The intent of this study was to establish and validate criteria for use to assess the quality of a library and information sciences (LIS) Ph.D. program. The Ph.D. student-centric topology for quality Ph.D. programs was developed from a 2001 position statement by the American Association of Colleges of Nursing (AACN) regarding the quality indicators in research-focused doctoral programs in nursing. Topology components were tested using a survey instrument to establish their importance to the community of practice and their potential use to assess a Ph.D. program. Survey participants were asked to rank terms or concepts in a balanced incomplete block (BIB) design then rate, on a Likert-type scale, statements about the applicability of these terms or concepts to assessing a quality LIS Ph.D. program. Survey participants were from the Association for Library and Information Science Education (ALISE) Open Lib/Info Sci Education Forum jESSE Listserv. Of 225 survey participants affiliated with universities or schools from North America who submitted usable surveys, slightly less than two-thirds (64.4 %) were female while 35.5 % were male. Ninety-eight participants (43.6 %) were faculty, 114 (50.7 %) were Ph.D. students or candidates, and 13 (5.8 %) were in other roles. Statistical analysis of survey responses showed consistent results between the different demographic groups. The topology was validated by the results of the statistical analysis of the research data. Every component of the topology was acknowledged as very important to assess the quality of a LIS Ph.D. program. Faculty was the highest ranked item in the BIB analysis with a statistically significant difference (p < .0001) in the mean rank order from the next highest ranked item, Ph.D. students. The rank order from the BIB analysis was as follows: faculty, Ph.D. students, programs (courses) of study, teaching, learning environment, resources, and evaluation. Faculty was also the highest rated item in the Likert-type statement analysis.

This study explored the effectiveness of a student question creation process engaging students actively in self, peer, and instructor interaction in development of affective, cognitive, and meta-cognitive skills. Employing a mixed-methods sequential explanatory design assigning both treatment and control activities sequentially in an alternating pattern over a six week period, students' performance on exams as well as their perceptions of various aspects of the student question creation process were used to evaluate the effectiveness of student-created questions (SCQs) activities as a cognitive strategy and to identify factors contributing to the effectiveness of question creation activities on students' learning. Subjects of this study were high performing and highly motivated graduate students in an 8-week online biomedical statistics course, part of a specialized master's program designed for medical school preparation. Survey findings and focus groups strongly supported the student question creation process as a facilitator of higher order thinking. However, the relatively short study duration, comparison of student question creation with another competing method for facilitating learning (discussion board) and not a pure control group, and availability of a common study guide course with student-created questions on all course topics may have muted assessment of the full impact of the strategy on learning. Although practically difficult in an education environment, further research to assess fully the impact of the student question creation strategy is desirable especially if these confounding factors can be greatly minimized, if not eliminated.

Submitted in fulfilment of the requirements for the Degree in Master of Technology: Nursing, Durban University of Technology, 2012. / Background : Work Integrated Learning is an educational approach that aligns academic and workplace practices for the mutual benefit of students and workplaces. Work Integrated Learning like in any other nursing course is essential in primary health care as required by the South African Nursing Council. In the clinical setting, students develop clinical and diagnostic reasoning; they also learn how to make the appropriate clinical decisions which they need as qualified primary health care practitioners. This is achieved through instruction and guidance by lecturers, mentors and clinical staff. However it has been noted that the clinical learning environment confronts students with challenges that are absent from the classroom situation. So this study seeks to explore and describe the experiences of post basic nursing students in primary health care clinics so as to address the challenges that are faced within the clinical settings. Aim of the study The aim of the study was to explore and describe primary health care post basic nursing students’ experiences during clinical placements. Methodology : A descriptive exploratory qualitative approach was used to guide the study. In-depth interviews were conducted with ten primary health care post basic nursing students who were allocated for Work Integrated Learning at the clinics in District A and District B in 2011. The main research question for this study was asked: ‘What are the experiences of primary health care post basic nursing students regarding Work Integrated Learning?’ Results : The findings of this study revealed that Work Integrated Learning is vital for the development of clinical skills amongst primary health care post basic nursing students. However, shortage of staff, inadequate material/ non-human resources, lack of supervision in the clinical facilities, distant clinical facilities and insufficient practice in the clinical skills laboratory were identified as challenges that students experience during Work Integrated Learning placement.

Thesis (MOccTher)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The retention and throughput rates of postgraduate students are a national and an international concern. There is a tendency for postgraduate students, irrespective of which Master of Occupational Therapy programme they are registered for, to have difficulty in completing the thesis or research assignment, resulting in delayed throughput or non-completion. This study aimed to understand and describe from the postgraduate student’s perspective, what factors facilitated or hindered the completion of the Master of Occupational Therapy programmes. Qualitative research using a phenomenological design was used in order to obtain a rich description of the students’ lived experiences in the M-programmes so as to gain insight into their experiences. Purposive sampling was used and data was generated by means of in-depth, one-to-one interviews. The findings have shown that numerous factors in various combinations at different points in time during the study period shaped the experience of the mature, female, part-time postgraduate student. Participants were intrinsically motivated to engage in studies as they desired the growth in their professional knowledge and skills. The experience of supervision varied depending on how the student and supervisor were matched and on the student’s expectations and needs of the relationship. The development of critical thinking and writing skills required effort and time, which influenced the postgraduate student’s motivation, retention and throughput rate. Within the work environment very little negotiation for study opportunity was possible. Although this negotiation was far more likely within the home and with family, household and family responsibilities persisted over the long study period of two or more years. This study has shown that the main hindrances to the completion of studies are the lack of time and the demands of the multiple roles that the mature, female part-time postgraduate student has to contend with. / AFRIKAANSE OPSOMMING: Die volharding en deurvloeikoers van nagraadse studente is nasionaal sowel as internasionaal ‘n bekommernis. Daar is ‘n tendens vir nagraadse studente om te sukkel met die voltooing van die tesis of navorsingsopdrag, afgesien van die Meester in Arbeidsterpie program waarvoor hulle gerigestreer is. Die doel van hierdie studie was om vanuit die nagraadse student se perspektief, die faktore wat die voltooing van die Meester van Arbeidsterapie programme fasiliteer of verhinder te verstaan en beskryf,. Kwalitatiewe navorsing met ‘n fenomenologiese navorsingsontwerp is gebruik om ‘n ryk verduideliking van die student se ervaringe van die M-programme te bekom om sodoende insig in hul ervarings te kry. Daar is van ‘n doelgerigte steekproef gebruik gemaak en data is gegenereer deur middel van in-diepte een-tot-een onderhoude. Die bevindinge het getoon dat verskeie faktore in verskillende kombinasies op verkillende tye gedurende die studie-periode die ervaring van die deelnemers as volwasse, vroulike, deeltydse nagraadse studente bepaal het. Nagraadse studente was intrinsiek gemotiveerd om te studeer omdat hulle wou groei ten opsigte van hul professionele kennis en vaardighede. Hul ervaring van studieleiding is bepaal deur hoe gepas die studieleier vir die betrokke student was en ook van die student se verwagtinge en behoeftes van die studieleier-student verhouding. Die ontwikkeling van kritiese denke en skryfvaardighede het inspanning en tyd vereis, wat die nagraadse student se motivering, volharding en deurvloeikoers beïnvloed het. Min onderhandeling vir studie-geleenthede was moontlik binne die werksomgewing. Alhoewel hierdie onderhandeling meer moontlik binne die huis- en familie omgewing was, het huishoudelike en familie verantwoordelikhede steeds voortgegaan oor die lang studie tydperk van twee of meer jare. Hierdie studie het bevind dat die grootste hindernisse vir die voltooiing van studies die tekort aan tyd en die eise van die meervoudige rolle waarmee die volwasse, vroulike deeltydse student worstel is.

Thesis (MBA)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: This work provides a comprehensive overview of the theories on adult learning. For each approach, the applicability for a leadership development programme is discussed. If available, examples for the use of a certain theory in a leadership course as part of a Master of Business Administration (MBA) programme are provided. An overview of the Personal Leadership Development Journey (PLDJ) of the University of Stellenbosch Business School (USB) is provided. The structure of the programme demonstrates the application of certain adult learning theories. Interviews with the alumni of the programme show how successfully the adult learning theories are practised and to what extent students have found them useful. Gaps in these interviews are pointed out with reference to the theories on adult learning. As an example, there is a certain body of literature on transformative learning as a subcategory of adult learning. In this case, two different theoretical approaches are explained, of which one is a more general discussion on adult learning and the other is focused on leadership development. Then an example of the application of this theory at the Institut Européen des d’Administration d’Affaires (INSEAD) shows how other business schools employ the theory in practice. In this case, the practical example is a leadership course as such, not a general MBA programme. The reason for this is that examples which match the situation at the USB exactly can not always be found. In the interviews, alumni of the USB were asked how the PLDJ impacted their professional and their private life. So indirectly, students were asked if a transformative learning process had taken place and how they would describe it. The analysis of the results is used to point out the strength of the programme as well as gaps, which could be addressed for future improvement.

This thesis identified competencies required by the South African, entry-level library and information science graduate. It took into account the development of the information society and resultant proliferation of information and communication technologies and how these developments have given rise to new roles for the library and information worker. This thesis also looked at developments within the South African library and information environment and how these have affected the library and information science profession.

Submitted in fulfillment of the requirement for the degree of Masters of Technology: Quality,Durban University of Technology, Durban, South Africa, 2012. / This study examined the quality, employability and the competencies of graduates from the Department of Operations and Quality Management at Durban University of Technology (DUT). The objectives of the study included determining the relevance of the curriculum to the workplace; evaluating the views of graduates regarding employability; and assessing the views of organisations regarding graduate performance in the workplace. The study also proposes that with the knowledge and skills acquired in the field of Operations Management, graduates should be able to reach their full personal and professional potential. However, these graduates still experience difficulties in adjusting and coping with the realities of the labour market. Combinations of qualitative and quantitative research methods were used. The study was exploratory in nature. The study made use of questionnaires to obtain the respondent’s view. The pilot study composed a sample of ten graduates. For the main study, forty of the sixty graduates and employers completed and returned the questionnaires that were administered. The response rate was 67%. The Cronbach’s Alpha Reliability Analysis was used to measure the reliability of the questionnaires. Face validity was verified by the statistician for pre-administering of questionnaires. The results revealed that obtaining a qualification in operations management at DUT increases the employability of graduates. The study also showed that employers are content with the way in which these graduates are able to translate their theoretical knowledge into practice, and to identify and solve problems within organisations. However, the study shows that some employers did not provide adequate support and guidance in relation to their development. / M

The purposes of this investigation were to 1) determine to what extent nontraditional external doctorates will be recognized for employment and promotion in school systems accredited by Southern Association of Colleges and Schools; 2) determine to what extent nontraditional external doctorates will be recognized for initial employment and promotion in junior/community colleges accredited by Southern Association of Colleges and Schools; 3) determine to what extent nontraditional external doctorates will be recognized for initial employment and promotion in baccalaureate granting colleges and universities accredited by Southern Association of Colleges and Schools; 4) determine which degree and institutional factors concerning the nontraditional external doctorate are not accepted in a) school systems b) junior/community colleges c) baccalaureate granting colleges and universities; 5) determine which degree and institutional factors concerning the n on traditional external doctorate are acceptable in a) school systems b) junior/community colleges c) baccalaureate granting colleges and universities. The major conclusions were that the traditional doctoral degree still has strong advantages and that the institutional and program characteristics of the degree granting institution were very important. Many chief administrators are still undecided concerning the external doctoral degree. Chief administrators appear to be receptive to changes in traditional doctorate programs.

D. Tech. Interior Design / Work integrated learning at the Tshwane University of Technology (TUT) is an integrated approach to teaching and learning for the attainment of qualifications. It specifically encourages and enhances learning partnerships between all role players, which include students, university staff and employers. The university perceives itself to be in partnership with commerce and industry in the development and delivery of high-level human resources who will uniquely contribute to the South African economy. It is important to acknowledge that the Interior Design management model for work integrated learning will in future form a division of the management practice at the TUT. The regular communication, exchange of information and asking for support in connection with a design problem or knowledge about a finishing material, between the Interior Design departments and the industry is of vital importance to support and distribute new design drawing techniques, new innovative design ideas and sharing knowledge with students and staff alike. The specific demands in the industry determined the management model for work integrated learning for the Interior Design qualification. Work integrated learning lies between the curriculum of Interior Design and the workplace. It is, therefore, important to develop a thoughtful management model to develop the area in-between the curriculum and the knowledge the students absorb during studying the Interior Design qualification and the real-life, work-based placement in the industry.

M. Tech. Busines Administration / While the use of computers and information technology (IT) is becoming ubiquitous in everyday life, IT is also an integral part of a successful economy. The South African government, in its National Policy Framework for Women's Empowerment and Gender Equality, stipulates that science and technology are fundamental components of development, and that the government must devise mechanisms to engage women with these skills. The objective of this study was to evaluate, using the theory of planned behaviour, the difference between female and male students' perceptions about this important field. It aims to explore how prevalent the gender imbalance is in terms of students already studying IT at university with regard to their attitudes towards IT courses.