M.Ed. (Educational Psychology) / The purpose of this study is to determine whether there are significant differences in leadership skills between successful and unsuccessful candidates in house committee elections as indicated by senior students and other house committee candidates. The study consists mainly of two parts. The first is a study of the literature discussing the concepts : leadership, leadership development and leadership skills. The concept of leadership from an educational psychological perspective will be associated with the concept of leadership development. In the second place, an empiric study is carried out in order to establish to what extent the six skills of the successful and unsuccessful candidates differ. From the data it will be established which skills are essential for the formulation of a leadership development programme. From the literature study it appears that it wasinitially believed that leadership required inborn qualities. The other two prominent approaches concentrated on the behaviour of the leader and the situation in which he and his followers find themselves. The contemporary viewpoint supports the fact that leadership can be developed through leadership skills. Two women's residences and two men's residences were selected as representative of the student population. At the 1990 house committee elections HC-candidates and other selected students at each of the four residences were required to evaluate each of the candidates in respect of leadership skills. The results obtained from the questionnaires have been processed by the way of the Hotelling Il-test technique. It was found that significant differences exist between successful and unsuccessful candidates in respect of the six leadership skills. It appears that these skills are more prominent with successful candidates than with unsuccessful candidates. The development of leadership skills should therefore be considered when a leadership development programme is formulated.

M.Ed. (Language Teaching) / Please refer to full text to view abstract

Submitted in compliance with the requirements for the degree of Doctor of Technology in Language Practice, Department of Media, Language and Communication, Durban University of Technology, Durban, South Africa, 2017. / This study is concerned with how citizenship education might be seen to take place in Universities of Technology, which are associated with applied knowledge of a technical nature. Higher education is thought to have a role in the nation’s social, moral and spiritual life in transmitting citizenship and culture in all its variety and in enabling personal development for the benefit of individuals and society as a whole. This study explored whether universities of technology do indeed promote a culture of citizenship in order to serve society, and how, by analysing the discourse of educators and students to see how citizenship education might be constructed. The aim was to identify indicators in participant discourse which might be linked to themes occurring in models of citizenship education. It was hoped that analysing participant discourse might reveal which aspects of citizenship were potentially empowering in terms of fostering individually autonomous yet socially conscious citizens. Within a critical linguistic approach, a mixed methods research design was applied, using questionnaires and semi structured interviews and discourse analysis. The discourse analysis involved a content analysis of written texts, and a critical discourse analysis of the transcribed focus group texts. The results of the questionnaires and semi structured interviews yielded indicators of citizenship based on personal values, values relating to social responsibility, and issues relating to the legislature, as enshrined in the South African Constitution. An analysis of the faculty community engagement texts revealed what kinds of ad hoc measures the university was setting in place to foster informal and therefore implicit citizenship education. The critical analysis of student focus group discourse revealed what aspects of citizenship education students were learning informally, as well as to what extent they felt that they were being empowered as self-actuating yet socially conscious citizens of a multicultural democratic country. This study is thought to be of value, as, at the time of the study, the university involved was engaged in a transition between offering informal and implicit options for citizenship education, such as work integrated learning programmes and community engagement projects, and formally curriculating citizenship education into the syllabus in the form of General Education modules, which was still work-in-progress at the end of the study. / D

D.Cur. (Professional Nursing Science ) / Curriculum evaluation of Community Nursing at the Ann Latsky. Bona Lesedi and Coronation Nursing Colleges was done on the basis of Stake's curriculum evaluation model which was used as point of departure and altered to comply with the specific requirements of the curriculum evaluation of Community Nursing. The purpose of the evaluation was to identify inadequacies in the curriculi and to initiate improvements. Firstly, the intentions of the Nursing Colleges with regard to the Community Nursing curriculum were described. Secondly, certain observations were made' by way of. among other things. questionnaires to enable the researcher to make further delineations. In the third instance. standards were described which is important in evaluating curriculi. The curricular were evaluated on the basis of the details gathered. Lastly. guidelines were laid down to serve as a source for improving curriculi. Observations made included the following: - Students are uncertain of their readiness for community nursing immediately after training. - Only one of the Community Nursing lecturers at the three Nursing Colleges has sufficient clinical experience in Community Nursing. - Sixty four per cent of the clinical practitioners who took part in the study do not fully agree with the objectives set down for practical work in Community Nursing. - Students are generally satisfied with Community Nursing content. - Some of the guidelines set down by the researcher for the improvement of the Community Nursing curricular are: - Management must come to an agreement with. among others. local authorities to enable lecturers to be appointed in a part-time clinical position to improve their clinical experience...

M.A. (African Languages) / Please refer to full text to view abstract

M.A. / Since the 1960s, teaching has become ever-more learner-centred, with the results that drastic changes have been wrought to the theory of language learners' problems. In the present study, - the emphasis falls on linguists' realisation that knowledge of the language-learner's native language (L1) is vital. The principle aim of this study is, therefore, to launch an investigation into the linguistic aspects of the difficulties against which the experimental group has come up. The various schools of thought that have been developing on theoretical linguistics since the 1960s are directional for the approaches to language-learners' problems. In this way the Contrastive Analysis Hypothesis has originated within the framework of Structuralism and is based on the premise that the learner's LI has a strong influence on the target language. The standpoint is that the most effective learning materials are those that are based on a scientific description of the language to be acquired, carefully compared with a parallel description of the native language of the learner. Language acquisition was, in line with the Structuralists' Behaviorist view, considered to comprise the overcoming of the effects of L1, which interfere with L2. The latter process of interference or negative transfer had to be unlearned by means of pattern drills and memorisation. With the advent of the Chomskian view of the creative aspects of the language user's competence, in terms of which language users are purported to dispose of language rules for the generation of language utterances, strong criticism was, however, levelled at the Contrastive Analysis Hypothesis. Despite this, contrastive studies are still being undertaken. Thanks to the Error Analysis Theory, which has propounded in reaction to the Contrastive Analysis Hypothesis, language learners' errors are viewed more positively. The Error Analysis Theory, in turn, gave rise to the interlanguage theory, in terms of which errors constitute a diagnostic tool that could be used to determine the interlanguage stage that the learner has reached on his or her way to acquiring the target language. Learners construct their own set of rules according to which they can try and restore order in the mass of stimuli with which they are being bombarded in terms of this theory, L1 is also considered to be a handy tool in the acquisition of the target language. For the purposes of this study, a contrastive error analysis was performed on the interlanguage used by Northern Sotho speaking teacher students who are going to teach Afrikaans. The data was collected from their written work. Special attention was devoted to general syntactic, morphological, semantic and lexical problems. Structural variances between Afrikaans and Northern Sotho were indicated. Further it was shown that English, in its capacity as the other secondary language, may also be exerting a measure of influence on the structures of the target language, and that other difficulties may also crop up that could not be imputed to interference.

D.Ed. / Please refer to full text to view abstract

M.Tech. (Fashion) / Advanced studies in fashion design in South Africa have attracted little interest. Master’s studies are limited and doctoral studies are almost non-existent. This situation has resulted in the academic vulnerability of the discipline as a creative and commercial practice. In order to promote and expand research activities and advanced studies within fashion design at the University of Johannesburg, this study contends that it is necessary to develop a systematic understanding of the theoretical and practicing manifestations of fashion design in relation to the nature and process of design and fashion systems. In order to develop a deeper understanding of the interconnection between theory and practice, this study adopts a thematic style and a qualitative methodological approach to the examination of fashion design from the perspectives of history, theory and practice. The study synthesises key ideas from these areas and applies relevant frameworks to review the South African fashion system and to determine the theoretical orientation of selected advanced studies and research activities pursued over the last decade. The study proposes that considerations for the theoretical grounding of advanced studies in fashion design that could be taken into account include the need to: encourage an approach that accommodates the broader theoretical and practical dimensions of fashion design when engaging in advanced studies and research activities; view fashion design within the constellation of specialist design practices integral to ideas of a unitary discipline which could underpin and enrich advanced studies; adopt forward-oriented theoretical foundations for research and advanced studies which would ensure greater and more meaningful connections to practice; develop third- and fourth-order design theory and thinking in advanced studies in any discipline of design; take cognisance of developments in design theory concerning the nature and context of design problems and ensure an understanding of fashion systems and the multiple positioning of fashion designers within such systems.

M.Ed. (Curriculum Studies) / History was made when the Technlkon Natal in January 1989, after approval of the relevant curricula by the Minister of National Education, became the first institution in the Western World to offer an independent tertiary course in homoeopathy. After completion of the five year course, followed by a one year internship, students will be registered with the South African Associated Health Service Professions Board. Homoeopathy originated in Germany when its founder, Samuel Hahnemann (1755 - 1843) rediscovered the principle on which homoeopathy is based - "SimiIia simiIibus curentur": Let likes be cured by likes. In homoeopathy a patient is treated by administering those drugs that could cause similar conditions in a healthy person, to the patient in minute doses. The Materia Medica I I I curriculum is being introduced in 1991. The question posed and researched in this thesis is to what extent the curriculum design complies with curriculum principles. The aim is to evaluate the abovementioned curriculum. To achieve this aim, the following objectives are set:- - to determine the principles involved in the planning and design of a curriculum; - to determine the criteria with which a curriculum should comply; - to determine specific demands and problems posed by the subject; - to establish how and to what extent the Materia Medica III curriculum complies with the criteria and demands; - to make recommendations for the possible improvement of the curriculum. This study is unique in the sense that the curriculum is being implemented this year. Generally accepted models are therefore not applicable and an evaluation instrument has to be developed. The method of enquiry to be followed is mainly a Iiterature study and structured interviews wiII also be conducted.

M.Com. (Human Resource Management) / The use of Information Communication Technologies (ICTs) to work after regular working hours has become prevalent in the academic profession. Although ICTs are known to enhance work flexibility, they also seem to encourage academics to use ICT devices after hours for work-related purposes. This consequently questions the work flexibility, which is enabled by ICTs, and the potential impact that this has on the work–life conflict (WLC) experienced by academics. The primary objective of this study was to investigate the phenomenon of technology assisted supplemental work (TASW) and the implications that this has on the WLC experienced by academics at a higher education institution in South Africa. In addition, the moderating roles of gender, marital status and whether or not the respondents had children were factors, in these academics‟ personal lives, which were taken into consideration in investigating the relationship between TASW and WLC. The study adopted a quantitative research approach, and made use of an online survey, composed of three sections, to collect data. Section A included demographic-related questions, while Section B contained questions from a pre-existing WLC scale, and Section C comprised of a pre-existing scale used to assess TASW. The sample consisted of academics from a higher education in South Africa (n = 216). The results of the research engaged in revealed a significant relationship between TASW and WLC. Regarding the relationship between TASW and the three forms of WLC, the results revealed that TASW is significantly and positively related to time-based and strainbased WLC. There is no significant relationship between TASW and behavioural-based WLC. TASW is a significant predictor of WLC. Furthermore, the results revealed that gender, children and marital status all significantly moderated the relationship between TASW and WLC. This study contributes further knowledge to the emerging field of research relating to TASW in a South African context. In addition, this study also emphasises the implications of using ICTs and their potential to encourage academics to extend their working hours. This study therefore questions the benefits of this work flexibility that many academics are privileged to have from using ICTs.