Thesis (MBA)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: Managing any government institution has become increasingly complicated as the requirements for accountability, streamlined operations and greater flexibility have multiplied. Being a government institution but at the same time an institution of higher education, managing the Faculty of Military Science becomes a daunting task. It requires sophisticated approaches for implementing strategy and measuring performance. Employees are asked to change how they view their work and focus on results, not activities. While not asking the impossible, it is a challenging task. Formal accountability for outcomes down the line has simply not been a marker of the bureaucratic culture. As leadership looks for ways to support employees in this transition, it is vital that a comprehensive management system is deployed. For employees to focus on the outcomes of their individual performance, they must: • understand what the standards for organisational performance are; • participate in measuring how well those standards have been met; and • be responsible for finding ways to improve organisational performance. The Balanced Scorecard can help. This approach is one that is gaining currency as an easy to use and accessible process for measuring organisational effectiveness. It can be applied at any level and any type of organisation. The objectives and measures for the Balanced Scorecard are derived from the organisation's vision and strategy. These objectives and measures describe the progress of the organisation from four perspectives. These perspectives can vary from organisation to organisation and in the case of the Faculty of Military Science they include, the stakeholder perspective, the customer perspective, the internal processes perspective and the learning and growth perspective. It is a balanced model, because the measures represent an equilibrium between external measures for stakeholders and customers, and internal measures of business processes and learning and growth. The construction of the Balanced Scorecard is a systematic process, which ensures that the organisation's objectives and measures are made clear and that there is consensus in this regard. The success of the process depends on the participation of top management. The most important person in the process is the leader or "architect. A Balanced Scorecard can be constructed in 16 weeks, with high involvement of the leader in the beginning of the process. The Balanced Scorecard must be used as a strategic management system. It helps to clarify and to gain consensus about vision and strategy of the organisation, which should be communicated throughout the organisation. It is also useful in the establishment of objectives for each employee, the allocation of resources and the alignment of strategic initiatives, This study is directed towards the relevant literature on the Balanced Scorecard and the possible use thereof as a management system in an institution for higher education, specifically the Faculty of Military Science. To this end a thorough literature study was undertaken, focusing on the origins of the Balanced Scorecard, the developing and implementation thereof as well as the Balanced Scorecard as a strategic management system. The study further determined the applicability of the Balanced Scorecard to institutions for higher education, looking at the University of California, San Diego, as an example. In the final instance a Balanced Scorecard is proposed for the Faculty of Military Science, with certain recommendations. / AFRIKAANSE OPSOMMING: Toenemende druk op staatsinstellings om meer aanspreeklikheid te aanvaar, aktiwiteite meer vaartbelyn uit te voer en om meer buigsaam in hul optrede te wees, veroorsaak dat die bestuur van sulke instellings toenemend kompleks begin word. Die bestuur van die Fakulteit Krygskunde, 'n staatsinstelling, maar ook 'n instelling vir hoër onderwys, bied dus 'n geweldige uitdaging. Dit vereis daarom 'n gesofistikeerde benadering tot die implementering van 'n strategie en die meet van prestasie. Van werknemers word verwag om hul siening van werk te verander deur te fokus op resultate eerder as op aktiwiteite - 'n uitdaging op sy eie. Aanspreeklikheid vir die bereiking van resultate op lae vlakke in 'n staatsinstelling was nog nooit deel van 'n burokratiese kultuur nie. Vir leierskap om werknemers met hierdie aanpassing te ondersteun, is 'n omvattende bestuurstelsel nodig. Vir werknemers om te fokus op die uitkomste van hul individuele prestasies, moet hulle: • die prestasiestandaarde van die organisasie verstaan; • deelneem om te bepaal tot watter mate die standaarde bereik is; en • verantwoordelikheid neem om te bepaal hoe die prestasie van die organisasie verbeter kan word. Dit wat 'n organisasie meet en hoe die resultate daarvan gekommunikeer word lewer 'n sleutel bydrae t.o.v die voortdurende verbetering van prestasie deur die werknemers. Die "Balanced Scorecard" kan op hierdie gebied 'n groot bydrae lewer. Dit is 'n benadering wat wye veld wen as 'n eenvoudige en toeganklike proses om die effektiewiteit van 'n organisasie te meet. Die benadering kan op enige vlak en enige tipe organisasie toegepas word. Die doelwitte en maatstawwe vir die "Balanced Scorecard" word direk afgelei uit die organisasie se visie en strategie. Hierdie doelwitte en maatstawwe beskryf die organisasie se vordering uit vier perspektiewe. Hierdie perspektiewe kan wissel van organisasie tot organisasie en in die geval van die Fakutteit Krygskunde sluit dit in, die belanghebber perspektief, die kliente perspektief, die interne prosesse perspektief en die leer- en groeiperspektief. Die model word as gebalanseerd beskou omdat dit 'n ewewig tussen die eksterne maatstawwe (vir aandeelhouers, belanghebbers en kliente) en interne maatstawwe (besigheidsporosesse en leer- en groeifasette) handhaaf. Die bou van 'n "Balanced Scorecard" is 'n sistematiese proses, wat konsensus en duidelikheid met betrekking tot die organisasie se doelwitte en maatstawwe verseker. Die sukses van die hele proses berus egter op die ondersteuning en deelname van die topbestuur. Die belangrikste persoon in die hele proses is die leier of "argitek". 'n "Balanced Scorecard" kan binne 16 weke voltooi word, met die leier se betrokkenheid baie hoog aan die begin van die hele proses. Die "Balanced Scorecard" moet as 'n strategiese bestuurstelsel gebruik word. Dit kan help om die visie en strategie duidelik te stel en om konsensus daaroor te bereik. Dit moet aan die hele organisasie gekommunikeer word. Dit is verder nuttig in die opstel van doelwitte vir elke werknemer, die allokasie van hulpbronne en die rig van strategiese inisiatiewe. Hierdie studie is gerig tot die relevante literatuur t.o.v die "Balanced Scorecard" en die potensiele gebruik daarvan as 'n bestuurstelsel by 'n instelling van hoër onderwys, en spesifiek die Fakulteit Krygskunde. 'n Deeglike literatuurstudie is gedoen oor die oorsprong van die "Balanced Scorecard", die ontwikkeling en implementering daarvan, asook die aanwending van die "Balanced Scorecard" as 'n strategiese bestuurstelsel. Die studie het ook die toepaslikheid van die "Balanced Scorecard" ondersoek deur te verwys na die Universiteit van Kalifornie, San Diego as 'n voorbeeld. In die finale instansie word 'n "Balanced Scorecard" voorgestel vir die Fakulteit Krygskunde met sekere aanbevelings.

Thesis (MScEng)--Stellenbosch University, 2006. / ENGLISH ABSTRACT: The Stellenbosch University Compressor Code (SUCC) has been developed for the purpose of predicting the performance of axial flow compressors by means of axisymmetric inviscid throughflow methods with boundary layer blockage and empirical blade row loss models. This thesis describes the process of the implementation and verification of a number of stall prediction criteria in the SUCC. In addition, it was considered desirable to determine how certain factors influence the accuracy of the stall prediction criteria, namely the nature of the computational grid, the choice of throughflow method used, and the use of a boundary layer blockage model and a radial mixing model. The stall prediction criteria implemented were the di®usion factor limit criterion, de Haller's criterion, Aungier's blade row criterion, Aungier's boundary layer separation criterion, Dunham's, Aungier's and the static-to-static stability criteria. The compressors used as test cases were the Rofanco 3-stage low speed compressor, the NACA 10-stage subsonic compressor, and the NACA 5-stage and 8-stage transonic compressors. Accurate boundary layer blockage modelling was found to be of great importance in the prediction of the onset of stall, and that the matrix throughflow Method provided slightly better accuracy than the streamline curvature method as implemented in the SUCC by the author. The ideal computational grid was found to have many streamlines and a small number of quasi-orthogonals which do not occur inside blade rows. Radial mixing modelling improved the stability of both the matrix throughflow and streamline curvature methods without significantly affecting the accuracy of the stall prediction criteria. De Haller's criterion was over-conservative in estimating the stall line for transonic conditions, but more useful in subsonic conditions. Aungier's blade row criterion provided accurate results on all but the Rofanco compressor. The diffusion factor criterion provided over- optimistic predictions on all machines, but was less inaccurate than de Haller's criterion on the NACA 5-stage transsonic machine near design conditions. The stability methods performed uniformly and equally badly, supporting the claims of other researchers that they are of limited usefulness with throughflow simulations. Aungier's boundary layer separation method failed to predict stall entirely, although this could reflect a shortcoming of the boundary layer blockage model. / AFRIKAANSE OPSOMMING: Die Stellenbosch University Compressor Code (SUCC) is ontwikkel om die prestasie van aksiaalvloei kompressors te voorspel met behulp van aksisimmetriese nie-viskeuse deurvloeimetodes met grenslaagblokkasie en empiriese modelle vir die verliese binne lemrye. Hierdie tesis beskryf die proses waarmee sekere staakvoorspellingsmetodes in die SUCC geïmplementeer en geverifieer is. Dit was ook nodig om die effek van sekere faktore, naamlik die vorm van die berekeningsrooster, die keuse van deurvloeimetode en die gebruik van `n grenslaagblokkasiemodel en radiale vloeivermengingsmodel op die akuraatheid van die staakvoorspellingsmetodes te bepaal. Die staakvoorspellingsmetodes wat geïmplementeer is, is die diffusie faktor beperking metode, de Haller se metode, Aungier se lemrymetode, Aungier se grenslaagmetode en die Dunham, Aungier en die statiese-tot-statiese stabiliteitsmetodes. Die kompressors wat gebruik is om die metodes te toets is die Rofanco 3-stadium lae-spoed kompressor, die NACA 10-stadium subsoniese kompressor en die NACA 5- en 8-stadium transsoniese kompressors. Daar is vasgestel dat akkurate grenslaagblokkasie modelle van groot belang was om `n akkurate aanduiding van die begin van staking te voorspel, en dat, vir die SUCC, die Matriks Deurvloei Metode oor die algemeen 'n bietjie meer akkuraat as die Stroomlyn Kromming Metode is. Daar is ook vasgestel dat die beste berekeningsrooster een is wat baie stroomlyne, en die kleinste moontlike getal quasi-ortogonale het, wat nie binne lemrye geplaas mag word nie. Die numeriese stabiliteit van beide die Matriks Deurvloei en die Stroomlyn Kromming Metode verbeter deur gebruik te maak van radiale vloeivermengingsmodelle, sonder om die akkuraatheid van voorspellings te benadeel. De Haller se metode was oorkonserwatief waar dit gebruik is om die staak-lyn vir transsoniese vloei toestande, maar meer nuttig in die subsoniese vloei gebied. Aungier se lemrymetode het akkurate resultate gelewer vir alle kompressors getoets, behalwe die Rofanco. Die diffusie faktor metode was oor die algemeen minder akuraat as Aungier se metode, maar meer akkuraat as de Haller se metode vir transsoniese toestande. Die stabiliteitsmetodes het almal ewe swak gevaar. Dit stem ooreen met die bevindings van vorige navorsing, wat bewys het dat hierdie metodes nie toepaslik is vir simulasies wat deurvloeimetodes gebruik nie. Aungier se grenslaagmetode het ook baie swak gevaar. Waarskynlik is dit as gevolg van tekortkomings in die grenslaagblokkasiemodel.

Thesis (MPhil)--Stellenbosch University, 2013. / Bibliography / ENGLISH ABSTRACT: The changing higher education environment in South Africa has led to a greater emphasis being placed on research production at universities. Currently Stellenbosch University is one of only a handful of strongly research intensive universities in South Africa. The Faculty of Military Science at the South African Military Academy functions (operates) within a partnership agreement between the Department of Defence and Stellenbosch University. The aim of officer education at SAMA is to imbue young officers with a knowledge framework and the attributes of a broad liberal education. As a full Faculty of the University it is incumbent upon personnel in the Faculty to engage in knowledge production and associated scholarly pursuits. This is critical for several reasons: Firstly, for the required intellectual development of each scholar, secondly so as to ensure high quality teaching, and thirdly for funding purposes which are essential for the effective functioning of all faculties. Research is furthermore absolutely indispensable with regards to its contribution to the international and national scientific reach and reputation of the Faculty. To date the Faculty of Military Science has been the lowest performing faculty of Stellenbosch University every year by some considerable margin. The main research question of this study seeks to identify and interpret the reasons for this. In so doing both a bibliometric study and a more qualitative study of the environmental factors between 1990 and 2009 have been conducted. In closing the predominant factors which either drive or inhibit research are identified and possible interventions are suggested. / AFRIKAANSE OPSOMMING: Die veranderende hoër onderwys omgewing in Suid-Afrika het tot 'n groter klem op navorsing produksie by universiteite gelei. Die Universiteit van Stellenbosch is tans een van slegs 'n handvol sterk navorsingsgeoriënteerde universiteite in Suid-Afrika. Die Fakulteit van Krygskunde by die Suid-Afrikaanse Militêre Akademie funksioneer binne die raamwerk van 'n vennootskapsooreenkoms tussen die Departement van Verdediging en die Universiteit van Stellenbosch. Die doel van offisiersopvoeding by die SAMA is om jong offisiere met 'n kennis raamwerk en die eienskappe van 'n breë liberale opvoeding toe te rus. As 'n volle Fakulteit van die Universiteit is dit die plig van die fakulteitspersoneel om betrokke te raak in kennisproduksie en verwante wetenskaplike aktiwiteite. Dit is vir 'n paar redes van kritieke belang. Eerstens, is dit nodig vir die intellektuele ontwikkeling van elke akademikus, tweedens verseker dit hoë gehalte-onderrig, en derdens word dit vereis vir befondsingsdoeleindes vir die effektiewe funksionering van alle fakulteite. Navorsing is ook absoluut onontbeerlik vir die nasionale en internasionale wetenskaplike omvang en reputasie van die Fakulteit. Die Fakulteit Krygskunde was tot op hede die laagspresterende fakulteit van die Universiteit Stellenbosch en die agterstand vergroot elke jaar met 'n aansienlike marge. Die sleutel navorsingsvraag van hierdie studie poog om te redes hiervoor vas te stel en te verduidelik. Gevolglik is beide ‘n bibliometriese en ’n kwalitatiewe studie van die faktore wat kennisproduksie in die Fakulteit tussen 1990 en 2009 beinvloed het, gedoen. Ter afsluiting is die oorheersende faktore wat navorsingsbestuur inhibeer geïdentifiseer en moontlike intervensies is voorgestel.

Thesis (PhD)--Stellenbosch University, 2014. / Der Fakultät für Sozialwissenschaften und Philosophie der Universität Leipzig / ENGLISH ABSTRACT: Worldwide, national higher education systems and universities are repeatedly confronted with global higher education trends and the challenge to handle them in specific national and institutional contexts. This observation relates to the broader question how processes of globalization affect university politics. The work at hand provides insights into how South Africa and the South African Stellenbosch University (SU) were facing recent processes of globalization in a situation of deep societal transformation after the end of apartheid. The dissertation examines how university politics in South Africa were negotiated after 1990. It investigates which local and global actors were involved and with what kind of interests they influenced the process. For SU, it is analysed how the different levels making up the University understood current international trends in higher education and how this understanding brought about institutional change leading to inter- and transnationalization. The thesis applies a qualitative multi-method approach drawing on document analysis and interviews. The research is grounded on major research reports and national policy documents on higher education, institutional documents of SU (e.g. the Senate and Council documentation, brochures and speeches) as well as on a total of 52 semi-structured interviews that were conducted with current and former representatives of SU as well as of the national South African higher education system between 2010 and 2012. Theoretically, the study draws on debates from higher education research and transnational history concerning the internationalization and transnationalization of higher education. It follows an analytical perspective for exploring and understanding higher education developments that goes beyond the conventional state-centric nation-state model used to analysing social processes and interactions. Therefore, the dissertation traces the impact of the different spatial references of the local and the national level for university politics and looks at how the local relates to the national and both of them to the regional and the global. By approaching the topic historically, the study challenges the often referred to hypotheses of academic isolationism and SU’s increasing insularity due to the international academic boycott against South Africa during the apartheid era. It accentuates that prior to 1990 there were many international activities going on at SU. Furthermore, the findings show that SU has embarked comparatively early on a purposeful and strategic process of internationalization, which occurred prior to its national opening in the form of transformation and redress. Only by the turn of the century, processes of internationalization were paralleled by an open transformation attempt. This was quite in contrast to the post-1990 dealing with higher education on the national South African level and by many other South African universities. The study demonstrates that in approaching the challenges of societal transformation and global processes, SU’s management initially favoured the “efficiency” discourse over the “redress” discourse in order to pave the way for becoming an internationally esteemed research university. / AFRIKAANSE OPSOMMING: Nasionale hoëronderwysstelsels en universiteite word wêreldwyd voortdurend gekonfronteer met globale hoëronderwystendense en die uitdaging om in spesifieke nasionale en institusionele kontekste daarop te reageer. Hierdie waarneming hou verband met die meer omvattende vraag hoe globaliseringsprosesse universiteitspolitiek beïnvloed. Hierdie studie gee insig in hoe Suid-Afrika op nasionale vlak en die Universiteit Stellenbosch (US) in Suid- Afrika die resente globaliseringsprosesse te midde van ’n situasie van ingrypende maatskaplike transformasie ná die einde van apartheid hanteer het. Die tesis fokus op die universiteitspolitiek in Suid-Afrika na 1990. Die plaaslike en globale rolspelers wat betrokke was en die vraag na die soort belange wat die proses beïnvloed het, word ondersoek In die spesifieke geval van die US word ontleed hoe die huidige internasionale tendense in hoër onderwys op verskillende vlakke binne die Universiteit verstaan word en hoe hierdie begrip daarvan institusionele veranderinge teweeg gebring het wat tot inter- en transnasionalisering aanleiding gegee het. In die tesis word ’n kwalitatiewe veelmetodebenadering toegepas wat gebruik maak van dokumentontleding en onderhoude. Die navorsing is gegrond op belangrike navorsingsverslae en nasionale beleidsdokumente oor hoër onderwys, institusionele dokumente van die US (bv. Senaats- en Raadsdokumente, brosjures en toesprake) sowel as op ’n totaal van 52 semigestruktureerde onderhoude wat tussen 2010 en 2012 gevoer is met huidige en voormalige personeellede van die US en met belangrike rolspelers in die nasionale Suid-Afrikaanse hoëronderwysstelsel. Op teoretiese vlak steun die studie op debatte in hoëronderwysnavorsing en die geskiedenis van die internasionalisering en transnasionalisering van hoër onderwys. Die studie maak gebruik van ’n analitiese perspektief om hoëronderwysontwikkelings te ondersoek en te deurgrond. Dit strek verder as die konvensionele staatsentriese model wat gebruik word om maatskaplike prosesse en interaksies te ontleed. Die effek van die verskillende ruimtelike verwysings na die plaaslike en nasionale vlakke op universiteitspolitiek word ondersoek. Daar word gekyk na die verband tussen die plaaslike aspekte en nasionale aspekte, en hoe beide hierdie aspekte verband hou met regionale en globale aspekte. Aangesien die onderwerp histories benader word, word die algemeen aanvaarde hipoteses ten opsigte van die akademiese isolasie in die algemeen en spesifiek die US se toenemende isolasie weens die internasionale akademiese boikot teen Suid-Afrika gedurende die apartheidsera, uitgedaag. Dit beklemtoon dat daar in die tydperk voor 1990 verskeie internasionaliseringsaktiwiteite by die US was. In vergelyking met ander instellings het die US reeds vroeg ’n doelgerigte en strategiese proses van internasionalisering aangepak. Dit het gebeur voor die tydperk waartydens die nasionale oopstelling plaasgevind het wat onder meer die vorm aangeneem het van transformasie en regstelling. Eers tydens die draai van die eeu aan die einde van die negentigerjare het prosesse van internasionalisering parallel geloop met ’n oop transformasiepoging. Dit was in redelike kontras met die tendense in hoër onderwys na 1990 op nasionale vlak in Suid-Afrika, en met die tendense by baie ander Suid- Afrikaanse universiteite. In die studie word aangetoon dat die US se bestuur in hul benadering tot die uitdagings van maatskaplike transformasie en globale prosesse aanvanklik die “doeltreffendheidsdiskoers” bo die "regstellingsdiskoers” verkies het om die weg voor te berei om ’n internasionaal erkende navorsingsuniversiteit te word.

Thesis (MPhil)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: In this study the focus is on the yearbooks of the Stellenbosch University with spesific reference to the consumer friendliness thereof. The researcher focused on the General Yearbook as well as an extract from the Humanities Yearbook of the Stellenbosch University. The goals of this study is to firstly determine (a) what is the present image that prospective students have of the Stellenbosch University, (b) if the SU Yearbooks have any impact on the image formation of these prospective students and (c) if so, what is the exact impact of the yearbooks on the image formation process of these students and how can it be improved. There are five important factors that measure the consumer friendliness of a document. These factors refer to the physical access to a document, the external structure, the ergonomy of a document, the style of writing and the cognitive access (understanding) of the text. These factors are closely tied to each other, but for the sake of this study, the researcher decided to focus only on the factors that directly influence the consumer friendliness of a document. The researcher decided on four stylistic aspects that influence the consumer friendliness of a document. These refer, firstly, to the external structure of a document with specific reference to the margins, headings and paragraphs in the chosen document. Secondly, the focus is on the information distribution of the document, i.e. the organisation and representation of information. The third aspect refers to forms of address in the document including both references to the writer as well as to the reader. The last aspect that is researched in this study is the style concept of formality. The researcher primarily focuses on difficult words and phrases in the text as well as the use of passive and active sentence constructions. The researcher also tests the concept of consumer-friendliness with a usability test based on an extract taken out of the Yearbook of Humanities. The researcher’s hypothesis claimes that the yearbooks of the Stellenbosch University are not consumer-friendly and that this can have a negative influence on the image that the prospective student forms of the SU. By determining this perception under the prospective students in the study, the researcher could find a suitable solution from the results to improve the image that the current documentation reflects and also to help the yearbooks of the SU fulfill its purpose which is to serve as an accessible information guide that is consumer-friendly. The Integrated Model for Formation and Projection, the IFP-model, on which this study is based, determines that different messages in a document can have an effect on the image of an institution. These messages can however be manipulated in order to determine or adjust the image of an institution. 123 respondents from the Paarl Gymnasium High School and Luckhoff High took part in this study. Gender and race were incorporated as independent variables in the study. These respondents’ attitudes were measured by means of questionnaires as the primary methodology. Statistical methods were used in order to determine the results from the questionnaires and to identify certain tendencies from the research. The results show that prospective students show a preference for yearbooks that are more consumer-friendly. As the hypothesis predicted, prospective students have a very positive image of the Stellenbosch University. After the introduction to the yearbooks, these images changed to a more neutral, and even in some cases to a more negative image of the University. By means of testing the different style aspects in this study, the researcher also concluede that the respondents preferred a more people-oriented and consumer-friendly yearbook. The respondents in this study had a definite preference for a yearbook which is more consumer-friendly en that therefore have a more positive influence on the image of the University. / AFRIKAANSE OPSOMMING: In hierdie studie word daar gefokus op die jaarboeke van die Universiteit Stellenbosch met spesifieke verwysing na die gebruikersvriendelikheid daarvan. Die navorser het gefokus op die Algemene Jaarboek en ’n uittreksel uit die Jaarboek Lettere en Wysbegeerte van die Universiteit Stellenbosch. Die doelwitte van hierdie studie is om te bepaal wat is (a) voornemende studente se huidige beeld van die Universiteit Stellenbosch, (b) of die US-jaarboeke enige invloed het op die beeldvormingsproses (van die US) van hierdie voornemende studente en (c) indien wel, wat is die uitwerking van die jaarboeke op die beeldvormingsprosesse en hoe kan dit verbeter word? Daar is vyf belangrike faktore waaraan die gebruikersvriendelikheid van ‘n teks gemeet kan word. Hierdie faktore verwys na die fisiese toegang tot die dokument, die uiterlike struktuur, die ergonomie van die dokument, die skryfstyl en laastens die kognitiewe toegang (verstaanbaarheid) van die teks. Die faktore hou sterk verband met mekaar, maar vir die doeleindes van hierdie studie het die navorser haar studie beperk tot slegs die faktore wat die gebruikersvriendelikheid van die teks beïnvloed, sowel as die faktore wat ‘n invloed het op die beeldvormingswaarde van ‘n teks. Die navorser het vier stilistiese aspekte gekies wat met die gebruikersvriendelikheid van ’n dokument verband hou. Hierdie vier aspekte verwys eerstens na die uiterlike struktuur van ’n teks met spesifieke verwysing na die kantlyne, opskrifte en paragrawe van die betrokke dokument. Die tweede aspek verwys na die inligtingsverspreiding van die dokument en dit behels die organisering en voorstelling van inligting in die betrokke dokument. Die derde aspek verwys na die aanspreekvorme in die dokument met spesiale fokus op die aanspreekvorme wat verwys na die leser asook dié wat verwys na die skrywer. Laastens, word die stylaspek formaliteit ook in hierdie studie bespreek deur te fokus op moeilike woorde en frases asook passief- en aktiefkonstruksies in die dokument. Die aspek gebruikersvriendelikheid word in geheel getoets deur die respondente bloot te stel aan ’n tipe begripstoets en sodoende te bepaal of die dokument gebruikersvriendelik is vir voornemende studente. Die navorser se hipotese in die studie was dat die jaarboeke van die US nie so gebruikersvriendelik is nie en dat dit ‘n negatiewe impak kan hê op die beeld wat die voornemende student van die US vorm. Deur hierdie persepsie te kon vasstel onder voornemende studente, kon die navorser uit die resultate ‘n werkbare oplossing kry om die beeld wat die dokumentasie tans skep te verbeter en ook om die US-jaarboek in sy doel te laat slaag – om ‘n toeganklike inligtingsgids te wees wat gebruikersvriendelik is. Die studie word gegrond op die Geïntegreerde Kommunikasiemodel vir Beeldvorming en -projeksie (Integrated Model for Formation and Projection, kortweg die IFP-model genoem). Hierdie model beweer dat verskillende deelboodskappe in ’n dokument ’n effek het op die beeld van die instansie. Hierdie boodskappe kan egter deur middel van dokumentontwerp-aspekte gemanipuleer word ten einde die beeld van die instansie te bepaal of te verstel. 123 respondente uit twee skole, naamlik Hoërskool Paarl Gimnasium en Hoërskool Luckhoff, het in hierdie studie deelgeneem. Geslag en ras is as onafhanklike veranderlikes in die studie in berekening gebring. Respondente se houdings is getoets met vraelyste as die primêre metodologie. Statistiese metodes is aangewend om die resultate van die vraelyste te verwerk en op grond daarvan is sekere tendense geïdentifiseer. Die resultate toon dat voornemende studente ’n voorkeur het vir ’n Jaarboek wat meer gebruikersvriendelik is. Soos die hipotese bepaal het, was voornemende studente se houdings teenoor die US baie positief. Na kennismaking met die US Jaarboeke, het hierdie beeld meer neutraal en in somminge gevalle meer negatief geword. Deur die verskillende stylaspekte te toets, kon die navorser ook bepaal dat die respondente ’n meer mensgerigte en gebruikersvriendelike Jaarboek verkies. Die respondente wat aan hierdie studie deelgeneem het verkies dus ’n Jaarboek wat meer gebruikersvriendelik is en wat sodoende ’n meer positiewe invloed sal hê op die beeld van die Universiteit Stellenbosch.

Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: The purpose of this study was to gain more insight with regards to the comprehensibility of the revised Afrikaans undergraduate application form (see Form B in Excerpt 2) of the Stellenbosch University (SU), especially in comparison to the previous version of 2011 (see Form A in Excerpt 1), to be able to guide document designers with designing a better form. Answers to the following question were searched for: Do prospective students regard the revised Form B as more understandable than the previous Form A? The revised form was changed by a team of experts, as requested by the SU, in order to make the form more understandable. There were 140 male and female, white and coloured grade 11 respondents of both Vredendal High and Vredendal Secondary. This study was launched in light of the South African Consumer Protection Act 68 of 2008 that took effect on 1 April 2011. In terms of section 22 of this Act, documents must be written in plain and simple language, because consumers have got the right to information that they understand (2008:32). Plain language is practical attitudes about the meaning of good written work, the goal of that and what benefits the reader the most. It is also our intellectual understanding of the way in which people read, the questions readers ask about a document, and readers’ reaction towards various forms of document design (De Stadler, 2012:3). Three parts of the two versions of the SU’s Afrikaans undergraduate form was used, specifically the cover, the program and personal information, and the responsibility of the prospective student. The forms were judged according to its comprehensibility, design and logic order by using a between-group design after respondents had to fill in the parts of the form by using fictional information on an information page. With that, respondents also had to underline words in the form they didn’t understand and fill in a questionnaire. Most of the information was statistically processed. To be able to make comparisons between the forms, a twee-way-variance-analysis was done with alternative form/gender and form/race as independent variables. By using the data collected, it became clear that respondents didn’t like a specific version of the form more than the other version. It also became clear that respondents had huge problems filling in both forms. Even though respondents perceived the form’s comprehensibility, design and logical build-up in the same way, more respondents left out questions in Form B. This, against what we would have anticipated, means that respondents made better sense of Form A. It can even mean that, in contrast to their experience, respondents made more sense of the design and logical build-up of the questions in Form A, compared to the questions in Form B. This result is not a good outcome for the team of experts who made the changes to the revised form. It may be, however, that the SU didn’t allow the team to make enough changes, and because of that the forms are not really perceived as different from one another. / AFRIKAANSE OPSOMMING: Die doel van hierdie ondersoek was om meer insig te kry oor die verstaanbaarheid van die hersiene Afrikaanse voorgraadse aansoekvorm (Vorm B in Bylae 2) van die Universiteit Stellenbosch (US), hoofsaaklik in vergelyking met die vorige 2011-weergawe (Vorm A in Bylae 1), sodat ’n verbeterde vorm daargestel kan word. Op die volgende vraag is daar antwoorde gesoek: Beskou voornemende studente Vorm B as meer verstaanbaar as Vorm A? Die hersiene vorm is deur ’n taakspan, wat opdrag van die US gekry het, verander met die doel om meer verstaanbaar te wees. Die proefpersone was 140 manlike en vroulike, wit en kleurling graad 11-leerders van beide Hoërskool Vredendal en Vredendal Sekondêr. Die ondersoek is geloods in die lig van Suid-Afrika se gepromulgeerde Verbruikersbeskermingswet 68 van 2008 wat vanaf 1 April 2011 in werking getree het. Volgens hierdie wet moet besighede tekste skep in verstaanbare taal, want verbruikers het die reg tot inligting in gewone en verstaanbare taal (2008:32). Verstaanbare taal is “[p]raktiese houdings oor wat goeie skryfwerk is, wat die doel daarvan is en wat in die beste belang van die leser is. [Dit is ook die v]erstandige aannames oor hoe mense lees, die vrae wat lesers te stel het oor enige dokument, [en] lesers se reaksies tot verskillende vorme van dokumentontwerp” (De Stadler, 2012:3) Drie gedeeltes van die twee weergawes van die US se Afrikaanse voorgraadse aansoekvorm is in die ondersoek gebruik, spesifiek die voorblad, program- en persoonlike besonderhede, en verantwoordelikhede van die voornemende student. Die vorms is ten opsigte van verstaanbaarheid, ontwerp en logiese orde beoordeel deur ’n tussengroepontwerp te gebruik nadat proefpersone die genoemde gedeeltes van een vorm aan die hand van fiktiewe inligting in ’n inligtingsbladsy moes gebruik. Tesame hiermee moes hulle ook moelike woorde in die vorm onderstreep en ’n vraelys invul. Die meeste van die inligting is statisties verwerk. Om vergelykings te kon tref tussen die vorms, is twee-rigting-variansie-analises gedoen met alternatief vorm/geslag en vorm/ras as onafhanklike veranderlikes. Uit die data wat versamel is, blyk duidelik dat deelnemers nie ’n voorkeur vir een spesifieke weergawe gehad het nie. Dit is ook duidelik dat deelnemers ernstige probleme gehad het met die invul van beide vorms. Alhoewel deelnemers se ervaring ten opsigte van die vorm se verstaanbaarheid, uiterlike ontwerp en logiese ordening dieselfde was, het deelnemers meer antwoordvelde in Vorm B as Vorm A oopgelos. Dit kan, teen die verwagting in, beteken dat deelnemers Vorm A makliker of meer verstaanbaar as Vorm B gevind het. Dit kan selfs, in teenstelling met hulle ervaring, beteken dat deelnemers meer sin van die uiterlike ontwerp en logiese ordening van die vrae in Vorm A as die vrae in Vorm B kon maak. Hierdie resultaat is dus nie ’n goeie uitkoms vir die span wat die vorm moes hersien nie. Dit mag egter wees dat die US die ontwerpers nie toegelaat het om genoeg veranderinge aan die hersiene vorm aan te bring nie, en daarom verskil die vorms nie genoeg van mekaar nie.

Thesis (MPhil)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: Background: The theoretical / cognitive component of ethics and professionalism teaching to undergraduate medical students at Stellenbosch University (SU) is well developed, but a concern exists about the need for teaching and assessment of clinical ethics and professionalism on ward rounds. Some teaching does take place during clinical rotations in the form of role modelling as part of the hidden curriculum. Opportunities should be created for explicit teaching of ethics and professionalism beyond the hidden curriculum. Assessment of the cognitive component of ethical and professionalism occurs, but assessment of clinical ethics and professionalism during clinical rotations remains a challenge. Methods: This was a non-experimental study and included three subgroups of undergraduate medical students in their clinical years as well as a random sample of educators involved in clinical training. Questionnaires were distributed to the students and educators. This was followed by focus group interviews among the students. Results: A majority of the students (88%) had indicated that they had experienced ethical and professional dilemmas while working in the wards or during ward rounds. The main dilemmas revolved around inadequate consent processes, lack of confidentiality and privacy, disrespect for patients, poor communication and students being expected to perform tasks they were not trained for. An average of 64% of students indicated that ethical and professional issues were not discussed during the clinical rotations in hospitals. Seventy-eight percent of students indicated that they did not feel free to discuss their own feelings or beliefs on ward rounds. All of the educators felt that there was a need for increased teaching and assessment of the medical students during their clinical rotations. Conclusions: Deliberate opportunities need to be created for teaching ethics and professionalism on clinical ward rounds. This could be a shared responsibility between the clinical departments with continuous input throughout the clinical years of study. Strong institutional support and commitment are necessary to make the teaching sustainable and successful. Structured opportunities need to be developed where students can discuss ethical and professional issues in a safe environment. Further research is needed for the development of an appropriate curriculum and assessment tools. / AFRIKAANSE OPSOMMING: Geen opsomming

Thesis (MSpor)--Stellenbosch University, 2008. / ENGLISH ABSTRACT: The Stellenbosch Rugby Football Club is the largest club in the world and the men’s residence rugby competition is a component of that Club. The purpose of this study was to document the origin, formation and activities of men’s residence rugby (koshuisrugby) at Stellenbosch University. The history of the University, the history of the Stellenbosch Rugby Football Club and a little of the history of rugby in South Africa, and particularly at Stellenbosch, are given as background information in the introduction to provide a global view. The nucleus of this study concerns the development of koshuisrugby at Stellenbosch University. An attempt has been made to reconstruct all gathered information as accurately and as thoroughly as possible. Although there is much popular writing on sport in South Africa, the supply of scientific information is minimal. Studies such as these are thus hampered by the unavailability of primary sports history information. As this study is sport-historically orientated, the historic-scientific method has been implemented. Preference has been given to primary sources of information. These sources included minutes, annual reports, reports of annual meetings and reports of special meetings of the Stellenbosch Rugby Football Club, as well as interviews with people involved with the club. Personal correspondence and interviews have also been undertaken with the students and warders of the various male residences. Secondary sources of information included University of Stellenbosch publications, books, articles and newspapers. The introductory section provides a broad outline of the history of rugby in Stellenbosch; the sports fields of the University and especially the various venues of the rugby club are dealt with. At first, games were played on the Braak, from where they were moved to the Vlakte, the Paviljoenveld and later to Coetzenburg. The second chapter is devoted to the formulation of the problem, defining of the study, method of research and the evaluation of the resources. The third chapter describes all the male residences playing in the koshuisrugby competition. Their history, emblems and their results in the koshuisrugby competition are discussed in detail. Two other teams are also described. However, they are not resident on the Stellenbosch Campus: the Elsenburg Agricultural College has also been discussed as they take part in the koshuisrugby competition although they are not part of the University. Medies (the Medical School) is part of the University and plays rugby in the koshuisrugby competition, but is not situated on the Stellenbosch Campus. The fourth chapter deals with the koshuisrugby competition. First, the origins and the evolution of the five leagues are mapped out. Other competitions such as sevens rugby and the first years’ tournament are also described. Since koshuisrugby provided the playing field for experimenting with rules, a section has been written on rule changes. Referees had to know and apply al those rule changes, so something about the history and evolution of referees has also been given. Finally, sponsors are discussed because their participation helped to make koshuisrugby extremely popular. / AFRIKAANSE OPSOMMING: Die Stellenbosch Rugbyvoetbalklub is die grootste klub in die wêreld en die rugbykompetisie van die manskoshuise is 'n komponent van hierdie klub. Die doel van hierdie studie was om die ontstaan, samestelling en aktiwiteite van die rugby van mansstudente in koshuise (‘koshuisrugby’) aan die Universiteit Stellenbosch te dokumenteer. Die geskiedenis van die Universiteit, die geskiedenis van die Stellenbosch Rugbyvoetbalklub en iets van die geskiedenins van rugby in Suid-Afrika, veral te Stellenbosch, word in die inleiding as agtergrond aangebied om 'n globale blik te voorsien. In wese het hierdie studie te doen met die ontwikkelling van koshuisrugby by die Universiteit Stellenbosch. 'n Poging is aangewend om al die versamelde inligting so akkuraat en deeglik as moontlk te herkonstrueer. Alhoewel daar baie populêre sportskrywing in Suid-Afrika gedoen word, is die aanbod van inligting met 'n wetenskaplike strekking minimaal. Studies soos die huidige een word dus in die wiele gery deur die onbeskikbaarheid van primêre inligting oor die geskiedenis van sport. Aangesien hierdie studie op sportgeskiedenis gerig is, is die histories-wetenskaplike metode daarvoor gevolg. Voorkeur is gegee aan primêre bronne van inligting. Hierdie bronne het die notules van vergaderings, jaarverslae, verslae van jaarvergaderings en verslae van spesiale vergaderings van die Stellenbosch Rugbyvoetbalklub ingesluit, sowel as onderhoude met persone wat by die klub betrokke is. Persoonlike briefwisseling en onderhoude is ook gevoer met studente en koshuisvaders van die onderskeie manskoshuise. Sekondêre bronne van inligting het publikasies van die Universiteit Stellenbosch, boeke, artikels en koerante ingesluit. Die inleiding verskaf 'n breë oorsig oor die geskiedenis van rugby in Stellenbosch; die sportvelde van die Universiteit, en die verskeie bymekaarkomplekke van die rugbyklub. Aan die begin is rugbywedstryde op die ‘Braak’ gespeel, vanwaar hulle na die sogenaamde ‘Vlakte’ verskuif het, later na die ‘Paviljoenveld’ en toe na Coetzenburg en later die Danie Craven-stadion. Die tweede hoofstuk is gewy aan die formulering van die probleem, die afbakening van die studie, die navorsingsmetode en die evaluering van die bronne. Die derde hoofstuk beskrywe al die manskoshuise wat aan die koshuisrugbykompetisie deelgeneem het. Die geskiedenis van hul deelname, koshuiswapens en resultate word in besonderhede gedek. Twee ander spanne, wat hulself nie op die Stellenbosch-kampus bevind nie, word ook bespreek. Die Elsenburg Landboukollege word bespreek aangesien hulle aan die koshuisrugbykompetisie deelneem, ten spyte daarvan dat hulle nie deel vorm van die Universiteit nie. Medies (die span van die Mediese Skool) vorm deel van die Universiteit en speel rugby in die koshuisrugbykompetisie, maar is in Tygerberg gesetel. Die vierde hoofstuk behandel die koshuisrugbykompetisie. Die oorsprong en ewolusie van die vyf ligas word eerstens uitgestip. Ander kompetisies, soos sewes-rugby en die eerstejaarstoernooi, word ook beskrywe. Aangesien koshuisrugby die speelveld vir eksperimentering met reëls gelewer het, word 'n afdeling aan die wysiging van reëls gewy. Skeidregters moes die reëlwysigings leer ken en toepas, dus was dit nodig om ook oor die geskiedenins en ontwikkeling van die skeidsregters te skrywe. Ten laaste word borge ook bespreek, aangesien hul deelname gehelp het om koshuisrugby so uiters gewild te maak.

Thesis (MBA)--Stellenbosch University. 2012. / Strategic planning has become part of higher education institutes (HEIs) in the late 1990s. Even though several authors disagree on the merit of strategic planning in HEIs, the challenge is to use planning well and wisely. The need for strategic planning exist due to a constantly changing environment, e.g. an increased demand for tertiary education, a decline in government funding and the changing demographics of students. In this research report, a strategic plan for the Department of Genetics at Stellenbosch University was formulated. Following a literature review of strategic planning in higher education, a contextual overview of the institute is conveyed and subsequent analyses of the internal and external environments. The research design included engagement with all relevant stakeholders (staff members, students in the department and the Dean and faculty manager of the Faculty of AgriSciences). The department also serves students in the Faculty of Science and secondary data was obtained from both faculties for analyses. Five strategic themes were identified for the department. These themes contribute to the sustainable growth of the department as well as the overall strategic direction of the institute. The strategic themes were prioritized for implementation to commence in 2013. The key to successful execution of the strategic plan in the department is related to strong leadership, inclusion of all staff members and students and by encouraging creativity and innovation. The identified strategic themes also aims to alleviate, in part, some of the challenges faced by the South African government in higher education and, if successful execution occurs, will prove to serve the society as a whole.

Thesis (MA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: The tensions I experienced as a Stellenbosch University student made me curious to delve into potential exchanges between the boundaries of worthwhile art and valid education. I explored the capacity of interactive artworks to contribute to realising the university‟s institutional vision. This research venture seeks to inspire innovative approaches to education that can potentially decrease discrepancies between institutional policy and practice. The primary question examines the nature and effect of students‟ responses to an interactive artwork placed on the Stellenbosch University campus. These reactions subtly exposed the particularity of the Stellenbosch University context and indicated aspects of art education in the expanded field that could aid higher education institutions in fulfilling their transformative role. An anti-colonial paradigm guided me through a crucial attentiveness of the power issues embedded in knowledge production, validation and dissemination. The reflexive process of qualitative research permitted a captivating interdisciplinary landscape that spans from policy documents to philosophical enquiries. I studied the lived experiences of students, lecturers and staff members at Stellenbosch University through individual and group interviews. A case study research design was employed to use the patterns picked up in these single cases to lead me toward more entrenched underlying issues and attitudes. Nuanced research findings were the result of the anti-colonial prism that caused me to place equal value on difference and coherence in my enquiry. Visual metaphors such as my interactive public artwork translate philosophical ideas into practice and communicate these ideas right to the heart. This is how art can bridge the divide between in- and out-of-class education and aid the university in preparing students to become purposeful citizens. Not only does this project signify the university‟s institutional transformation, but it also adds to the transformative impact of the university on all its stakeholders; a necessary process that enables greater social impact. Belonging is a crucial aspect in this regard, because it enables students to internalise the knowledge acquired through higher education. And one of the key underlying messages of higher education is that graduates are citizens that should contribute their skills and knowledge to positively enhance society. The interview feedback revealed that the artwork was successful in guiding students‟ thoughts and conversations to form new knowledge because it was an honest space where people could articulate their opinions. Interdisciplinary learning is a powerful tool that enriches curricula and increases the impact of university education. The university needs to allow students to belong and then develop responsibility and empathy toward societal needs, and it appears that the artwork roused some of these sentiments. In order to become an institution that launches the thought leaders of the future, Stellenbosch University needs to harness all collaborators that collectively contribute to an integrated understanding of life and an expanded appreciation of knowledge. / AFRIKAANSE OPSOMMING: Die spanning wat ek as „n Stellenbosch Universiteit‟s student ervaar het, het my nuuskierig gemaak om dieper in die moontlike wisselwerking tussen die grense van betekenisvolle kuns en ware opvoeding te delf. Tydens my studie het ek die vermoë van interaktiewe kunswerke om tot die verwesenliking van die universiteit se institusionele visie by te dra, ondersoek. Hierdie navorsing poog om innoverende benaderings tot opvoeding te soek wat die gapings tussen instititionele beleid en praktyk potensieël kan verminder. Die primêre vraag analiseer die aard en effek van studente se reaksies op „n interaktiewe kunswerk wat op die kampus van die Stellenbosch Universiteit geplaas was. Hierdie reaksies het die besonderse konteks van die Stellenbosch Universiteit blootgestel. Hierdeur is aspekte van kunsonderrig in die uitgebreide veld aangedui, wat moontlik hoër onderwys institute in hulle transformatiewe rol behulpsaam kan wees. „n Anti-koloniale paradigma het my deur „n kritieke bewustheid van die magsstryd waarin kennisvorming, geldigheid en verspreiding gewikkel is, begelei. Die terugskouende proses van kwalitatiewe navorsing het „n fassinerende interdissiplinêre landskap toegelaat wat strek vanaf beleidsdokumente tot filosofiese ondersoeke. Die ervaring van die studente, lektore en personeel van die Stellenbosch Universiteit is deur onderhoudsvoering met individue en groepe bestudeer. „n Gevallestudie navorsingsontwerp is gebruik om patrone in hierdie enkel gevalle in te span om versteekte onderliggende vraagstukke te ontbloot. Genuanseerde navorsings bevindings is na vore gebring deur anti-koloniale prisma wat my gelei het om gelyke waarde op beide verskille en ooreenkomste te plaas. Visuele metafore, soos my interaktiewe publieke kunswerk, het filosofiese idees in praktyk oorgeplaas. Dit is hoe hierdie idees reguit na die hart van die deelnemer spreek. Kuns kan so die skeiding tussen binne- en buite-klastyd onderrig oorbrug en die universiteit ondersteun in hul poging om studente as doelgerigte landsburgers voor te berei. Hierdie projek dui terselfdetyd op die universiteit se intitusionele transformasie nie en op die transformatiewe impak van die universiteit op al sy belangegroepe. Om aan „n groep te behoort „n belangrike aspek omdat dit studente in staat stel om die kennis, wat hulle deur hoër onderwys verkry het, te internaliseer. Dit sluit by een van die onderliggende sleutelboodskappe van hoër onderwys aan naamlik dat graduandi landsburgers is wat hulle vaardighede en kennis tot positiewe uitbouing van die samelewing moet aanwend. Die terugvoer van die onderhoude weerspieël dat die kunswerk suksesvol was in die begeleiding van studente se gedagtes en gesprekke, om nuwe kennis te vorm. Dit is moontlik gemaak deur die eerlike spasie waarin die mense opinies kon lig. Inter-dissiplinêre kennisverryking is „n kragtige werktuig wat kurrikulums versterk en wat die impak van universiteitsonderrig verbreed. Die universiteit behoort studente te laat voel asof hulle behoort en om verantwoordelikheid en empatie vir die samelewing se behoeftes by hulle te kweek. Dit blyk dat hierdie kunswerk sekere van daardie sentimente na die oppervlak gebring het. Vir Stellenbosch Universiteit om a instelling te word wat denkleiers van die toekoms vorm, verg dat al die deelnemers wat kollektief bydra tot „n geïntegreerde verstaan van die lewe uitbrie op die waardering van kennis.