D.Ed. (Educational Psychology) / The creatively gifted individual is generally regarded as a valuable natural resource. Some of the solutions to the threats that endanger the future of mankind, are possibly lodged in the abilities of the creatively gifted. These individuals, however, often experience social isolation because of their ability to question the status quo. The creatively gifted student at university is the focus of this investigation in which an attempt has been made to ascertain how the creatively gifted individual experiences university culture. This was done with a view to describing ideographically how students perceive their university culture. In Chapter I the problem and objectives were presented. The research question of this study pertains to the nature of creatively gifted students' experience of university culture. The rationale for the study is the fact that creatively gifted students often fail to be accommodated in an educational environment, both socially, personally and with regard to their academic activities. The objective of the study was to investigate the creatively gifted student's experience of the university environment. The latter refers to the social, personal and academic milieu. The aim of the investigation was to contribute to theory by highlighting the theoretical dimensions of the problem. It was also the objective of the study to use the interpreted data as a basis for recommendations to accommodate the creatively gifted student in the university environment. In Chapters 2, 3 and 4 a literature review was conducted. Chapter 2 dealt with the concept creativity and its interrelatedness with concepts such as giftedness and intelligence. Creativity is often confused with intelligence while they are both different aspects of giftedness. The concepts experience and university culture were also clarified. The creatively gifted personality was the focus of Chapter 3. The creatively gifted often display characteristics which may alienate them from society. In Chapter 4 the interaction between the creatively gifted individual and the environment was discussed. The environment can either encourage or demotivate the individual's creativity. Although the creatively gifted often resists the environment, they need assistance and support from the environment to actualize their creative potential. The design and method of research was formulated in Chapter 5. A case study design was selected for this study. The rationale for choosing this method of research was discussed. Issues such as validity, reliability and generalizability were also addressed. To identify the students with whom the case studies were conducted, certain procedures were followed. The study was structured in 4 phases in which quantitative and qualitative research methodologies were combined. In phase 1 the Torrance test of creative thinking (Figural, Form A) was administered to 400 first-year students at the Rand Afrikaans University. By means of a stratified sample 12 students were selected for phase 2 of this study. This group was constituted of 4 highly creative students, 4 students who obtained average scores for creativity and 4 students who performed poorly on the creativity test. In phase 3 a focus group interview was conducted with these students. The data obtained from this interview were analyzed according to qualitative research methodological procedures. The two creatively gifted students were identified with whom the double case study was conducted in phase 4 of the research. In Chapter 6 the data obtained from the double case study was reported and displayed. Examples were given from each procedural stage of the research process in order to establish a "chain of evidence". Patterns of each student's experience of the university environment were isolated. In Chapter 7 the final patterns obtained from the analysis of the data were interpreted against the theoretical background of previous chapters. The patterns for these students correlated well. The conclusion was reached that creatively gifted students could experience isolation within their environment which has a negative effect on their social and academic functioning. They might experience the isolation partly because of distinct characteristics of the creatively gifted individual and also because of the university structure in which they function. It was also concluded that the creatively gifted individuals in the study have the ability to adapt to the milieu although it demands much from them on an emotional level. Both testees have sound faith in their own abilities. Recommendations were made for the practical accommodation of these students as well as for possible further research. It is the wish of the author that this research should serve as an inspiration for researchers in this fundamental and crucial aspect of human functioning.

Submitted in partial fulfillment of the requirements for the Master of Technology Degree: Public Relations Management, Department of Marketing, Retail and Public Relations, Faculty of Management Sciences, Durban University of Technology, 2009. / This study presents the research of an investigation into the intercultural communication barriers between Zulu and Chinese students at selected Higher Education Institutions in Durban. To achieve this aim, two sets of questionnaires were administered separately to Zulu and Chinese students at two HEIs in Durban and an observation report was compiled. This study reviewed theories and literature relevant to defining and understanding the barriers to intercultural communication. The insights gained from this literature review were used to interpret the results which were obtained through a quantitative and qualitative research methodology. The findings revealed that intercultural communication barriers do exist between Zulu and Chinese students. Findings also found that language problems amongst Zulu and Chinese students are viewed as common barriers, especially where the communicators speak different languages. Comments from respondents revealed that a communicators‟ accent, different grammar structure and the words they use are confusing during their intercultural communication experience. Cultural differences and language problems were found to be the main intercultural communication barriers. In addition, the problems of nonverbal communication, racism, ethnocentrism, cultural stereotyping were also viewed as obstacles of the intercultural communication process. / Durban University of Technology. Dept. of Postgraduate Development and Support.

Thesis (MPhil)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: This study investigated the support needs of students at Sekhukhune College of Education. The study assessed the effectiveness and efficiency of available support services, AND explored the possibilities for new services based on students' needs, as well as strategies and activities for the delivery of new services. The questionnaire was administered to 182 (one hundred-and-eighty-two) course three learners in JPTD, SPTD and STD classes at Sekhukhune College of Education. Indications from the research findings were as follows: • Recruitment, admission and registration, orientation, library, residence and accommodation, health and medical, as well as academic advising were found to be available student support services at Sekhukhune College. • Among the available student support services, recruitment, orientation, admission and registration were found to be effective and efficient. With regard to the possibilities for new student support services for delivery, it was found that the college is not resourceful enough to deal with those services and strategies that are available. • The focus-group interviews were administered to 13 (thirteen) staff members of Sekhukhune College of Education. The most important findings were: • The issue of academic advising as a way of mentoring learners has been left in the hands of individual subject-lecturers. Hence, the college has not yet adopted any appropriate method of dealing with the issue of mentoring as a student support service. • The library, financial aid and health care centre were found to be the most needed support services for students. The summative conclusion the researcher drew from the study was that the available student support services that are ineffective and inefficient override those that are effective and efficient. The general recommendation was that the college should put more effort into the. improvement of student support services that were found to be ineffective and inefficient. / AFRIKAANSE OPSOMMING: Hierdie navorsmg het die ondersteuningsbehoeftes van studente aan die Sekhukhune Onderwyskollege ondersoek. Die doeltreffendheid en doelmatigheid van beskikbare ondersteuningsdienste is geassesseer, moontlikhede vir nuwe dienste wat op studente se behoeftes gegrond is, is ondersoek, en strategieë en aktiwiteite vir die lewering van nuwe dienste, is verken. Die vraelys is aan 182 (eenhonderd twee en tagtig) derde jaarstudente in JPOD-, SPODen SOD-klasse aan die Sekhukhune Onderwyskollege voorgelê. Die navorsingsbevindingshet die volgende aangedui: • Werwing, toelating en registrasie, oriëntering, biblioteek,. inwoning en akkommodasie, gesondheids- en mediese dienste, asook akademiese raadgewing, was beskikbare ondersteuningsdienste aan die kollege. • Onder die beskikbare studente-ondersteuningsdienste was werwmg, oriëntering, toelating en registrasie doeltreffend en doelmatig. • Met betrekking tot die moontlikhede vir nuwe studente-ondersteuningsdienste en leweringstrategieë, is bevind dat die kollege nie die vermoë het om die beskikbare dienste te hanteer nie. Die fokusgroep-onderhoude is met 13 (dertien) personeellede aan die Sekhukhune Onderwyskollege gevoer. Die belangrikste bevindinge was: • Akademiese raadgewing as 'n wyse om leerders te mentor, is in die hande van individuele vakdosente gelaat. Gevolglik het die kollege nog geen toepaslike model aanvaar om die kwessie van mentorskap as 'n studenteondersteuningsdiensaan te pak nie. Die biblioteek, geldelike bystand en 'n gesondheidsorgsentrum is die ondersteuningsdienste wat as die heel noodsaaklikste vir die studente beskou word. Die summatiewe afleidings wat die navorser gemaak het, was dat die beskikbare studente-ondersteuningsdienste wat ondoeltreffend en ondoelmatig is, dié oorskadu wat wel doeltreffend en doelmatig is. Die algemene aanbeveling was dat die kollege fnbaie groot poging moet aanwend om dié studente-ondersteuningsdienste wat as ondoeltreffend en ondoelmatig bevind is, te verbeter.

The profession of Psychology in post-apartheid South Africa has been dominated by women, despite attempts to address issues of equity, access and redress in recruitment and training. Certain obstacles to entering the profession, that may be specifically relevant to men, included the longevity and cost of training; the notion that Psychology is a ‘woman’s profession’; and the appeal of more lucrative job opportunities. Women, on the other hand, were often encouraged to enter female-dominated professions such as Psychology and financial support either from one’s family or an economically-independent partner facilitates the pursuit of this career trajectory. The purpose of this study was to explore the experiences of married females who were embarking on postgraduate study. Using semi-structured interviews, eight married female participants currently enrolled in Professional Masters programmes provided in-depth information on why they took on the dual adjustment of marriage and postgraduate study and what were the challenges and benefits associated with this process. Thematic content analysis was used to interpret these accounts which revealed that the dating phase of relationships often concluded as postgraduate study commenced due to the longevity of the study trajectory. To address the accompanying relationship insecurity, marriage was idealised as offering enhanced security and stability. Despite the notion that Masters and marriage would complement each other in order to overcome the difficulties of marriage and postgraduate study, a blurring of boundaries was experienced between the perceived challenges and benefits as the idealised complementarity was not actualised. Using feminist theory, the study added value to debates on the perpetuating influence of chauvinistic notions regarding marriage and career development for women inherent in the family life cycle theory, as well as explored the implications of the “feminisation” of the profession of Psychology on recruitment, training and future practice of female Psychologists.

This research investigated students‘ views on the inclusion of multicultural perspectives into the psychology curriculum at two South African universities.54 students from the University of KwaZulu-Natal (UKZN) and a university in the Gauteng province participated in the research. The age of the participants ranged from 20-40 years. Purposive sampling was used to collect the data. Using a competency scale adjusted to suit a South African context participants were asked their views on a) the practice and supervision of psychology b) diversity in student representation c) students were also asked to rate how competent they were in multicultural issues d) research considerations e) if the physical environment reflected diversity. The students were of the view that South African universities have not adequately incorporated multicultural issues, African perspectives in particular, into the curriculum. The recommendations for future research, including curriculum transformation, are highlighted. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

A growing body of research has explored the relationship between attachment styles and sexual behaviour, although these two systems, along with care-giving, are theorized to constitute romantic love (Fraley & Shaver, 2000; Hazan & Shaver, 1987). The purpose of this study was to examine the relationship between attachment styles and risky sexual behaviour in young adults. A secondary aim was to explore the relationship between particularly risky sexual behaviours and participants’ membership to an attachment dimension. In addition to this, the role of self-esteem as a moderating effect on risky sexual behaviour and attachment dimension was examined. A questionnaire survey was administered to a convenience sample of 211 undergraduate university students with ages ranging from 17 to 24 years. The gender make up of this sample constituted 80 males (37.9%) and 131 Females (62.1%). The Past and Present Sexual History Questionnaire was used to measure risky sexual behaviour. Attachment dimensions were calculated by means of the Adult Attachment Scale (AAS) and the Rosenberg Self-Esteem Scale (RSE) was used to determined participants self-esteem. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.

Research on risk and resilience related to behaviour and poor health outcomes among young people consistently indicates the need to take greater cognisance of social and environmental factors. This is particularly true of research in developing countries. In South Africa, there is a paucity of research on these issues. This study attempts to examine risk and protective factors, as well as coping style of young South Africans at the University of Natal, Pietermaritzburg. Environmental risk and protective factors measured were related to family, peers, and financial support. Categories of risk behaviour and poor health outcomes measured were substance use, sexual behaviour, general risk behaviour and depression. Broad-based questionnaires were sent to 2000 randomly selected students aged between 18 and 24 years old, and completed by 678 students. Results indicated that there was a trend towards gender equalisation in levels of risk and poor health outcomes- that there were significant relationships between many risk behaviours and poor health outcomes- that coping styles were correlated with risk behaviour and poor health outcomes in the expected direction (avoidance coping correlated positively and approach coping correlated negatively with risk behaviour, poor health outcomes and environmental risk factors)- and that environmental risk factors (low family, peer, and financial support) were associated with high levels of risk behaviour and poor health outcomes including sexual risks and depression. A contextual model was employed to explain the importance of environmental factors and coping styles in the promotion of health and wellbeing. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 2001.

Submitted in partial fulfillment of the requirements for the Master of Technology Degree: Public Relations Management, Department of Marketing, Retail and Public Relations, Faculty of Management Sciences, Durban University of Technology, 2009. / This study presents the research of an investigation into the intercultural communication barriers between Zulu and Chinese students at selected Higher Education Institutions in Durban. To achieve this aim, two sets of questionnaires were administered separately to Zulu and Chinese students at two HEIs in Durban and an observation report was compiled. This study reviewed theories and literature relevant to defining and understanding the barriers to intercultural communication. The insights gained from this literature review were used to interpret the results which were obtained through a quantitative and qualitative research methodology. The findings revealed that intercultural communication barriers do exist between Zulu and Chinese students. Findings also found that language problems amongst Zulu and Chinese students are viewed as common barriers, especially where the communicators speak different languages. Comments from respondents revealed that a communicators‟ accent, different grammar structure and the words they use are confusing during their intercultural communication experience. Cultural differences and language problems were found to be the main intercultural communication barriers. In addition, the problems of nonverbal communication, racism, ethnocentrism, cultural stereotyping were also viewed as obstacles of the intercultural communication process.

The overall purpose of this study was to analyse the perceptions and experiences of students from disadvantaged schools regarding their academic progress at the University of KwaZulu-Natal (UKZN). The study focused on the students’ material and social circumstances, their learning environment while at University, their connections to their home community, and their career aspirations. It set to answer three key research questions, namely: (1) what are the contours of disadvantage that can be discovered through investigating samples of students from disadvantaged schools at UKZN? (2) How do the ‘contours’ seem to co-occur with factors relating to academic progress? (3) What are the perceptions of students from disadvantaged schools at UKZN about their pre-university experience and the learning environment at university? The notion of disadvantage was defined using the Department of Education (DoE)’s classification of schools into the quintile system which is based on measurements of the poverty of the catchment community. Thus, this study shows that the notion of disadvantaged students in higher education can be investigated through class-based, rather than merely racially-based definitions. This study was conducted within a three-fold conceptual framework based on sustainable livelihoods approaches (SLA), social capital theory and social justice ideology. The SLA approach teaches us that livelihoods can only be understood and captured in particular contexts. This research project therefore aimed to gain a clearer understanding of such a context, in this case, the campus environment. Through the phenomenological approach of the openended questions in the interviews, this thesis taps into the perceptions of students themselves about their environment and how they cope. Social capital theory postulates five spheres: the academic, the social, the economic, the support, and the democratic. These were probed in both a survey of a sample of disadvantaged students, and by interviewing eight students. With regard to academic progress, the measurements used were the matric aggregate, the grade point average for salient years and programmes, and the time it took for students to graduate or dropout. Comparisons are made between the norm of students, the disadvantaged (those from low quintile schools), and those in the sample. The purpose of utilizing such measurements is to contribute to the social justice discourse about university education based on Taylor’s notion of Fair Equality of Opportunity (FEO), where disadvantaged students’ abilities and aspirations can best be developed and exercised, leading to the attainment of self-realization. Until disadvantaged students show academic progress that fits the norm, the contours of their disadvantage need to be continually investigated; it is hoped that the findings of this thesis will contribute to further research and concrete proposals which can be implemented to improve conditions so that students who are already disadvantaged as a result of their schooling are not further disadvantaged while at University . / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2013.

M.Ed. / This investigation forms part of a greater research project on identity and the factors influencing identity as perceived by the learners themselves. A research team of the Department of Educational Sciences of the Rand Afrikaans University conducted the research project. The focus of this study is the contribution of the geographical environment to the identity of secondary school learners as perceived by the learners themselves. Aspects of the geographical environment are addressed as factors contributing to the identity of secondary school learners as perceived by the learners themselves. In chapter two a literature study to the contribution of the geographical environment to the identity of secondary school learners as perceived by the learners themselves was undertaken. This information was used to support the investigation and to make conclusions based on factual information. Aspects of the geographical environment that make a contribution to the identity of the learners as perceived by the learners themselves were discussed. In chapter three the instrument of research was discussed. Questionnaires were completed by secondary school learners of different schools in the Johannesburg district of the Gauteng Department of Education. The information from the completed questionnaires helped the researcher to ascertain to what extent the aspects of the geographical environment contributed to their identities as perceived by the learners themselves. The analyses and interpretation of empirical data were discussed in chapter four. The validity of the research instrument was investigated. Chapter five focused on the importance of research on the contribution of the geographical environment to the identity of secondary school learners as perceived by the learners themselves. Teachers and parents should be aware of the contribution of the geographical environment and how this affects the secondary school learner's personal and social development as well as his/her expectations for the future. The findings of this research essay suggest that secondary school learners do perceive the geographical environment as contributing to their identities. Data indicate that learners seem to put a higher value on 'mobility' and `home' followed by 'health' than in other aspects. Data also show that learners seem to have a lower opinion of the contribution of the geographical environment to their identities concerning 'educational and recreational facilities' as well as on 'security in their surroundings' despite literature that proves that these aspects are very important in the development of an adolescent's identity.