M.Ed. (Educational Leadership) / One of the most important choices that a student has to make is that of a career. Because of the financial implications, it is of the utmost importance that a student makes the right choice. To be able to do so, the student must know him-/herself and must be aware of the demands of the specific career. The purpose of this study is to determine whether a student's self and career perception have an influence on the successful completion of his/her studies. The point of departure of this study is the perceptual tradition and self-concept theory. This tradition operates on the premise that all behaviour is a function of the individual's perceived world. Each person has a unique system of perceptions about the self and this self-concept generates behaviour and is selective as far as the assimilation of other perceptions is concerned. This tradition maintains that each person is a conscious agent who considers, constructs, interprets and then acts. Research was undertaken to investigate the self and career perceptions of students and the effect that they may have on successful career choices. The most important findings were: The students all have a positive self-concept as well as a positive perception of the future. They all feel that the economy and politics will not have a negative influence on their future career. Students who have made a successful career choice had a thorough knowledge of their future careers and of their own ability, likes, dislikes and interests whereas students who have made a wrong choice did not have such knowledge at first. The following is recommended: The vocational guidance teacher should guide pupils towards in-depth self-perceptions and career perceptions.

The perceptions of both students and teachers are vital to improve performance and to ensure a positive teaching and learning climate at a college. This study examines the perceptions of staff at three recently merged campuses and students regarding student performance. The research focuses specifically on the performance of students registered for the Small Business Management N3 and NSC (National Senior Certificate) curriculum. A combination of quantitative and qualitative research methods was employed to investigate the desired result. Staff teaching the subject (Small Business Management) were given semi-structured interviews, while students who are currently studying the subject were given questionnaires to complete. Data was collected and analysed. This study reveals amongst other findings that management in FET institutions needs to take cognisance of the perceptions of staff and students regarding the improvement of student performance. Opinions, attitudes, insights and recommendations expressed concerning student performance can help institutions improve their culture of teaching and learning.

This study provides a critical interrogation of the perceptions held by the undergraduate Philosophy of Education students at an open and distance learning institution, towards African philosophy. The study is premised on famed Kenyan philosopher, Odera Henry Oruka‟s classification of African philosophy into four trends: ethno-philosophy, philosophic sagacity, nationalist-ideological philosophy and professional philosophy. These trends confirm that African philosophy is more than traditions, culture or ubuntu, and more complex than the students make it to be. The study makes a link between the students‟ flawed perceptions of African philosophy with their lack of critical thinking skills. The study has attempted to answer questions such as why students have flawed perceptions of African philosophy; how critical thinking assists in changing their perceptions of African philosophy, and what role can the education system play in equipping students with critical thinking skills. The study‟s findings show that undergraduate Philosophy of Education students conflate African philosophy with African people‟s traditions and cultures, and with ubuntu. Students perceive that African philosophy lacks reason and rationality - key elements of critical thinking. The study‟s findings show that students lack critical thinking skills. The study notes that the way students are taught makes a large contribution to their perceptions and lack of critical thinking skills. The study makes the following recommendations. Firstly, to deal with the problem of students‟ conflations, the study recommends the introduction of the principles of African philosophy, namely, ubuntu, communalism and indigenous knowledge systems (IKS) in the school curriculum, and to emphasise these principles in the curricula of higher education institutions. Secondly, the study recommends the introduction of philosophy for children (P4C) in schools. It is envisaged that P4C will assist learners to acquire critical thinking skills at an early stage of learning. Thirdly, the study recommends the teaching of critical thinking skills at universities. Finally, the study recommends that in- service training be made an integral part of teachers‟ and lecturers‟ professional training, to bring them up-to-date with new ideas and methods of teaching. / Educational Studies / D. Ed. (Philosophy of Education)

Bibliography: pages 73-82. / Using 262 acknowledged science educators from 41 countries, Bybee developed a scale for measuring the ranked priorities of scientists, and others, with respect to twelve major global problems related to science and technology in 1984. In 1993 this scale was re-administered to samples of 76 Cape Town science educators, 55 Transkei science educators and 129 chemical engineering undergraduates at the University of Cape Town. High correlations ranging from r = 0.68 to r = 0.90 were obtained among the four samples' mean ranked priorities on the scale as a whole, over the ten year period. Among the top six global problems in 1984, five still received consistently high overall prioritisation in 1993, namely: population growth; world hunger and food resources; human health and disease; air quality and atmosphere; and water resources. The mean ranking of war technology as a priority declined by seven places over the ten year period. Educators surveyed in follow-up studies in 1993 made numerous recommendations for teaching these global problems. These included the use of the science-technology-society (STS) approach in science education; the introduction of a core school curriculum on environmental education; the encouragement of student participation in projects which help to reduce or eliminate such global problems; and the re-allocation of money spent on nuclear arms towards the satisfaction of human basic needs such as food, housing, health and water services. In a follow-up survey of twenty lecturers in engineering at the University of Cape Town in 1993 and 1994 important goals and issues singled out by individuals included the provision of mass housing and infrastructure; sanitation; urbanisation; job creation; the abuse of high technology in communications; technological illiteracy among decision makers; abuse and reduction of oceanic resources; photochemical smog; the prediction and possible control of droughts and floods; demands on the human race of the information explosion; electromagnetic wave hazards and pollution; resource depletion education and the dissemination of knowledge; the emergence and separation of C.P. Snow's "Two cultures"; and the myth of the peace dividend. Several of these issues were then subsequently included in 1995 in an updated, modified and extended form of the Bybee Scale. Currently a reliable and validated 15-item Scale -emerging from the findings of this dissertation - is being employed by other research workers in various parts of the new South Africa. During 1995 its chief use has been offering relevant input into, and providing empirical justification for, fundamental aspects of the policy of the current Reconstruction and Development Programme, as set out in the 1995 White Paper of the Government of National Unity.

This study was aimed at finding reasons for nonparticipation in sport by black learners at secondary school level. It was carried out with a group of grade 9 to 12 learners who do not participate in sport at secondary schools in black townships. A nonparticipation in sport at secondary school level questionnaire was developed to measure the most important reasons for nonparticipation. Among the reasons learners cited were lack of sport facilities, political factors, social factors and factors related to self-image. Social circumstances were found to be intimately linked and overlapping with political circumstances. For learners coming from impoverished backgrounds, sport comes a very poor second. Based on the results of the study, a number of recommendations were made for education managers and sport administrators. Contributions of the study were highlighted and suggestions for further research made. / Educational Studies / M.Ed. (Guidance and Counselling)

The high unemployment rate, especially amongst schoolleavers could be counterbalanced by raising awareness of entrepreneurship as a career option. This investigation explores the relationship of entrepreneurial attitude, entrepreneurship and who the entrepreneur is, as is presented in the literature. The focus has shifted from testing for personality traits to identifying entrepreneurial attitude, attributes, behaviour and activities. A questionnaire, the GET (General Enterprising Tendencies test) was used to determine the levels of entrepreneurial attitude amongst a group of grade ll learners in three South African secondary schools, with the aim of raising awareness of their personal levels of entrepreneurial attitude and making them aware of entrepreneurship as a career option. It was found that inter alia, a culture of entrepreneurship is not prevalent amongst learners and prospective school leavers in South Africa. / Educational Studies / M.Ed. (Guidance and Counseling)

The increasing cultural and social diversity of South African society necessitates a study of the formation of harmonious social relationships amongst students at multicultural tertiary institutions. Desegregation at educational institutions is still in its embryonic stage and the minimal changes at college campuses are tokenistic. Educators have to make a concerted effort to review the dynamics and complexities of institutional change and to deviate from the straitjacket of upholding only ethnocentric views. A lack of communication and understanding between the different racial and ethnic groups on South African campuses has resulted in conflict and tension. This study takes an in-depth look at the psychology of prejudice, issues of ethnicity, racism and discrimination. A literature study and an empirical research project are used to gain an overview of the ramifications of racism on the formation of friendships in a multicultural milieu. The results of this study indicate the need to create a diversified campus environment which will promote genuine cross-cultural exchange. Working with culturally different students is a challenge that requires an acceptance and appreciation of diversity; flexibility, and improved contact and communication. Structured multicultural models and procedural frameworks have been designed implementation at institutions of specifically for higher learning to enhance social cohesion. are made: The following recommendations * Transitions models such as the contact hypothesis and the co-operative learning models promote the need for an interracial contact of people with equal status in co-operative situations. *Prejudice-Reduction Workshops will enable participants to learn about prejudice and to develop a positive mind-set towards all racial groups. *Specialized Programmes such as intercultural simulation games are ideal for discussions on culture shock, ethnocentrism and enculturation. * Mentoring Programmes ought to be designed to meet the needs of diverse students by providing wise and friendly counsel. * Academic Support Programmes or Affirmative Action * Strategies are necessary to assist succeed by providing language and students to study skills programmes, additional tutorials and content-based instruction for specialized courses. Special trainiog courses for educators ought to be initiated to · shape significant aspects of . an intercultural campus environment. * Preparatory Programmes which will improve interpersonal relationships, should be held prior to college entrance. / Psychology of Education / D.Ed. (Psychology of Education)

Thesis (MPhil)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Students undertake their clinical placement in various clinical settings for the exposure to and acquisition of skills related to that particular context. The operating room, for example, is a context that offers the opportunity to develop critical skills related to the perioperative care of the patient. Despite the numerous studies that have been undertaken in this field, few studies that have investigated the operating room as a clinical learning environment in the South African healthcare system have been published. The aim of this study was to determine students’ perceptions of the operating room as a clinical learning environment in a private hospital context. An exploratory, interpretive and descriptive design generating qualitative data was utilized. Data was collected from nursing students undertaking their training at a private nursing education institution. Ten nursing students participated in an open-ended questionnaire (N=10), and twelve students participated in the focus group discussion (N=12). From the results, four themes emerged, namely, ‘interpersonal factors’, ‘educational factors’, ‘private operating room context’, and ‘recommendations’. This study has highlighted some of the challenges experienced by students in the private sector operating room context. Despite the potential learning opportunities, the key findings reveal negative perceptions of students regarding learning experiences. However, the opinion that the operating room offers an opportunity to gain skills unique to this context, as well as facilitates the integration of theory and practice, was also expressed. Some students reported that the emphasis on profitability and cost to patient, and the lack of a mentoring process in this context posed a constraint to learning. Exploration into the specific preparatory needs of students specific to learning outcomes before operating room placement should be considered. It would also be necessary to improve collaboration between lecturers, mentors and theatre managers so that a structured teaching programme may be developed for students entering the perioperative environment. / AFRIKAANSE OPSOMMING: Studente onderneem hul kliniese plasing in verskeie kliniese omgewings vir die blootstelling aan en aanleer van vaardighede wat verband hou met daardie spesifieke konteks. Die operasiesaal, byvoorbeeld, is ’n kliniese omgewing wat die geleentheid bied om kritiese vaardighede te ontwikkel wat verband hou met die perioperatiewe versorging van die pasiënt. Ten spyte van die talle studies wat in die operasiesaal onderneem was, het slegs ’n paar studies uit ’n Suid-Afrikaanse gesondheidsorg oogpunt, die operasiesaal as ’n kliniese opleidings omgewing ondersoek. Die doel van hierdie studie was om studente se persepsies van die operasiesaal as ’n kliniese omgewing in ’n privaat hospitaal konteks te bepaal. ’n Ondersoekende, verklarende en beskrywende ontwerp wat kwalitatiewe data genereer, is gebruik. Data is ingesamel van verpleegstudente wat hul opleiding by ’n privaat verpleegonderrig instelling ontvang. Tien verpleegstudente (N=10) was genooi om ’n onbepaalde vraelys te voltooi en twaalf student (N=12) het aan die fokusgroep bespreking deelgeneem. Vier temas het na vore gekom, naamlik ‘interpersoonlike faktore’, ‘opvoedkundige faktore’, ‘privaat-operasiesaal konteks’, en ‘aanbevelings’. Hierdie studie het ’n paar van die uitdagings uitgelig wat die studente in ’n privaat sektor operasiesaal ondervind. Ten spyte van die potensiële leergeleenthede teenwoordig in die privaat sektor operasiesaal, toon die belangrikste bevindings egter die negatiewe persepsies van studente jeens hierdie kliniese omgewing. Die opinie is egter ook uitgespreek dat hierdie omgewing ook ’n geleentheid aanbied om unieke vaardighede aan te leer. Dit bied ook ’n geleentheid om teorie en praktiese kundigheid te integreer. Sommige studente rapporteer dat die klem op winsgewendheid en koste vir die pasiënt, asoók die gebrek aan mentorskap in hierdie kliniese omgewing ’n beperking plaas op die leerproses. Die spesifieke voorbereidings behoeftes van studente insake leeruitkomste voordat plasing in die operasiesaal omgewing geskied, moet eers deeglik ondersoek word. Dit is ook nodig om die nodige samewerking tussen dosente, mentors en operasiesaal bestuurders te verbeter sodat ’n gestruktureerde onderrig program ontwikkel kan word vir studente wat die perioperatiewe omgewing betree.

Thesis (MPhil (Sociology and Social Anthropology))--University of Stellenbosch, 2006. / Worldwide various studies have been undertaken to investigate the influence of discrimination due to sexual preference and the impact thereof on the homo- and bisexual student during his/her student years. As opposed to this, few studies have been done at tertiary institutions in South Africa. This study investigates homosexuality as a sub culture by illustrating the experiences and perceptions of a selected group of homo- and bisexual students with regards to social interaction within a heterosexual student environment.

Drinking and driving has always been a problem amongst university students. As Rocha-Silva (1981:1) states, drinking and driving accidents are one of the biggest problems that many universities internationally and locally have to deal with. The high level of drinking and driving among students in South African universities has prompted many universities to implement strategies to address the problem, such as the "Buddy Bus" campaign. The Department of Transport (DoT) has also implemented strategies such as the Arrive Alive campaign and Asiphephe to try and reduce the problem of drinking and driving in the country at large. However, studies on drinking and driving behaviour according to Nuntsu (2004) still point to an increase in the number of young people who engage in drinking and driving despite the number of diversified initiatives that have been implemented by educational institutions, communities and by various government bodies to counteract it. This has prompted this study in identifying the implementation approaches used by certain universities in South Africa in addressing drinking and driving among university students and the marketing strategies used to promote the drinking and driving policies. These universities included; the University of Johannesburg, Witwatersrand University and the University of Pretoria (Gauteng Province), University of KwaZulu-Natal campuses (Howard College, Westville campus and Pietermaritzburg campus), and the University of Zululand (KwaZulu-Natal province), the University of Cape Town, Stellenbosch University and the University of Western Cape (Western Cape province). The method used for this study was qualitative method and the data was collected using face to face in-depth interviews. Both purposive and quota sampling was used to select the sample for the study. The findings showed that all the institutions under investigation had anti-drinking and driving programmes and campaigns such as "Buddy Bus" campaign and utilised music concerts with young famous musicians promoting anti-drinking and driving messages to students. However, they did not have formal, codified drinking and driving policies. Both the "top-down and the "bottom-up" approaches to policy implementation were identified in the institutions investigated. The "top-down" approach is implemented by the people at the top level, for example, in universities the management set the rules and the students have to abide by them. The "bottom-down" approaches are managed by students. The students decide on how the policies should be implemented. This approach is more flexible as it allows negotiation between students and management. The "bottom-up" approach appeared to be more "popular" than the "top-down" approach as it was adopted by seventy percent of the institutions. These institutions saw the "bottom-up" approach as appropriate in implementing the drinking and driving programmes as it allowed the student organisations (street-level bureaucrats) to have input on the policy implementation process. Indeed it also allows for negotiation and consensus building. The sociological theories, e.g. social learning theory, used in the study to explain students drinking were also evident in the findings with some universities adopting some of their suggested preventative measures which include the emphasis on negative social consequences of alcohol use and employment of popular peer role models to discourage alcohol use. However, the availability theory appeared to be more relevant in addressing drinking and driving behaviour, because for students to stop drinking and driving, alcohol should not be available to them - the premise of the theory. It was also evident from the findings that although there are programmes/strategies being implemented by the universities and DoT to address students drinking and driving, this deviant behaviour is still rife amongst the students. There is a need for more interventions from the universities, communities and DoT, all working together in developing and implementing drinking and driving strategies. There is also a need for theory-driven research on this "deviant behaviour", especially studies that use sociological theories to explain this "deviant behaviour" and the factors contributing to it. This will assist in providing important information and an understanding of why students engage in drinking and driving and also help to explain this deviant behaviour using sociological theories. The results of this theory-driven research will aid in highlighting important issues that need to be taken into consideration when designing drinking and driving programmes/policies at universities. The findings show that there is a need for approaches that will equip young people with life skills such as decision-making and peer pressure resistance skills which will allow them to resist the temptation of drinking and driving. Future investigations should thus focus on an evaluation of the drinking and driving strategies and the approaches used to implement them so that new and improved strategies can be developed. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, [2008]