M.Ed. / Technikons are independent tertiary institutions training potential technologists for industry. In order to fulfil this mission additional resources are required and foundations and/or trusts have been established to assist in the raising of these resources. Effective management is therefore essential. To obtain optimum results fundraisers must possess above average abilities in managerial skills and be focused to reach their goals and objectives based on business orientated principles. Good business principles involve sound strategic, marketing and financial planning and focusing on research. The manager must be well versed, practically and theoretically, in the planning, implementing, organising, controlling and evaluating of fundraising projects. In this respect also staff development plays a major role in that leadership development, commitment and motivation contribute to the success of the fundraising team. The fund-raiser must focus on both the internal and external markets. Expertise and insight are required of the fund-raiser to influence donors to the benefit of a particular technikon. Other role players assisting the fundraiser are technikon personnel, students, Technikon Council members and alumni. The following recommendations to improve fundraising at technikons are proposed: effective management; motivation of role players; staff involvement in the promotion and assistance of fundraising; external role players' involvement in fundraising; and effective planning to identify, explore and utilise target m

M.Comm. / Die Suid-Afrikaanse onderwysstelsel van vandag het met groot, nuwe uitdagings en ingrypende veranderings te kampe. Daar moet voldoende fasiliteite en personeel vir die toenemende aantal skoliere en die groeiende studentebevolking voorsien word en terselfdertyd moet standaarde gehandhaaf word. Transformasieprosesse is aan die orde van die dag en 'n algehele onderwysintergrasie is aan die gang en die Nasionale Kommissie vir Hoer Onderwys is die spil waarom verdere veranderings in die hoer onderwys sal draai. Hierdie transformasie noodsaak innoverende bestuur en onderrigprogramme, asook nuwe prioriteite. Daar word baie gese oor die bestuur van verandering, maar 'n duidelike proses word nie uitgelig waarvolgens dit gedoen moet word nie. Die probleem is dat die proses van verandering nie duidelik in ondernemings bespreek word the. Tweede golfbestuurders wil eerder die status quo handhaaf en stabiliteit verseker as om die risiko's van verandering te oorweeg. In die huidige omstandighede in Suid-Afrika is dit belangrik dat ondernemings verander om te kan oorleef. Bestuurspraktyke wat in die verlede toegepas is, is verouderd en onvoldoende om die veranderings waarvoor ondernemings tans te staan kom in positiewe geleenthede te omskep. Soos reeds genoem, is bestaande literatuur geneig om op die leierseienskappe te konsentreer wat nodig is vir die bestuur van verandering, op die kommunikasie van verandering en op modelle waarin die proses van verandering stapsgewys uiteengesit word. Daar is egter spesifieke voorskrifte wat direk verband hou met bovermelde fokusareas wat van kardinale belang is by die bestuur van verandering. Die volgende probleme is uit die voorafbespreking geidentifiseer wat in die verloop van hierdie studie bespreek sal word: Massafikasie - groeiende studentebevolking Tekort aan fasiliteite Verouderde en onvoldoende bestuurspraktyke `n Duidelike proses van verandering Afname in staatsfondse Verandering in arbeidswetgewing Politieke aspirasies van studente Verandering in waardes en norme van studente finplementering van deursigtigheid Aanstellingsprosedures Rol van studenteraad Verwagtinge van studente en personeel Verandering in didaktiese beginsels. In die lig van die agtergrond en probleemstelling van die studie, kan die doelwitte van die studie soos volg geformuleer word: Die primere doel is om die noodsaaklikheid daarvan vir technikons om te verander, te ondersoek. Daarbenewens het die studie ook die volgende doelwitte: Om te bepaal of technikons al verander het. Om te bepaal wie by verandering betrokke is. Om te bepaal of sekere aspekte en faktore tot verandering bygedra het.

M.Ed. (Subject Didactics) / Please refer to full text to view abstract

M.Cur. / The revision of education legislation in South-Africa has brought about a changed approach in teaching which requires that students' background knowledge and frame of reference be accommodated in courses. Adult learners registering for post-basic courses at tertiary education institutions already possess acquired knowledge and experience, and have certain preferences in teaching and learning methods. They have also developed a personal interest in their vocational fields. Moreover, they are able to assume responsibility for their own learning, and they desire to become involved in the planning of their teaching. The principle of active involvement of adult learners in their learning, as well as the structuring of own knowledge, is endorsed by the literature as being the most effective approach to learning. Guidance by learning facilitators must take this into account. It appears that the active involvement of adult learners in the drawing up an agreement between learner and learning facilitator can offer a possible solution. The aim of the study was to formulate guidelines for framing an individualised learning-teaching agreement between adult learners and learning facilitators for the completion of a selected module in Community Health Nursing or Occupational Health at a residential Technikon. A contextual, qualitative, exploratory and descriptive research design was selected, in which an inductive strategy was followed. The study had three phases. During the first phase, focus-group interviews were conducted to explore adult learners' views of teaching, learning and a possibile agreement. The analysed data were summarised in a table of 37 consolidated statements. During the second phase, a literature study was carried out by using the main categories of the data of Phase 1 as a point of departure. A second table of 42 consolidated statements was drawn up. After completion of this phase, the main categories were represented in a conceptual framework. The data from the first two phases were consolidated and by logical inferences 11 guidelines were formulated, as well as the rationale and operationalision of each, for drawing up a teaching-learning agreement. These guidelines were validated during a critical discussion with fellow learning facilitators. The guidelines direct the learning facilitator and adult learner in jointly drawing up an individualised teaching-learning agreement, according to which the needs of the adult learner and the vocational requirements of the educational institution and occupational councils can be reconciled in order to ensure that effective learning and vocational preparation can eventually be achieved.

It has come to the attention of the researcher while being involved in the tertiary education industry, that the current performance management system for academics is considered ineffective because it: • Does not provide meaningful, timely feedback • Is impossible to administer in an equitable manner • Is driven by numbers • Is focused too closely on rewards The impact of this performance management system is as follows: • It generates low moral • It discourages teamwork • It does not foster trust • It generates avoidance of assessment • It has an adverse effect on productivity • It discourages risk taking • It encourages quest for higher visibility • It produces feelings of being judged rather than being appreciated The study focussed on the question of: • How the performance management system at TSA affects employee attitudes? • How employee attitudes towards the performance management system affects their performance? The objectives of the study are to: • Determine the attitudes of the academics at TSA towards the performance management system • Determine how service delivery might be transformed by implementing an effective PMS • Determine the supporting/preventing factors of the existing PMS at TSA • Identify areas for improvement and produce recommendations for future performance management practice at TSA. / Thesis (MBA)-University of Natal, 2003.

D.Ed. (Science Curriculum) / The main problem investigated in this research is the identification of cognitive skills required for the present day labour market which should be included in technikon instructional programs. The aim of this research 'is to identify those cognitive skills which are relevant to the work/labour milieu of the technikon, and to describe the importance of these skills in the context of the teaching program ...

M.Cur. / The manager is responsible for quality education, research and appropriate community service. The aim of this study is to provide guidelines for the purpose of excellent management of a nursing department at a distance education technikon with a view to facilitating the achievement of one of these responsibilities, that is to provide quality education. In South Africa increasing demands are being made on educational structures as everyone needs to be afforded the opportunity for education and training. This also implies demands on the training of nursing staff. Theoretical and vocational training are combined in technikon training. Therefore a nursing department at a distance education technikon should be managed excellent to meet all the demands. In an attempt to make nurse training more accessible, this study focuses on management in the context of a distance education technikon. The paradigmatic perspective guiding this study is described by means of metatheoretical, theoretical and methodological assumptions. The Nursing Theory for the Whole Person is used to state the methodological and theoretical assumptions. The methodological assumptions of this study are based on Botes's research model (1994), which implies that a functional approach has been used. In phase I of the research the experience of managers of distance education nursing departments are investigated and described on the basis of individual interviews. The data is used to formulate propositions to create a tentative conceptual framework. In phase II the experience of managers of departments at a distance education technikon is investigated and described by using a focus group interview. Propositions are formulated by using the data and, together with the statements from phase I, serve as a basis for creating a refined conceptual framework. In phase III of the research a conceptual framework based on the propositions from phase I and II as well as other literature, is described. From this the final conceptual framework is formulated. Phase IV, derived from phase III, sets out guidelines for managing a nursing department at a distance education technikon.

M.Ed. (Tertiary Education) / Please refer to full text to view abstract

D.Litt.et Phil. (Information Science) / Schools of library and information science, like all professional schools, are tied to the profession they prepare their students for. They must balance the needs and demands of the profession they serve and the needs and demands of the educational institution they form part of. In South Africa and elsewhere, there is a perceived gap between the product the library schools deliver and the needs of the library and information profession. The technikons in South Africa are relative newcomers to the training and education of librarians and information workers. Their task is seen mainly as the training of paraprofessional library workers, since it is the aim of technikons to provide relevant, vocational education and training through co-operation with the relevant industries/professions. The qualification structure of technikons makes provision for different levels of undergraduate qualifications in the form of national certificates, national higher certificates, diplomas and since 1994, technikon degrees. The conventional qualification structure used for library and information science training, does not however make provision for certificate qualifications - technikons at this stage offer only the National Diploma: Library and Information Practice. There is presently no possibility for technikon diplomates to upgrade their paraprofessional qualification to professional level. The education and training of librarians and information workers through the medium of distance education is well established in South Africa. The distance education institutions use the same qualification structure as the residential institutions, despite the fact that qualifying through parttime distance education takes much longer. Distance learners therefore could benefit from interim qualifications like certificates, since it could serve as indication to their employers that they are making progress with their studies. There are indications from the library and information science profession that there is a need for more undergraduate levels of qualifications because of the different needs of the different communities in South Africa, especially those of the disadvantaged communities. The qualification structure for library and information science education at Technikon SA, which teaches through the medium of distance education, can however not be changed without consulting the library and information profession. The aim of this study is to determine whether the profession would accept a changed qualification structure. To determine this, the Delphi method is used. The Delphi method is a technique that makes use of the opinions of experts for forecasting future events. The Delphi study is supported by a literature study which serves to put the research into context by ...

M.Ed. (Tertiary Didactics)