This research responds to a body of literature that identifies the epistemological difficulties faced previously disadvantaged University entrants who are insufficiently prepared to successfully master the academic requirements at tertiary institutions in South Africa. The study investigates the impact of the nascent Extended Curriculum Tutorials (ECTs) programme in the Humanities at the University of KwaZulu-Natal, Pietermaritzburg on students‟ academic performance and social integration into the academy. These ECTs were developed and piloted in 2006 and were formally implemented in 2007. the aim of the programme is to articulate access into mainstream study through introducing students to the discursive practices of selected disciplines. They are available as an augmented extension of the existing access programme at the University. The research focuses on the following questions: 1) Are extended curriculum academic access interventions instrumental in the academic success and student development?; 2) What are the students‟ personal and interpersonal experiences within the programme in their social and academic development?; Which pedagogical approach/es are prevalent within the extended curriculum tutorials and 4) What is the role and the use of social capital within the programme? A triangulation of quantitative and qualitative methods was employed for data collection in this study. The findings are based on: 1) A comparative statistical analysis of students‟ assessment marks; 2) A student evaluation of the programme; 3) Participatory classroom observations and 4) in-depth interviews with students and tutors within the programme. The findings reveal that the extended curriculum tutorials are instrumental not only in supporting academic success but also in facilitating personal development. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.

The main aim of the study was to investigate the Career Orientation profiles of first year and second year MBA students at the University of Natal in order to establish what particular profiles were prevalent amongst students with the view of using those as the diagnostic schedule of those that are likely to succeed in their careers. The first aim of the study was to compile the profile of first and second year MBA students. The second aim of the study was to determine MBA students' career orientation profiles. A standardized Schein's Career Orientation Inventory Scale was used in the study in order to achieve the objectives of the second aim. The researcher constructed a biographic questionnaire in order to achieve the objectives of the first aim. The measuring instrument was administered to groups of first and second year students. One hundred questionnaires were analysed, seventy for the first years and thirty for second year students. The sample consisted of 42 first year male students and 28 first year female students, and 18 second year male and 12 second year female students. The findings according to the first aim of the study, i.e., the compiling of the profiles of the first and second year MBA students, revealed that there was no significant difference in terms of age, marital status, level of education, employment sector and salary range between the two groups of MBA students. The findings based on aim two, i.e., determining the career orientation profiles revealed that the most dominant career anchor for both groups of MBA students was the Pure Challenge followed by Autonomy / Independence. / Thesis (MBA)-University of Natal, Durban, 2001.

The Raven’s Coloured Progressive Matrices (CPM) test is used extensively across a wide variety of settings in South Africa, however more appropriate local normative data has yet to be established. The CPM is internationally recognised as a culture-fair test of nonverbal intelligence, designed for use with children between the ages of 5½ and 11½. This pilot study thus sought to establish normative data for this instrument for a population of Xhosa-speaking Primary School children in the peri-urban township area in the Grahamstown region. The booklet version of the test was used and it was administered in group format and according to an alternate method of test administration (using Xhosa instructions) developed by Vass in 1992. The final normative sample consisted of 197 male and 182 female Xhosa-speaking children in Grades Two to Seven (N=379). The results showed (1) a significant effect of age on test scores, where scores increased with age as expected; (2) a consistent tendency for males to outperform females was also noted, however small sample sizes precluded any categorical claims to this effect; (3) no significant effect of education on test scores was observed and finally; (4) and finally, it appeared that the norms generated for this study revealed a tendency to be lower than those obtained by Raven, Court and Raven (1990) during the standardisation of this instrument in the United Kingdom and America. The study concluded that (1) there is an urgent need for more appropriate South African normative data for this test; and (2) that when assessing African children from disadvantaged backgrounds, further research into the effects of cultural and socio-economic factors and gender on non-verbal intelligence (and on performance on this test in particular) is required.

There is increasing concern that newly qualified registered nurses (RNs) find it difficult to make a smooth transition from completing their four-year nursing training to taking up their posts as first time RNs. In a constantly changing healthcare system, these newly qualified RNs are expected to work independently and be competent in applying the decision making and problem-solving skills gained during their training. While certain aspects of clinical incompetence may be ascribed to individual factors, the importance of the clinical learning environment and its influence on the development of clinical competence cannot be ignored. Nurses need support and guidance to effect a successful transition from being novice to competent nurse and the environment is regarded as important in developing technical competencies. The research study followed a positivistic, quantitative paradigm, where the hypothesized relationship between clinical learning environmental factors and clinical competence of newly qualified RNs were explored. Data was collected from the experienced RNs in the hospitals by means of a structured pre-existing questionnaire, namely the Competency Inventory for Registered Nurses (CIRN). Descriptive statistics and inferential statistics were used to analyse data. The analysed data was used to describe the findings. Recommendations were made based on the findings. Results suggested that the development of clinical competence is dependent on both the individual and context. Positive relations were reported between clinical learning environmental factors and clinical competencies.

Using social realist theory and particularly the morphogenetic/morphostatic methodology advocated by Margaret Archer, this study offers a critical examination of the emergence of a formal academic staff development programme at a small South African university (SSAU). Archer’s morphogenetic approach enabled an investigation of the interface between culture, structure and agency (at macro, mezo and micro levels) in order to theorize about the material, ideational and agential conditions that obtained and which in turn enabled the emergence of the Postgraduate Diploma of Higher Education (PGDHE) at the SSAU. The study therefore advances concrete propositions about the cultural, structural and agential conditions for transformation which existed at a particular time in the history of higher education (and the subfield of educational development) which enabled the introduction of the PGDHE. Analysis of the data suggests that what occurred at SSAU was a disruption of the morphostatic synchrony between structure and culture brought about by new discourses and structures emanating from the broader international and national higher education context. In particular, it seems that attempts at reconciling the constraining contradictions between the discourses and structures related to quality assurance on the one hand and educational development on the other resulted in a conjunction between transformation at the levels of both the cultural system and social structure. This conjunction, along with the actions of key Institutional agents and the morphogenesis of the staff of the Educational Development Unit, created sufficiently enabling conditions in the Institution for the introduction of the PGDHE. The research adds to knowledge through insights into the contribution that the ideas, beliefs, values, ideologies and theories about higher education broadly and about educational development specifically make to enabling or constraining conditions for the professionalization of academic staff in higher education institutions. It uncovers how relevant structures at the international, national and institutional levels can shape the practice of educational development and specifically staff development. It has generated insights into how the relevant people and the positions they hold can impact on staff development practices. In summary, the research could contribute towards emancipatory knowledge which could be used by SSAU and educational development practitioners elsewhere to inform future planning and decision making in relation to educational development and more specifically staff development practices in their contexts.

Several factors that are known to influence attitudes of students towards learning have been documented. Some of these factors have been found to affect the achievement of students. In this study the relationship of the attitudinal disposition of students to their learning outcomes were assessed. Chemistry attitude questionnaire was used to assess the attitude of students and a pen and paper examination comprising of questions requiring declarative and procedural knowledge were used to assess learning outcomes of students. Correlation analysis and multiple linear regression analysis were used to assess relationship between attitude of students and their learning outcomes. The results showed that attitude of students had a positive but moderate influence on their performance. The ANOVA results showed a statistical significant relationship between attitude of students and students’ learning outcomes (F= 38.383, p=0.000). / Institute of Science and Technology Education / M.Sc. (Mathematics, Science and Technology Education)

Text in Afrikaans / Summaries in both Afrikaans and English / Religiositeit is 'n antropiese ontisiteit en kinders word in 'n bepaalde geloof opgevoed. 'n Christelik-Protestantse perspektief van godsdiensopvoeding word aangebied. Die betrokke opvoedingsmoveerders en hul verhouding tot mekaar word bespreek. Ter aanduiding van wat jeugdige-wees wesenlik kinder-antropologiese kategoriee beskryf, is, word bepaalde gevolg deur 'n sinkroniese en 'n diakroniese perspektief van godsdienswording. Die hedendaagse jeugdige se leefwereld en gepaardgaande struikelblokke word bespreek. Die taak, die doel, asook relevante religieuse kriteria en essensies van opvoeding word bespreek. Die Afrikaanse Christen-Studentevereniging is een van die opvoedingsmoveerders betrokke by die godsdienswording van sommige jeugdiges. Die oorspronklike struktuur en benaderingswyse van die vereniging, asook die veranderde struktuur en benaderingswyse en die redes daarvoor, word beskryf. Die missie, toekomsvisie en modus operandi van die vereniging word deur hierdie veranderinge geraak. Omdat persone van verskillende denominasies by die vereniging mag aansluit, word 'n oorsig van dogma binne die Christelike geloof gegee, gevolg deur 'n bespreking van ideologies-religieusestrominge wat van belang mag wees. Die vereniging se confessio van 1988, 1992 en 1994 word vergelyk met die oog op die moontlike veranderinge rakende godsdiensopvoeding. 'n Evaluering is onderneem vanuit sowel die struktuurdenke as die sisteemdenke. Hierdie evaluering geskied op drie vlakke. Op die ontologiese vlak word gekyk of die vereniging rekening hou met sekere neaniagogies-antropologiese kategoriee. Op die terrein van die pedagogiese word die realisering van bepaalde opvoedingsessensies, van die verhoudings- en verloopstruktuur en van Protestants-Christelike geestelike volwassenheid as doel ge-evalueer. Die vereniging se bewustheid van sekere bepalende aspekte rakende godsdiensopvoeding, asook die bantering van sommige van die leefwereldprobleme word geevalueer. Die aktualiteit van die werksaamhede word vergelyk met 'n Amerikaanse jeugbedieningsmodel. Op teologiese gebied word moontlike ooreenkomste tussen verskillende Christelike belydenisse aangedui. 'n Christelike evaluering van die werksaamhede van die vereniging word onderneem. Godsdiensopvoeding gaan moontlik in die "nuwe" Suid-Afrika veranderinge ondergaan en daarom word 'n prospektiewe blik op die moontlike rol van die vereniging in die veranderde situasie gebied. / Religiosity is an anthropological onticity and children are educated in a specific religion. A Christian-Protestant viewpoint of religious education is presented. The educational motivators involved, as well as their inter-relatedness, are discussed. To indicate what it means to be a youth, certain childanthropological categories are described, followed by a synchronical and diachronical perspective of religious growth. The influence on the life-world of today's youth and related problems are discussed. The task, aim and relevant religious criteria and essences of education are discussed. The Afrikaanse Christen-studentevereniging is one of the educational motivators involved with certain youths. The orginal structure and attitude of the organisation, as well as the changes in its structure and attitude and the reasons for these changes are described. The organisation's mission and vision, as well as its methods, are affected by these changes. Because people from different denominations can become members of the organisation a cursory description of dogma within the context of the Christian religion is given, followed by a discussion on ideological religious mainstreams that may be of importance. The organisation's confessions of 1988, 1992 and 1994 are compared in view of the probable changes concerning religious education. An evaluation is done from both a structural thinking and systems thinking point of view. This evaluation is conducted on three levels: On an ontological level it is evaluated with regard to what extent the organisation is taking neaniagogical categories into account. on a pedagogical level the realisation of the pedagogical relationship and sequence structures and its essences as well as Christian-Protestant religious maturity as aim are evaluated. The organisation's awareness of certain determining aspects concerning religious education, as well as the handling of some of the lifeworld problems are evaluated. The actuality of the organisation's activities are compared to an American youth program model. On a theological level possible similarities between different Christian confessions are indicated. A Christian evaluation of the organisation's activities is also rendered. Since religious education may undergo certain changes in the new South Africa a prospective view is presented of the possible role the organisation may fulfil. / Education Studies / D.Ed.

Thesis (MTech(Public relations management))--Cape Technikon, Cape Town, 2001 / The pressing need at tertiary institutions in South Africa and, it is believed internationally, is to apply creative ways of recruiting students. The purpose of this research was to explore the effectiveness of social messaging in a multimedia recruitment tool designed for secondary school learners being recruited at a technikon in the greater Cape Town area. The proposed research was not designed to evaluate current recruitment methods, but rather to investigate the potential of an altemative method to recruit both the traditional and nontraditional student at a tertiary institution. A sample of five schools in the Cape Town Metropolitan area were used for this study.These schools represented a cultural and academic mix, looking at learners from both advantaged and disadvantaged backgrounds. The method used for this research was firstly a presentation of the CD-ROM at the Media Laboratory in the then School of Management, Cape Technikon, which was followed by focus group interviews two weeks later at the same schools. An interactive CD-ROM - The Cape Technikon - Tools to empower your future was created to recruit a multicultural student population, but more specifically to recruit the traditional and nontraditional student to the Cape Technikon. The CD-ROM, being both educational and entertaining, addressed aspects of creating a bond, an affiliation between the student and the institution and to enhance the notion of observational learning through role models in order to encourage decision-making. The data was codified according to the various categories of the Syntony Filter Matrix Grid. The results suggest that there is a need for student recruitment to be conducted sensitively, taking cognisance of cultural backgrounds and identities, mother tongue, and role modeling. The notion of syntony ought to play an important role in student recruitment at the Cape Technikon.

Thesis (MTech (Education))--Peninsula Technikon, Cape Town, 2003 / Peace Education strives to provide for the promotion and building of a peaceful society. A Peer Mediation Programme is one of the strategies designed to promote Peace Education in that it provides the skills for the resolution of conflict. The main objective of this evaluation research was to evaluate the conceptualisation, the design, the implementation and the impact of a Peer Mediation Programme that is being implemented at a primary school. The literature review was an in-depth study of the existing literature relating to conflict resolution and peer mediation. The main aspects covered by the literature were the nature of conflict and how it evolved and created meaning for itself. It also examined discipline and behaviour in the context of schools and the move towards alternative behavioural programmes at schools. It defined Peace Education and outlined the use of peer mediation as an alternative behavioural strategy, which could instil positive values and skills. It finally reviewed the benefits of alternative mediation programmes and the positive effects that it would have on the stakeholders involved in the programme. The research design used was Mouton's Logical model. The research was conducted. by using qualitative and quantitative methods. The qualitative methods included five focus group interviews and two individual interviews with all the relevant stakeholders who were associated with the programme. All the relevant documentation relating to the programme was examined and analysed. The quantitative method consisted of a questionnaire which all the mediators completed. The analyses of the data led to interesting findings. The Peer Mediation Programme was well conceptualised by the different stakeholders. There was the problem of 'dual roles' for mediators that impacted on the stakeholders' conceptualisation of the programme. The school had developed a unique design which was adapted to the culture of the school. The programme was well implemented and impacted positively on the school, the mediators, the parents and the community. Community involvement, however, was lacking. While the evaluation research revealed that the programme was successfully implemented, with positive results, it was recommended that the conceptualisation of the programme be expanded on and developed in order to improve the overall understanding of the programme. It was also recommended that the design should include all grades in an adapted programme. Parents also needed to become more involved in the programme.

M.Ed. / This research aims at the description of a therapeutic approach relevant to the adolescent underachiever in whose case the cause of the problem is often overlooked because it is not self-evident. In this specific case there seemed to be no clear reason why the adolescent was not achieving academically according to his potential. An in-depth study was necessary, involving also the family of the respondent. From conversations with educational psychologists, the history of the adolescent and the literature, it seems as if the focus of the intervention in cases where there do not seem to be overt reasons for the underachievement, was on the adolescent only. Courses in motivation and study skills were offered, but were not effective. Because the adolescent is a member of a family, the research is aligned to a systems approach. I wanted to explore the the possibility that the cause of the problem could be found in the style of parenting and resulting family dynamics. A qualitative, investigative, descriptive and contextual design was used. One adolescent was deliberately chosen according to set criteria, and subjected to the utilisation of multiple data-gathering sources and methods. These included interviews, document analysis and observation. The parents of the underachiever as well as his register teacher, were also interviewed. A case study report was compiled according to the processed data. A cross-validation report was compiled, using notes which were taken when I was dealing with the cases that first aroused my interest. Hereafter literature control was applied to compare the results of this study with other available research, and to point out new insights into a family's educational style as a cause of underachievement, gained from the study. All data were submitted to an independent consultant for analysis. After the data were analysed, I concluded that the educational style of parents can be a cause of underachievement. From an integrative systemic perspective, an educational psychological therapeutic programme was described. It is hoped that, aided by this programme, the educational psychologist may make a contribution towards helping the underachieving adolescent and his/her family to overcome their problems so that he/she may realise his/her full potential.