Thesis (MMus) -- Stellenbosch University, 1986. / INLEIDING: Die Sangfees op Stellenbosch is tans nog’n belangrike jaarlikse musiekaktiwiteit en studente-geleentheid. Die vrae rondom die geskiedenis daaragter was die aansporing tot die studie, en met hierdie ondersoek sal gepoog word om vrae te beantwoord soos die volgende: (1) Watter faktore het aanleiding gegee tot die ontstaan; (2) wanneer en deur wie is die Sangfees gestig; (3) hoe het die heel eerste Sangfees daar uitgesien; (4) hoe is dit met verloop van jare georganiseer en deur wie; (5) neem dit tans nog dieselfde vorm aan as destyds; (6) hoe belangrik was die Sangfees tydens die aanvangsjare en watter plek beklee dit teen 1980 in die Stellenbosse musieklewe. Daar sal ook gelet word op die reaksie wat die Sangfees ontlok het, hetsy deur musiekkenners, die pers, studenterade, die studente self, dit wil sê almal wat deur die jare daarby betrokke was. 'n Ander belangrike aspek wat nagevors sal word is die musiek wat tydens Sangfees uitgevoer is sedert die ontstaan tot en met 1980. Het die styl van die Sangfeesprogramme mettertyd verander en indien weI, wat was die aard van die veranderinge?

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.

Thesis (PhD) -- Universiteit van Stellenbosch, 2000. / ENGLISH ABSTRACT: The South African Military Academy was established on 1 April 1950 with a view to placing candidate officer training in the Union Defence Force on par with standards abroad and at the same time to elevating it to the level of a university degree. In addition, the Minister of Defence, F.C. Erasmus, wanted to use the Academy as an instrument enabling Afrikaners to take up their rightful place alongside English-speaking citizens in the officer corps. In so doing, he hoped, eventually, to replace the predominant British character of the Union Defence Force with a unique South African, and more particularly an Afrikaner, character. Despite strong resistance to change from within the officer corps, motivated by political sentiment and more so by opposition to the novel idea of degree studies for officers, the Academy developed into a viable training institution. Broadly based on the training systems of Sandhurst and West Point, and following the example of the Indian National Defence Academy, the Military Academy became a joint training institution for all four arms of the service. Yet financial constraints, a lack of suitable candidates, as well as the conflicting sentiments and training needs of the arms of the service, prevented the formative training of all candidate officers from being assigned to the Academy. The absence of formative training, together with the admittance of junior officers, instead of solely candidate officers, resulted in the Academy gaining the character of a military university rather than a traditional military academy. The Academy was deprived of a distinct function in the overall officers' development system, which put its survival in the balance and triggered a series of investigations into its role and function. The opposing subcultures that developed between the Dean and the Faculty of Military Science on the one hand, and the Officer Commanding and the Military Training Branch on the other, formed part of the debate. Also in dispute, was the location of the Academy at Saldanha, rather than in the military heart-land in Pretoria. By interpreting the academic training needs of the Defence Force correctly and positioning itself accordingly, the Academy survived that crisis. Thereafter, the Academy time and again adapted to the changing military and socio-political environment and strove towards ever increasing relevance to the Defence Force. In this way female and non-European students were admitted to the Military Academy, whilst the way was also paved for the admittance of students from other African states. In anticipation of the new political dispensation in South Africa, a concerted effort was launched in 1990 to make the student body more representative of the South Africa population in terms of race and sex. The Military Academy has through the years established itself as a credible militaryacademic institution and has made a significant contribution towards military professionalism in South Africa. By 1990 it favourably positioned itself to continue that role in future. Though forming only a small percentage of the total officer corps, the Academy graduates have gradually been distributed at all levels of the officer corps and have dominated the top posts in the SA Defence Force since the early 1970's. They were consequently well placed in 1990 to playa significant role in preparing the Defence Force for the so-called "New South Africa". / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse Militêre Akademie is op 1 April 1950 gestig met die doelom die militêrakademiese . opleiding van kandidaatoffisiere hier te lande op dieselfde peil as in die buiteland te bring en dit terselfdertyd tot universiteitsvlak te verhef. Die Minister van Verdediging, F.e. Erasmus, wou egter ook die Akademie gebruik as instrument om die Afrikaner sy regmatige plek, naas Engelssprekendes, in die offisierskorps te laat inneem en sodoende die oorwegend Britse karakter van die Unieverdedigingsmag met 'n eie, Suid- Afrikaanse karakter, en meer bepaald 'n Afrikaner-karakter, te vervang. Ondanks sterk weerstand teen verandering vanuit die offisierskorps, hetsy vanweë politieke sentimente, of, meer bepaald, teenkanting teen die idee van graadstudie vir offisiere, het die Akademie tot 'n lewensvatbare opleidingsinrigting ontwikkel. Breedweg geskoei op die opleidingsmodelle van Sand hurst en West Point, het die Militêre Akademie, na die voorbeeld van die Indiese National Defence Academy, 'n gesamentlike opleidingsinrigting vir al vier weermagsdele geword. Finansiële beperkings, 'n gebrek aan geskikte kandidate, asook die botsende opleidingsbehoeftes en sentimente van die onderskeie weermagsdele, het egter verhoed dat die vormingsopleiding van alle kandidaatoffisiere, met die uitsondering van die vroeë sewentigerjare, aan die Akademie toevertrou is. Die afwesigheid van vormingsopleiding, tesame met die toelating van junior offisiere, in stede van kandidaatoffisiere alleen, het daartoe gelei dat die Akademie mettertyd die karakter van 'n militêre universiteit, eerder as 'n tradisionele militêre akademie, aangeneem het. Die Akademie is in dié proses 'n duidelike rol in die totale offisiersontwikkelingsproses ontneem, wat sy voortbestaan ernstig in die weegskaal geplaas het en tot verskeie ondersoeke na sy rol en funksie gelei het. Deel van die debat, was die botsende subkulture wat deur die jare tussen die Dekaan en die Fakulteit Krygskunde aan die een kant, en die Bevelvoerder en die Tak Militêre Opleiding aan die ander kant, ontstaan het, asook die moontlike verskuiwing van die Akademie van Saldanha na die militêre hartland in Pretoria. Deur die akademiese opleidingsbehoeftes van die Weermag korrek te vertolk en hom dienooreenkomstig te posisioneer, het die Akademie egter dié krisis afgeweer. Hy het daarna telkens by die veranderende militêre en sosio-politieke omstandighede aangepas en immer groter diensbaarheid in die militêr-akademiese milieu nagestreef. Só het dames en anderskleuriges mettertyd hul pad na die Akademie gevind en is die weg ook vir die toelating van studente uit ander Afrikastate gebaan. In 1990, in afwagting van die nuwe politieke bedeling in Suid-Afrika, het die Akademie 'n doelgerigte poging van stapel gestuur om die studentekorps meer verteenwoordigend van die bevolkingsamestelling ten opsigte van ras en geslag te maak. Die Militêre Akademie het hom deur die jare as 'n geloofwaardige militêr-akademiese instelling gevestig en 'n betekenisvolle bydrae tot militêre professionalisme in Suid-Afrika gelewer. Teen 1990 was hy reeds besig om hom gunstig te posisioneer om ook in die toekoms dié rol te kon speel. Hoewel 'n klein persentasie van die totale offisiersterkte, het die Akademie-graduandi geleidelik alle vlakke van die offisierskorps deurspek en sedert die vroeg-sewentigerjare die topposte in die SA Weermag gedomineer. Teen 1990 was hulle dus goed geplaas om 'n betekenisvolle rol in die voorbereiding van die Weermag vir die sogenaamde "Nuwe Suid-Afrika" te speel.

Thesis (MEd)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: Higher education is challenged by the changing climate created by globalisation and the phenomenon of internationalisation. Internationalisation of higher education provides a platform for institutions to engage with counterparts across the world in a manner that would enhance the quality of all aspects of the institution, but also poses a number of challenges to institutions and higher education systems. The literature review of the study sketches the background to the study and analyses some of the above-mentioned opportunities and challenges. The study researched one aspect of internationalisation, namely the mobility of undergraduate students. The mobility of students can take place through an array of activities that includes summer school programmes, internships, or tailored short programmes. This study focuses on one type of mobility, namely an international exchange semester. The study stemmed from the actual problem at Stellenbosch University where a major imbalance exists in the number of students received from partner universities and of Stellenbosch students taking part in a semester at the partner university. The rationale and practice of international exchange semesters in four Faculties were analysed on multiple levels by means of a case study design. The four case studies were concluded in the Faculty of Arts and Social Sciences, the Faculty of Science, the Faculty of AgriSciences and the Faculty of Economic and Management Sciences, and within these Faculties the investigation was restricted to general-formative programmes. Data were collected and analysed at four levels of each Faculty, namely the climate that is created through Faculty strategy, the views and perspectives of students in their final and pre-final year, the view and perspectives of programme coordinators, and finally, the views on a managerial level by means of the inputs of deputy deans. Each of the case studies reveals specific issues and opportunities for international exchange semesters within the particular Faculty, yet, the comparative perspectives reveal that the major barriers to student mobility are consistent across faculties, and that particularly the type of information available, the applicability of that information within the particular academic environment and financial aspects are consistently identified by students in all four Faculties. The barriers identified by staff, both on departmental and management level, resonate with the barriers identified by students, but further illustrate more specific organisational and pedagogical challenges linked to the implementation of international exchange semesters. The study not only makes a contribution to a deeper understanding of existing challenges pertaining to international mobility by means of an exchange semester but it also makes specific recommendations to address these challenges and poses alternatives to existing practices. / AFRIKAANSE OPSOMMING: Hoër onderwys word uitgedaag deur die veranderende omgewing as gevolg van globalisering en deur die verskynsel van internasionalisering. Internasionalisering van hoër onderwys bied ’n platform vir interaksie tussen instellings en hul eweknieë in ander wêrelddele op ’n wyse wat die gehalte van alle aspekte van die instellings kan bevorder. Internasionalisering is egter ook ’n verskynsel wat ’n bedreiging en ’n uitdaging vir instellings en hoëronderwysstelsels inhou. Die literatuurstudie van hierdie studie skets die agtergrond tot die studie en ontleed van hierdie geleenthede en uitdagings. Die studie het een aspek van internasionalisering, naamlik die mobiliteit van voorgraadse studente, ondersoek. Die mobiliteit van studente geskied deur ’n verskeidenheid aktiwiteite wat somerskole, internskappe en taalkursusse insluit. Die studie fokus op een aktiwiteit, naamlik internasionale uitruilsemesters. Die studie het gepruit uit ’n voortslepende uitdaging by die Universiteit van Stellenbosch (US) waar die aantal inkomende uitruilstudente van vennoot-instansies die aantal US studente wat aan uitruilsemesters deelneem, ver oorskry. Die rasionaal en uitvoering van internasionale uitruilsemesters in vier fakulteite is deur middel van ’n gevallestudie-ontwerp op verskeie vlakke ontleed om ʼn omvattende begrip te ontwikkel. Die vier gevallestudies is in die konteks van die Fakulteit Lettere en Sosiale Wetenskappe, Fakulteit Agriwetenskappe, Fakulteit Natuurwetenskappe en Fakulteit Ekonomiese en Bestuurswetenskappe uitgevoer, en in die studie van hierdie vier fakulteite is die konteks verder tot algemene vormende programme beperk. Data is ingewin en ontleed op vier vlakke in elke fakulteit, naamlik die platform wat geskep word deur die strategie van die fakulteit, die oortuigings en perspektiewe van studente in hulle finale en voor-finale jaar, die perspektiewe en insig van programkoördineerders, en laastens die perspektief op bestuursvlak deur middel van onderhoude met adjunkdekane. Elke gevallestudie onthul spesifieke kwessies ten opsigte van en geleenthede vir internasionale uitruilsemesters binne die betrokke fakulteit, maar die vergelykende perspektiewe dui aan dat die grootste struikelblokke vir studente mobiliteit deurlopend dieselfde is tussen die vier fakulteite. Die studie toon aan dat die beskikbaarheid van die tipe inligting, die toepaslikheid van daardie inligting op ‘n student se spesifieke situasie (program) en finansiële aspekte in al vier fakulteite deur studente gekies is. Die struikelblokke wat deur personeel, beide op departementele en bestuursvlak, uitgewys is vind aanklank by die struikelblokke wat deur studente aangedui is, maar illustreer ook verdere uitdagings ten opsigte van organisatoriese aspekte en pedagogiese uitdagings wat verband hou met die implementering van internasionale uitruilsemesters. Die studie maak nie net ‘n bydrae in terme van ‘n dieper verstaan van die bestaande uitdagings ten opsigte van internasionale studente mobiliteit deur middel van ‘n uitruilsemester nie, maar maak ook voorstelle oor hoe om hierdie uitdagings aan te spreek en stel alternatiewe voor vir die bestaande praktyke.

Magister Artium - MA / At the dawn of democracy, Higher Education in South Africa was in dire need of change. One of the essential initiatives in response to transformation in Higher Education was the mandate from the Ministry of Education for each university to develop a language policy. Along with other initiatives, the language policies were intended to address issues of access and success in Higher Education, especially given the unequal opportunities people of colour had been given to access Higher Education in the country’s apartheid past. Although there is widespread acknowledgement of the barrier which language poses to epistemological access, and concern that in Higher Education the linguistic dimensions of transformation are yet to be institutionalised, the explanation commonly offered hinges on the non-implementation of university language policies. The relevant discourse presupposes that existing language policy instruments are otherwise adequate to transform language practices in the country’s universities. As a consequence, there has been relatively little research problematizing the texts of university language policies from the standpoint of policy design and those interests which conceivably make language transformation difficult. Against this backdrop, this thesis draws on work in policy analysis and critical discourse analysis to analyse the language policies of Stellenbosch University and of the University of the Western Cape. The detailed textual analysis to which both language policy documents are subjected draws on experiential analysis, demodalisation, activation, the use/non-use of conditional clauses and modality. The analysis reveals that even though the policies express unequivocal commitment to the country’s multilingual heritage and to the promotion of Afrikaans, English and isiXhosa, they betray a pattern of differential commitment to English versus Afrikaans and isiXhosa. Together with the key informant interviews, the analysis suggests that many of the concerns regularly expressed around a transformation of language practices are issues of policy design which have their origin in both the discourses around the language policy texts, and the policy texts themselves.

Thesis (MA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: In recent years, there has been an increase in the use of educational interpreting at tertiary institutions in South Africa. Various pilot studies, as well as long-running interpreting projects at North West University, University of the Free State, and the University of Johannesburg have shown that educational interpreting is a viable way of implementing a multilingual language policy and accommodating various languages in the classroom. Educational interpreting has also been researched at Stellenbosch University (SU) in recent years and following the success of a 2011 pilot project at the Faculty of Engineering, the university plans to implement the service in other faculties as well (see Stellenbosch University Language Policy 2014). The study reported in this thesis was conducted at SU and was interested in the perceptions of interpreting held by the three main role players in the interpreting service. The main focus of the study was on examining perceptions of interpreting held by second year Engineering students who attended lectures in which educational interpreting was used as mode of delivery. The data collected on these perceptions was also contextualised by findings from data collected on students’ language backgrounds (including language use, language attitude and actual and perceived language proficiency). As a secondary aim, the study was interested in the perceptions held by lecturers and interpreters working in the Faculty of Engineering. Findings indicated that students generally had positive perceptions of interpreting and felt that interpreting was a good way to accommodate various languages at SU. It also proved useful to collect data on students’ language backgrounds in order to contextualise the results of the interpreting questionnaire, as important nuances emerged which were not apparent when these results were considered on their own. This lead to the insight that feedback from students regarding their experience of the interpreting service should be contextualised in terms of their language backgrounds, as this would lead to more valuable and useful feedback. Finally, lecturers and interpreters both showed positive perceptions of interpreting, with a marked progression in perception of the role of the interpreter in the classroom becoming apparent as experience of educational interpreting increased. The most important suggestion to follow from this finding was that students and lecturers should be made (more) aware of what interpreting entails, how interpreters are trained and how they prepare for lectures, as this should lead to more positive perceptions and increased use of this service. / AFRIKAANSE OPSOMMING: Opvoedkundige tolking het oor die afgelope paar jaar baie gewild geword by tersiêre instellings. Verskeie loodsprojekte en gevestigde tolkprogramme by NWU, UVS en UJ het bewys dat opvoedkundige tolking ‘n lewensvatbare manier is om meertalige taalbeleide te implementeer, en om die gebruik van verskeie tale binne die klaskamer moontlik te maak. Opvoedkundige tolking word ook by SU nagevors en sedert die sukses van ‘n loodsprojek gedurende 2011 by die Fakulteit van Ingenieurswese het die gebruik van opvoedkunidge tolking in klaskamers begin toeneem. Die studie het belang gestel in die persepsies van tolking van die drie hoofrolspelers van die tolkdiens. Die primêre fokuspunt van die studie was om die persepsies van tolking van tweedejaar-ingenieurswesestudente wat lesings gehad het met opvoedkundige tolking te ondersoek. Die data wat oor hierdie persepsies ingesamel is, is ook gekontekstualiseer deur bevindinge wat gemaak is uit die beskouing van data oor die studente se taalagtergrond (insluitende taalgebruik, taalhouding, en werklike en waargenome taalvaardigheid). Die sekondêre fokuspunt van die studie was om insigte te verkry oor die persepsies van tolking van dosente by die Fakulteit van Ingenieurswese, asook van die tolke wat die ingenieursmodules getolk het. Soos reeds genoem het die Fakulteit van Ingenieurswese reeds sedert 2011 sekere modules aangebied deur middel van opvoedkundige tolking. Teen die tyd wat data ingesamel is in die tweede semester van 2013 was dit moontlik om data te verkry van tweedejaar-ingenieurswesestudente wat reeds vir amper twee semesters aan opvoedkundige tolking in hul klaskamer blootgestel is. Die bevindinge van die studie het oor die algemeen aangetoon dat studente ‘n positiewe persepsie gehad het van tolking, en dat hulle gevoel het tolking ‘n goeie manier is om verskeie tale by die universiteit te akkommodeer. Die gebruik van data oor studente se taalagtergrond as konteks vir die bespreking van die persepsiedata was ook baie handig, aangesien belangrike nuanses vorendag gekom het wat nie duidelik was toe die persepsiedata op sy eie beskou is nie. Dosente en tolke het beide ‘n positiewe persepsie van die tolking getoon, met ‘n duidelike progressie wat plaasgevind het in hul persepsie van die rol van die tolk in die klaskamer namate die omvang van hul ervaring met opvoedkundige tolking vermeerder het.

Magister Artium - MA / This study used a multisemiotic/multimodal discourse analysis approach to analyze tattoos of selected female students at three Western Cape Universities: the University of the Western Cape (UWC), the University of Cape Town (UCT), and Stellenbosch University (SUN). This study looked at the popular cultural practice of tattooing as a site for identity formation. The aim of this research project was to establish how popular culture is semiotized and resemiotized on corporeal landscapes. The focus was on the kind of semiotics that female students draw on when getting their tattoos, and also where they put these tattoos. The researcher intended to investigate the semiotics of female bodies within the broader field of linguistic landscaping, with a specific look at corporeal linguistic landscapes (Peck & Stroud, 2015). This research was also interested in establishing whether the historical background of each university has an influence on the student population, and subsequently, the tattoos they choose to inscribe on their bodies. This study sought to answer whether there are similarities and/or differences in the tattoos the participants chose across the different campuses and to what effect the social context affects the type of tattoos they chose. All participants were selected via purposive sampling. This means that only those with visible tattoos were approached, as they met the criteria described above (cf. Patton, 1990; Kumar, 1999). Methodologically, interviews as well as text data collection were used to collect the data. In addition, a multimodal text analysis was used as the tattoos were read as texts. Among others, the findings indicated that female participants negotiate their femininity by acquiring traditionally feminine tattoo designs, relatively small in size, which are typically placed where they can be concealed easily. This in contrast with male tattoo designs which tend to be bigger and more visible. It was found that there was preference for solitary texts designs across the three campuses followed by a combination of text and image. In terms of agency, it was found that participants were agentive by being able to control who read and how others read their bodies. The study concludes that women are mindful of their female identity when they choose the designs, sizes and placements of their tattoos. It was found that they typically defy social norms through getting tattoos, but at the same time adhere to social (and feminine) norms by using small tattoos emplaced in hidden body spaces. This means there is a restriction on who is allowed to consume the tattoos. This study adds to a deeper understanding of tattooing as popular culture at universities in post-apartheid South Africa. It also contributes to recent development in corporeal linguistic landscapes studies. In turn, it offers a profound understanding of the concept of ‘skinscapes,’ which allows for a deeper understanding of how female bodies are ‘authored’ by the tattooee as well as how they are ‘read’ and consumed by onlookers.

Magister Artium - MA / The purpose of the study was to investigate the everyday life information seeking behaviour of visually impaired students at Stellenbosch University. The study framed by the Every Day Life information behaviour model of Pamela McKenzie focused on the information behaviour of visually impaired students, how the visually impaired students obtain their information and the role of the Stellenbosch University library. The study was motivated by the vital need to seek out, listen to and act upon the voices of students with disabilities in an attempt to make higher education more inclusive to students with some form of disability or challenge. Twenty-one visually impaired students from various faculties of Stellenbosch University completed a questionnaire consisting of 23 questions administered by Stellenbosch University’s Braille Office. Students with visual impairments at Stellenbosch University will consult friends, family members and lecturers for information. They needed both personal and academic information. Students found it both easy and difficult to obtain needed academic information. The Internet was the major information resource used by all students. Students relied mainly on online full text journal articles and e-books obtained via the Internet, SU Library’s databases, SunScholar and e-journals for academic information. The main reasons for not using the SU library can be attributed to the inability to use printed resources, lack of facilities for visually impaired students, difficulty in navigating the physical library and lack of training in exploiting the library and its services. All students with visual impairment made use of assistive technology and relied heavily on the support and services of the Braille Office for additional academic information. The everyday behaviour of students with visual impairments at Stellenbosch University conform to McKenzie’s Everyday Life Information Behaviour model as these students sought actively to make contact with sources, identified likely sources, made use of serendipitous encounters, were were identified as information seekers and made use of people as gatekeepers to be referred to a source.

Thesis (MPhil)--Stellenbosch University, 2014. / INTRODUCTION: For this MPhil research assignment, I have chosen to write an article based on a small scale research project conducted in the Clinical Skills Centre (CSC) at Stellenbosch University. Medical students’ perceptions were gathered in order to evaluate the usefulness and relevance of the Clinical Skills module and the different components thereof as experienced by the students themselves. This in the end led to valuable feedback that were given to the course coordinators which in turn may lead to curricula changes being made to improve the overall teaching and learning experience for future medical students rotating through the CSC.