Thesis (M.A.)--University of the Witwatersrand, Arts Faculty (Industrial Psychology), 2002 / The aim of this research was to investigate the career paths of individuals working in an Information Technology (IT) environment. The focus of the study is on the career history, subjective career views and career expectations and aspirations of these individuals. The study is exploratory and involved in-depth semi-structured interviews with nine individuals working in an IT environment in one financial institution. Results indicate that the career paths of these individuals no longer follow the traditional approaches to Career Development (CD), but rather amalgamate aspects of the traditional with the less traditional CD approaches. The results also indicate that the emphasis of CD is increasingly becoming the responsibility of the individual themselves, thereby requiring a more proactive and self-directed Career Management (CM) style. The results are discussed and interpreted in light of the literature reviewed. / AC 2016

Thesis (M.A.(Media studies ))--University of Limpopo, 2007 / There is gross uneven access and utilization of Information and Communication Technology (ICT) between developed and underdeveloped communities in South Africa. As a result the majority of the underdeveloped communities which are mainly found in rural areas fail to participate in the global ICT arena. Rural communities’ especially rural women are subjected to deprivation, poverty and isolation. Government sought to reverse the situation through the provision of Telecentres and Multi-purpose Community Centres (MPCCs). To understand the plight of the rural women, different theories ranging from capitalism to socialism were reviewed in an attempt to trace the mode of South African production which caused the problem and some understanding of the solution possible. The theory of oppression by Paul Freire (1970) serves as the main point of focus on how rural women fail to utilize Telecentres and MPCCs. Qualitative and quantitative approaches were adopted in order to present the perceptual views of these women. Various methods of collecting data were used in order to have a wider perspective of how Telecentres and MPCCs are utilized by rural women. This includes a profound investigation through which a pilot study, participant observation, focus group, interviews and questionnaires became instrumental to the whole research. The findings of the pilot study conducted in Mogalakwena Hewlett Packard inclusive of community (HPi-community) reflected that there are discrepancies and deficiencies which exit between Mogalakwena HPi-community and the three Telecentres Botlokwa, Mankweng and Mohodi. The tripartite marriage between Government Hewlett Packard and the municipality enable the Mogalakwena HPi-community to provide better ICT facilities. The other three Telecentres fail to meet the standard of the Mogalakwena HPi- community due to the fact that they lack financial support. Participant observation assisted in discovering that ICT access created a good relationship between Botlokwa Telecentre and its neighbouring institutions. It was also discovered that most youths come for computer-skill acquisition. Focus groups interviews were conducted using English and the local language (Sepedi) in order to meet the rural women’s level of understanding. Through in depth analysis, the study indicates that poverty, unemployment, limited funding, illiteracy, and unavailability of ICT facilities for the disabled are the main issues that contribute to the low impact of Telecentre and MPCC utilization. Apart from this analysis, ICT access has a significant impact on the lives of rural communities especially women. However, there is still a need for an accelerated growth in ICT utilization. It is recommended that effective mechanisms be put in place to assist improve the situation in ICT provision. This must involve the people themselves taking initiatives, of course with the active support of government.

M. Tech. Internal Auditing / As an integral part of organisations' corporate governance structures and internal audit independence, the internal audit has been identified by many authors as a critical element underpinning the value that an internal audit delivers to organisations. This dissertation investigated whether an internal audit department that complies with the independence standards prescribed by the Institute of Internal Auditors is perceived as independent by all employees of the organisation.

M. Tech. Business Administration / Leveraging information technology (IT) is important to maximise business value. For this to be possible, companies must ensure that IT objectives are supportive of business objective. Business needs to take the responsibility in ensuring that IT capabilities support, enable, and, where appropriate, lead business strategy. Such alignment will maximize the effective, efficient and economical use of IT resources in a strategic context. One of many challenges facing organisations is that IT strategy appears to be separate from business strategy, maintaining a common direction with business strategy but at a distance. Furthermore business unit leaders do not consider IT as a key strategic enabler for them achieving their strategic business unit level objectives. This study established the perceptions of senior managers and executives of the Auditor General of South Africa (AGSA) regarding the alignment of IT strategy and the business strategy. It also determined which of the alignment factors (people, processes, organisational infrastructure, etc.) are most important for strategic alignment at the AGSA and how successfully they have been implemented.

Within the international context, energy has become a central factor in our everyday ways of life. There is increasing dependence on energy resources such as electricity to improve people quality of life. In developing countries, many people still do not have access to energy due to several challenges that have hindered infrastructural development and economic growth. At the same time, there is a growing interest in the protection of the environment and addressing issues of climate change. Green technologies such as solar water heaters are identified as technologies that meet the need of both its end-users and the environment through the provision of hot water. Access to 'hot water' is seen to be an important element resulting in an improved quality of life. In addition, several methods of heating water are explored to assess the attitudes and perceptions that people have towards solar water heaters. The dissertation involved in-depth interviews with residents from low income RDP houses in Kwandengezi Coffee Farm and government officials from eThekwini Municipality involved in the solar water heater programme for low income communities. The interviews revealed that renewable energy interventions such as the solar heater programme for low income communities contribute significantly to an improvement in people‘s quality of life. The availability of solar heaters allows people to enjoy hot water at a free cost, hence an improvement in the quality of life. The research further revealed that such renewable energy interventions can contribute to a reduction in negative environmental impacts, hence facilitating the acquisition of hot water with less dependence on electricity resources. / M.Dev.Studies University of KwaZulu-Natal, Durban 2013.

A critical component of software development is the process whereby the software requirements of users and stakeholders are established. This process is referred to as the Requirement Elicitation (RE) process of software development. The high rate of failed, cancelled or unsuccessful projects due to not meeting user requirements may be attributed to insufficient focus on the RE process. This case study investigates the relationship between the type of RE technique used and the success of an information system at a global petrochemical company based in South Africa. The end user involvement during the software development life cycle (SDLC) and the acceptance of the resultant information system was also examined. Three information systems (IS) projects that employed different RE techniques were selected for the purpose of this study. An electronic questionnaire was disseminated to a randomly selected representative sample from the user community for each system in order to obtain feedback with regards to the success of the system from the user’s perspective. The study adopted the strategy of focusing on end user acceptance of each information system as a pivotal contributory factor to information system success. In this regard, the Technology Acceptance Model (TAM) model was used to operationalize user acceptance of each information system that formed the focus of the study. For each IS project, the quantitative dimension was extended to include a qualitative aspect that entailed structured interviews with the business analyst (BA) and project manager (PM), with the primary purpose of ascertaining the RE strategy used for the development of each system. The interviews also served the purpose of providing the researcher with an opportunity to obtain a deeper insight into the logistics of system development. The results of the study indicated that planned, user intensive RE techniques resulted in greater system acceptance by the end users of the respective systems. A significant outcome of the study is that there is a strong correlation between the amount of end user involvement in the SDLC process and the success of the information system. A converse of this trend was also noted. When users have systems imposed on them, this results in lower satisfaction levels as a consequence of poor system usability and a lack of confidence in the value that the system provides for the end users. / Thesis (M.Com.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.

M. Tech. Textile Design and Technology / Outside the classroom, students constantly interact with technologies such as smartphones, iPods the Internet and social networking sites this study has identified that these technologies can support learning both in and outside of the classroom. Through the use of a case study, 95 visual media students at Tshwane University of Technology (TUT) were approached. Three paper-based questions were administered to establish the following: What type of access do students have to different types of technologies outside of class? What number of students engage with social media for personal use? What types of educational technologies are lecturers currently using inside and outside their classrooms? This study found that visual media students at TUT are active social media users. They are enthusiastic towards efforts of integrating smartphones and social media as teaching tools for learning. Visual media students are competent at using digital editing, imaging and electronic presentation software, but lack the skills and knowledge to use online collaboration and journaling tools. Lastly, at TUT course related communication is still mainly face-to-face due to that fact that infrastructure upgrades such as in-class Wi-Fi networks are needed. IV 21st century education recognises that learning takes place in various settings (physical and virtual) and not just in the classroom. In a rapidly globalised society, smartphones and social media as teaching tools for visual media students at TUT may possibly offer an affordable and accessible medium to equip students to be able to make local and global connections.

Thesis (MEd)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: Development in each sector of our society, especially with regard to computer technology, has progressed so dramatically that we have reached a stage where it is virtually impossible for an individual who does not have computer knowledge and skills to function with ease in society in almost any part of the world. In order to counter this situation the governments of a large number of countries across the globe are encouraging their citizens to become computer literate. These governments spend huge amounts of money on the integration and improvement of technology in education in order to ensure effective teaching and learning for each learner in each school. The South African government has also caught on and acknowledged the importance of communication technology in education, hence the White Paper on e-Education, which provides for the integration of technology in schools. The question that arises is whether enough is being done to enable underprivileged schools to benefit from this development as well. This study observed the way in which the policy regarding e-Education is applied in privileged and underprivileged schools. During the course of the study the researcher visited schools that utilise their technological facilities, as well as schools that do not, and the reasons and circumstances that prevent them from utilising these facilities were also investigated. An investigation regarding the application of the technology policy within schools and how schools adapt this policy to accommodate their requirements, was conducted. The study endeavoured to determine the reasons why the technology policy is applied wel land properly in some schools, while other schools that have the technology do not apply the policy. The difference between privileged and underprivileged schools regarding the application of the policy was also investigated. The situation regarding the application of technology policy in privileged and underprivileged schools in the Western Cape was researched in four schools: two schools in rural areas and two in urban areas. Two of these schools are privileged schools that have technology and utilise it daily. The other two schools are underprivileged schools with technology that, however, is not used to the advantage of the learners on a regular basis. Two schools have mainly Afrikaans-speaking learners while the learners of the other two schools predominantly have English as their mother tongue. The policy is applied differently at each of these schools, possibly due to circumstances or untrained staff who do not have the necessary knowledge and skills to utilise technology as method of instruction. The study aims to cause awareness at schools of the importance of technology and that a paradigm shift should take place in the methods and techniques of instruction of educators. It also aims to make teachers more aware of the value of technology when used effectively in their lesson presentations. In this way we could ensure that our learners receive the tuition they will need to be competitive globally. / AFRIKAANSE OPSOMMING: Die ontwikkeling in elke sektor van die samelewing en veral op die gebied van rekenaartegnologie het só dramaties vooruitgegaan en gegroei dat dit ʼn stadium bereik het waar dit vir ʼn persoon sonder rekenaargeletterdheid byna onmoontlik geword het om gemaklik in die gemeenskap in die meeste dele van die wêreld te funksioneer. Ten einde hierdie situasie die hoof te bied, moedig die meeste regerings regoor die wêreld hul burgers aan om tegnologie-geletterd te word. Lande spandeer groot bedrae geld om tegnologie in die onderwys te integreer en te verbeter om so effektiewe onderrig en leer vir elke leerder in elke skool te bewerkstellig. Plaaslik het die Suid-Afrikaanse regering die belangrikheid van inligtings- en kommunikasietegnologie in die onderwys besef en erken, vandaar die Witskrif oor e-Onderwys, wat voorsiening maak vir die integrasie van tegnologie in skole. Die vraag wat ontstaan, is of daar genoeg gedoen word om voorsiening te maak vir minder gegoede skole om ook voordeel uit dié ontwikkeling te trek. Hierdie ondersoek kyk na die beleid aangaande e-Onderwys en hoe dit toegepas word binne gegoede en minder gegoede skole. Tydens die studie het die navorser skole besoek wat oor tegnologiese fasiliteite beskik en dit gebruik, sowel as skole wat tegnologie besit en dit nie gebruik nie, en die redes en omstandighede wat hulle verhoed om dit te gebruik, is dus ook ondersoek. ʼn Ondersoek is gedoen na die toepassing van die beleid rakende tegnologie binne skole en hoe skole by hierdie beleid aanpas om hulle behoeftes te akkommodeer. Die studie het ook gepoog om vas te stel wat die redes is waarom die beleid rakende tegnologie in sommige skole na behore toegepas word, terwyl ander skole wat wel oor die tegnologie beskik, dit nie behoorlik toepas nie. Daar is verder ondersoek ingestel na die verskil in toepassing van die beleid tussen gegoede en minder gegoede skole. Die situasie ten opsigte van die toepassing van beleid oor tegnologie in gegoede en minder gegoede skole in die Wes-Kaap is by vier skole onder die soeklig geplaas: twee skole in die platteland en twee skole in ʼn stedelike gebied. Twee van die skole is gegoede skole wat tegnologie besit en dit daagliks gebruik. Die ander twee skole is minder gegoede skole wat oor tegnologiese hulpbronne beskik, maar dit nie gereeld tot voordeel van hul leerders gebruik nie. Twee skole het oorwegend Afrikaanssprekende leerders en twee oorwegend Engelssprekende leerders. Die beleid word by elk van hierdie skole verskillend toegepas, moontlik weens omstandighede of onopgeleide personeel wat nie die nodige kennis en vaardighede besit om tegnologie as onderrigmetode te gebruik nie. Die studie poog om skole bewus te maak van die belangrikheid van tegnologie en dat daar ʼn paradigmaskuif moet plaasvind in onderwysers se onderrigmetodes en -tegnieke. Dit poog ook om onderwysers meer bewus te maak van die waarde wat tegnologie kan hê as dit in lesaanbiedings geïntegreer word. Só kan daar moontlik verseker word dat leerders die opleiding ontvang wat nodig is om globaal mededingend te wees.

Thesis (MEd)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: Twenty-first century youth have been privy to regular exposure to digital technology, both in their schools and in the home, which has resulted in a change of both lifestyle and educational practice from that enjoyed by prior generations. Parallel to the technology market trajectory that has arguably influenced the psychological and psycho-social development of contemporary youth is the burgeoning industry of learning technology. Integration of such technology into South African schools is relatively in its infancy when compared to global initiatives, and has sparked debate as to the place of technology within education in a country fraught with divided resources. In consideration of the influence of technology on education, research which investigates the motivating role of technology upon learning, particularly from the perspective of the learners themselves, is amiss. This study aimed to discover the extent to which technology tools used in education motivate the twenty-first century South African learner to learn, and whether the use of such technology would create a more engaging, relevant educational environment. In order to investigate the topic, exploratory qualitative research as underpinned by the constructivist paradigm and within a social constructivist theoretical framework was conducted as a case study. Purposive sampling was employed to select Grade 11 learners in order to gain their perspectives and those of their teachers who bear witness to their learning at one private co-educational high school in the Western Cape. Qualitative content analysis was utilised to interpret the data collected from a semi-structured focus group interview conducted with eight learners, as well as from learner and teacher questionnaires which provided valuable contextualisation for the focus group interview. The research findings from the study indicated that the learner participants could identify the role of intrinsic motivation to learn, and demonstrated awareness of the factors that contributed to the facilitation thereof, of which learning technology played a prominent role. The participants noted the importance of the complementary role of learning technology; a means to an end and not an end in itself. Important considerations were highlighted, such as the potential for distraction, personal learning preferences, and conceptualisations of learning required for technology to be successfully integrated into the twenty-first century learning environment. / AFRIKAANSE OPSOMMING: In teenstelling met vorige generasies word die jeug van die 21ste eeu gereeld blootgestel aan digitale tegnologie, tuis sowel as in hul skole, wat ‘n verandering in beide hul leefstyl en die onderwyspraktyk tot gevolg het. Parallel aan die baan van ontwikkeling van die tegnologiemarkte, wat ʼn betwisbare invloed het op die sielkundige en psigososiale ontwikkeling van die hedendaagse jeug het, is die ontluikende industrie van leertegnologie. Die integrasie van sulke tegnologie in Suid-Afrikaanse skole is nog in sy kinderskoene as dit vergelyk word met globale inisiatiewe en dit het debat oor die plek van tegnologie in ‘n land met oneweredig verdeelde hulpbronne ontlok. As die invloed van tegnologie op opvoeding in ag geneem word, is navorsing wat die motiverende effek van tegnologie op leer ondersoek, veral vanuit die perpektief van die leerders self, beperk. Die doel van hierdie studie was om vas te stel tot watter mate tegnologiese hulpmiddels in die onderwys die Suid-Afrikaanse leerder van die 21ste eeu motiveer om te leer en of die gebruik van sulke tegnologie ʼn meer deelnemende, relevante onderwysomgewing sal skep. Hierdie verkennende, kwalitatiewe gevallestudie binne die konstruktivistiese paradigma het sosiale konstruktivisme as die onderliggende teoretiese raamwerk gehad. Doelbewuste steekproefneming is uitgevoer om die Graad 11 leerders uit 'n enkele private hoërskool in die Wes-Kaap te selekteer om sodoende hul perspektiewe asook dié van hul onderwysers, wat van hul leerproses kan getuig, te bekom. Data is deur middel van ʼn semi-gestruktureerde fokusgroeponderhoud asook vraelyste aan beide die leerders en onderwysers ingesamel, wat waardevolle kontekstualisering vir die fokusgroeponderhoud voorsien het. Die ontleding van die navorsingsdata is met behulp van kwalitatiewe inhoudsanalise uitgevoer. Die bevindings van hierdie studie het aangedui dat die leerderdeelnemers die rol van intrinsieke motivering om te leer kon identifiseer en hulle het ʼn bewustheid getoon vir die faktore wat dit bevorder. Leertegnologie het ʼn prominente rol gespeel in hierdie faktore. Die deelnemers het gewys op die belangrike komplementêre rol van leertegnologie; ʼn weg tot ʼn doel en nie die doel self nie. Belangrike oorwegings is uitgelig, soos die potensiaal vir aandagafleiding en ook persoonlike leervoorkeure en konseptualiserings van leer benodig vir suksesvolle integrasie van tegnologie in die 21ste eeuse leeromgewing.

Thesis (MPhil)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: This study aims to assess the state of developments of Information Communication Technologies (ICT's) in the Gauteng Province as a driving factor for evolution into informational economy. Throughout the world the convergence of telecommunications, computing and publishing industries has changed the way in which the world economies and society at large are organized. It is important for every part of society to adapt to these changes. Since 1996 a number of institutional developments at a global, national, provincial, industrial, municipality and community levels have taken place to prepare society for the digital revolution. These institutional initiatives took form of policies and programs that would have an impact on the Gauteng Province. Therefore, it is necessary for Gauteng Province to develop a planning framework that is informed by these changes and initiatives. The theoretical basis of the study was Critical Multiplism. This approach employs multiple perspectives, methods, measures and data sources to arrive at plausible conclusions. The study concludes that the Gauteng Province has reached a critical point for rapid growth of ICT's to take place. / AFRIKAANSE OPSOMMING: Die studie fokus op die evaluering van die ontwikkeling van die Informasie Kommunikasie Tegnologie in Gauteng as 'n dryffaktor vir die evolusie na 'n informasie ekonomie. Internasionaal het die integrasie van telekommunikasie, rekenarisering en publisieteit industrieë die manier van organisasie van wêreld ekonomie en die samelewing verander. Dit is belangrik vir die sameling se voortbestaan om aan te pas by hierdie veranderinge. Sedert 1996 het verskeie institute en organisasies op globale, nasionale, provinsiale, industrieële, munisipale en gemeenskaps vlak reeds met voorbereidings begin vir die digitale revolusie. Hierdie inisiatiewe het die vorm van voorskrifte en programme aangeneem wat 'n definitiewe impak maak op Gauteng. Dit is belangrik vir Gauteng om 'n voorskriftelike raamwerk op te stel in lyn met hierdie inisiatiewe. Die teoretiese basis van hierdie studie was Kritiese Vermenigvuldiging. Hierdie metode maak gebruik van verskeie sienings, maniere en inligtingsbronne om by 'n werkbare oplossing te kom. Hierdie studie beklemtoon die feit dat Gauteng 'n krietiesie punt bereik het vir vinnige groei in Informasie Kommunikasie Tegnologie.