and understanding their ideas, an introduction to other cultures, tolerance and respect emerged. All these themes are part of the ‘envisaged learner’ in the Department of Education’s National Curriculum Statement Grades R – 9. The results have guided the development of a prototype intervention, which is central to the concept of self-esteem as a path for future literacy development in school and post-school education. Bolstering this sense of self-esteem is the key to working with new learners of English in the tertiary context.