The research in this dissertation of limited scope aimed to identify theories of education for effective teaching and learning when using Web2.0 technology in distance education. The rationale for such a study is based on the premise that, globally, the dawn of the Fourth Industrial Revolution is bringing about a rapid technological growth and innovative information communication technology (ICT) tools which are utilised in distance education. The increase in connections across the globe has also seen an increase in online learning as the barriers of time and space have been bridged. These advances in technology have a direct impact on the education system which needs to experience a similar exponential development in the guiding theories for universities offering distance learning using Web2.0 technology. Qualitative research methods were used to conduct an integrative literature review of the most utilised pedagogical theories over time. The pedagogical principles were applied to the requirements for effective online teaching and learning to develop a guideline to determine which pedagogical principles and combinations are therefore applicable to 21st century distance education. The finding is that no one pedagogical theory researched in this study can be isolated to be applied to online learning, but rather that a combination – in varying degrees – will support an effective online teaching and learning environment. A document analysis was conducted to understand the current guidelines provided for e-learning in selected South African universities. This analysis indicated that there is much room for development to separate the traditional classroom policies from the online learning policies at higher education institutions. Summaries of applications and tools for effective online learning were presented, along with recommendations for developments within the field and for further research. / Die navorsing in hierdie verhandeling van beperkte omvang, is uitgevoer om opvoedkundeteorieë vir doeltreffende onderrig en leer wanneer Web2.0-tegnologie in afstandsonderrig gebruik word, te identifiseer. Die beweegrede vir sodanige studie is gebaseer op die uitgangspunt dat die aanbreek van die Vierde Nywerheidsomwenteling wêreldwyd aanleiding gee tot snelle tegnologievooruitgang en innoverende hulpmiddele vir inligtings- en kommunikasietegnologie (IKT) wat in afstandsonderrig gebruik word. Die toename in verbindings oor die wêreld heen het ook ʼn toename in aanlynleer meegebring, aangesien hindernisse ten opsigte van tyd en ruimte oorbrug is. Hierdie vooruitgang in tegnologie het ʼn direkte impak op die opvoedingstelsel, wat soortgelyke eksponensiële ontwikkeling in die rigtinggewende teorieë vir universiteite wat afstandsleer deur middel van Web2.0-tegnologie aanbied, moet ervaar. Kwalitatiewe navorsingsmetodes is gebruik om ʼn geïntegreerde literatuuroorsig uit te voer van die pedagogiese teorieë wat oor tyd die meeste gebruik is. Die pedagogiese beginsels is toegepas op die vereistes vir doeltreffende aanlynonderrig en -leer om ʼn riglyn te ontwikkel ten einde te bepaal watter pedagogiese beginsels en kombinasies dus betrekking het op afstandsonderrig in die 21ste eeu. Die bevinding is dat geen pedagogiese teorie wat in hierdie studie ondersoek is, uitgesonder kan word vir toepassing op aanlynleer nie, maar eerder dat ʼn kombinasie – in wisselende mate – ʼn doeltreffende omgewing vir aanlynonderrig en -leer sal ondersteun. ʼn Dokumentontleding is gedoen om insig te verkry rakende die huidige riglyne vir e-leer wat by uitgesoekte Suid-Afrikaanse universiteite gegee word. Die ontleding het getoon dat daar baie ruimte vir ontwikkeling is om die tradisionele klaskamerbeleide te skei van die aanlynleerbeleide by hoëronderwysinstellings. Opsommings van aansoeke en hulpmiddele vir doeltreffende aanlynleer is voorgehou, sowel as aanbevelings vir ontwikkelings op die studieterrein en vir verdere navorsing. / Kolu phando lungenamhlaba ubanzi kakhulu kujoliswe ekufumaniseni iingcingane zemfundo zokufundisa nokufunda kwabo bafunda bekude besetyenzisa isixhobo sobuchwepheshe beintanethi esibizwa ngokuba yiWeb2.0. Intsusa yolu phando iphuma kuluvo lokuba iNguqukazi Yorhwebo Yesine, i-4IR idala ukukhula okungummangaliso kwimisebenzi yezobuchwepheshe kunye nokuqanjwa kwezixhobo zobuchwepheshe bonxibelelwano lolwazi ezisetyenziswa ngabafundi abafunda bekude. Likhulile inani labantu abaqhagamshelanayo kwihlabathi liphela kwaye oku kunyuse inani labafundi abafunda bekude besebenzisa i-intanethi, ngenxa yokuba iphelisiwe imida yexesha kunye nendawo yokufundela. Ezi ndlela zintsha ziqanjwayo kwezobuchwepheshe zinefuthe elithe ngqo kwinkqubo yezemfundo, nedinga ukukhuliswa kweengcingane zokufundisa kwiiyunivesithi ezifundisa abafundi abafunda bekude, besebenzisa ubuchwepheshe beWeb2.0. Kuye kwasetyenziswa indlela yophando ngokuzathuza (qualitative) ekuphengululeni uncwadi olungezona ngcingane zokufundisa zisetyenziswe kakhulu ngexesha elithile. Kusetyenziswe iinqobo zokufundisa eziyimfuneko ekufundeni nasekufundiseni ngeintanethi okusebenzayo, ukwenzela ukufumanisa ukuba zeziphi ezona zifanelekileyo kwimfundo yabakude kule nkulungwane yama-21. Kufunyaniswe ukuba akukho ngcingane yokufundisa inokusebenza yodwa ekufundiseni ngeintanethi, koko kunokusetyenziswa umxube – ngokushiyana kwemigangatho yawo – ukuze kuxhaswe imiba yokufundisa abafundi abahleli emakhaya bejongene neekhompyutha zabo. Kwenziwe uhlalutyo lwemibhalo ekhoyo ukuze kuqondisiswe ukuba zeziphi izikhokelo ezikhoyo zemfundo esebenzisa izixhobo zobuchwepheshe kwiiYunivevisithi ezichongiweyo zaseMzantsi Afrika. Olu hlalutyo lubonakalise ukuba usemninzi umhlaba ekufanele ukuba unyathelwe ukuze kwahlukaniswe imigaqo nkqubo yesiqhelo yokufundela egumbini lokufundela naleyo yokufunda ngeintanethi kumaziko emfundo ephakamileyo. Kuziswe ngaphambili izishwankathelo zeendlela zokusebenza kunye nezixhobo zokufunda okusebenzayo kubafundi abafunda bekude, kwacetyiswa kwakhona iindlela zokuphuhlisa neminye imiba ekusafanele ukuba kuphandwe ngayo. / Institute for Open and Distance Learning (IODL) / M. Ed. (Open and Distance Learning)

Reverse genetics is an innovative molecular biology tool that enables the manipulation of viral genomes at the cDNA level in order to generate particular mutants or artificial viruses. The reverse genetics system for the influenza virus is arguably one of the best illustrations of the potential power of this technology. This reverse genetics system is the basis for the ability to regularly adapt influenza vaccines strains. Today, reverse genetic systems have been developed for many animal RNA viruses. Selection-free reverse genetics systems have been developed for the members of the Reoviridae family including, African horsesickness virus, bluetongue virus and orthoreovirus. This ground-breaking technology has led to the generation of valuable evidence regarding the replication and pathogenesis of these viruses. Unfortunately, extrapolating either the plasmid-based or transcript-based reverse genetics systems to rotavirus has not yet been successful. The development of a selection-free rotavirus reverse genetics system will enable the systematic investigation of poorly understood aspects of the rotavirus replication cycle and aid the development of more effective vaccines, amongst other research avenues. This study investigated the importance of co-expressed rotavirus proteins in the development of a selection-free rotavirus reverse genetics system. The consensus sequences of the rotavirus strains Wa (RVA/Human-tc/USA/WaCS/1974/G1P[8]) and SA11 (RVA/Simian-tc/ZAF/SA11/1958/G3P[2]) where used to design rotavirus expression plasmids. The consensus nucleotide sequence of a human rotavirus Wa strain was determined by sequence-independent cDNA synthesis and amplification combined with next-generation 454® pyrosequencing. A total of 4 novel nucleotide changes, which also resulted in amino acid changes, were detected in genome segment 7 (NSP3), genome segment 9 (VP7) and genome segment 10 (NSP4). In silico analysis indicated that none of the detected nucleotide changes, and consequent amino acid variations, had any significant effect on viral structure. Evolutionary analysis indicated that the sequenced rotavirus WaCS was closely related to the ParWa and VirWa variants, which were derived from the original 1974 Wa isolate. Despite serial passaging in animals, as well as cell cultures, the Wa genome seems to be stable. Considering that the current reference sequence for the Wa strain is a composite sequence of various Wa variants, the rotavirus WaCS may be a more appropriate reference sequence. The rotavirus Wa and SA11 strains were selected for plasmid-based expression of rotavirus proteins, under control of a T7 promoter sequence, due to the fact that they propagate well in MA104 cells and the availability of their consensus sequences. The T7 RNA polymerase was provided by a recombinant fowlpox virus. After extensive transfection optimisation on a variety of mammalian cell lines, MA104 cells proved to be the best suited for the expression rotavirus proteins from plasmids. The expression of rotavirus Wa and SA11 VP1, VP6, NSP2 and NSP5 could be confirmed with immunostaining in MA104 and HEK 293H cells. Another approach involved the codon-optimised expression of the rotavirus replication complex scaffold in MA104 cells under the control of a CMV promoter sequence. This system was independent from the recombinant fowlpox virus. All three plasmid expression sets were designed to be used in combination with the transcript-based reverse genetics system in order to improve the odds of developing a successful rotavirus reverse genetics system. Rotavirus transcripts were generated using transcriptively active rotavirus SA11 double layered particles (DLPs). MA104 and HEK293H cells proved to be the best suited for the expression of rotavirus transcripts although expression of rotavirus VP6 could be demonstrated in all cell cultures examined (MA104, HEK 293H, BSR and COS-7) using immunostaining. In addition, the expression of transcript derived rotavirus VP1, NSP2 and NSP5 could be confirmed with immunofluorescence in MA104 and HEK 293H cells. This is the first report of rotavirus transcripts being translated in cultured cells. A peculiar cell death pattern was observed within 24 hours in response to transfection of rotavirus transcripts. This observed cell death, however does not seem to be related to normal viral cytopathic effect as no viable rotavirus could be recovered. In an effort to combine the transcript- and plasmid systems, a dual transfection strategy was followed where plasmids encoding rotavirus proteins were transfected first followed, 12 hours later, by the transfection of rotavirus SA11 transcripts. The codon- optimised plasmid system was designed as it was postulated that expression of the DLP-complex (VP1, VP2, VP3 and VP6), the rotavirus replication complex would form and assist with replication and/or packaging. Transfecting codon- optimized plasmids first noticeably delayed the mass cell death observed when transfecting rotavirus transcripts on their own. None of the examined coexpression systems were able to produce a viable rotavirus. Finally, the innate immune responses elicited by rotavirus transcripts and plasmid-derived rotavirus Wa and SA11 proteins were investigated. Quantitative RT-PCR (qRT-PCR) experiments indicated that rotavirus transcripts induced high levels of the expression of the cytokines IFN- α1, IFN-1β, IFN-λ1 and CXCL10. The expression of certain viral proteins from plasmids (VP3, VP7 and NSP5/6) was more likely to stimulate specific interferon responses, while other viral proteins (VP1, VP2, VP4 and NSP1) seem to be able to actively suppress the expression of certain cytokines. In the light of these suppression results, specific rotavirus proteins were expressed from transfected plasmids to investigate their potential in supressing the interferon responses provoked by rotavirus transcripts. qRT-PCR results indicated that cells transfected with the plasmids encoding NSP1, NSP2 or a combination of NSP2 and NSP5 significantly reduced the expression of specific cytokines induced by rotavirus transcripts. These findings point to other possible viral innate suppression mechanisms in addition to the degradation of interferon regulatory factors by NSP1. The suppression of the strong innate immune response elicited by rotavirus transcripts might well prove to be vital in the quest to better understand the replication cycle of this virus and eventually lead to the development of a selection-free reverse genetics system for rotavirus. / PhD (Biochemistry), North-West University, Potchefstroom Campus, 2014

Reverse genetics is an innovative molecular biology tool that enables the manipulation of viral genomes at the cDNA level in order to generate particular mutants or artificial viruses. The reverse genetics system for the influenza virus is arguably one of the best illustrations of the potential power of this technology. This reverse genetics system is the basis for the ability to regularly adapt influenza vaccines strains. Today, reverse genetic systems have been developed for many animal RNA viruses. Selection-free reverse genetics systems have been developed for the members of the Reoviridae family including, African horsesickness virus, bluetongue virus and orthoreovirus. This ground-breaking technology has led to the generation of valuable evidence regarding the replication and pathogenesis of these viruses. Unfortunately, extrapolating either the plasmid-based or transcript-based reverse genetics systems to rotavirus has not yet been successful. The development of a selection-free rotavirus reverse genetics system will enable the systematic investigation of poorly understood aspects of the rotavirus replication cycle and aid the development of more effective vaccines, amongst other research avenues. This study investigated the importance of co-expressed rotavirus proteins in the development of a selection-free rotavirus reverse genetics system. The consensus sequences of the rotavirus strains Wa (RVA/Human-tc/USA/WaCS/1974/G1P[8]) and SA11 (RVA/Simian-tc/ZAF/SA11/1958/G3P[2]) where used to design rotavirus expression plasmids. The consensus nucleotide sequence of a human rotavirus Wa strain was determined by sequence-independent cDNA synthesis and amplification combined with next-generation 454® pyrosequencing. A total of 4 novel nucleotide changes, which also resulted in amino acid changes, were detected in genome segment 7 (NSP3), genome segment 9 (VP7) and genome segment 10 (NSP4). In silico analysis indicated that none of the detected nucleotide changes, and consequent amino acid variations, had any significant effect on viral structure. Evolutionary analysis indicated that the sequenced rotavirus WaCS was closely related to the ParWa and VirWa variants, which were derived from the original 1974 Wa isolate. Despite serial passaging in animals, as well as cell cultures, the Wa genome seems to be stable. Considering that the current reference sequence for the Wa strain is a composite sequence of various Wa variants, the rotavirus WaCS may be a more appropriate reference sequence. The rotavirus Wa and SA11 strains were selected for plasmid-based expression of rotavirus proteins, under control of a T7 promoter sequence, due to the fact that they propagate well in MA104 cells and the availability of their consensus sequences. The T7 RNA polymerase was provided by a recombinant fowlpox virus. After extensive transfection optimisation on a variety of mammalian cell lines, MA104 cells proved to be the best suited for the expression rotavirus proteins from plasmids. The expression of rotavirus Wa and SA11 VP1, VP6, NSP2 and NSP5 could be confirmed with immunostaining in MA104 and HEK 293H cells. Another approach involved the codon-optimised expression of the rotavirus replication complex scaffold in MA104 cells under the control of a CMV promoter sequence. This system was independent from the recombinant fowlpox virus. All three plasmid expression sets were designed to be used in combination with the transcript-based reverse genetics system in order to improve the odds of developing a successful rotavirus reverse genetics system. Rotavirus transcripts were generated using transcriptively active rotavirus SA11 double layered particles (DLPs). MA104 and HEK293H cells proved to be the best suited for the expression of rotavirus transcripts although expression of rotavirus VP6 could be demonstrated in all cell cultures examined (MA104, HEK 293H, BSR and COS-7) using immunostaining. In addition, the expression of transcript derived rotavirus VP1, NSP2 and NSP5 could be confirmed with immunofluorescence in MA104 and HEK 293H cells. This is the first report of rotavirus transcripts being translated in cultured cells. A peculiar cell death pattern was observed within 24 hours in response to transfection of rotavirus transcripts. This observed cell death, however does not seem to be related to normal viral cytopathic effect as no viable rotavirus could be recovered. In an effort to combine the transcript- and plasmid systems, a dual transfection strategy was followed where plasmids encoding rotavirus proteins were transfected first followed, 12 hours later, by the transfection of rotavirus SA11 transcripts. The codon- optimised plasmid system was designed as it was postulated that expression of the DLP-complex (VP1, VP2, VP3 and VP6), the rotavirus replication complex would form and assist with replication and/or packaging. Transfecting codon- optimized plasmids first noticeably delayed the mass cell death observed when transfecting rotavirus transcripts on their own. None of the examined coexpression systems were able to produce a viable rotavirus. Finally, the innate immune responses elicited by rotavirus transcripts and plasmid-derived rotavirus Wa and SA11 proteins were investigated. Quantitative RT-PCR (qRT-PCR) experiments indicated that rotavirus transcripts induced high levels of the expression of the cytokines IFN- α1, IFN-1β, IFN-λ1 and CXCL10. The expression of certain viral proteins from plasmids (VP3, VP7 and NSP5/6) was more likely to stimulate specific interferon responses, while other viral proteins (VP1, VP2, VP4 and NSP1) seem to be able to actively suppress the expression of certain cytokines. In the light of these suppression results, specific rotavirus proteins were expressed from transfected plasmids to investigate their potential in supressing the interferon responses provoked by rotavirus transcripts. qRT-PCR results indicated that cells transfected with the plasmids encoding NSP1, NSP2 or a combination of NSP2 and NSP5 significantly reduced the expression of specific cytokines induced by rotavirus transcripts. These findings point to other possible viral innate suppression mechanisms in addition to the degradation of interferon regulatory factors by NSP1. The suppression of the strong innate immune response elicited by rotavirus transcripts might well prove to be vital in the quest to better understand the replication cycle of this virus and eventually lead to the development of a selection-free reverse genetics system for rotavirus. / PhD (Biochemistry), North-West University, Potchefstroom Campus, 2014

Both globally and locally, agriculture faces ever increasing challenges such as high input costs, strict environmental laws, decrease in land for cultivation and an increase in demand due to the growing global population. Profitability and sustainability requires more effective production systems. Precision agriculture is identified as such a system and is built upon a system approach that aims to restructure the total system of agriculture towards low input, high efficiency and sustainable agriculture. The aim of this study was to analyse the state of precision agriculture in the summer grain producing areas of South Africa, specifically the North West and Free State provinces. In order to achieve this, a literature study was conducted. During the literature study the term ‘precision agriculture’ was defined and discussed. The precision agriculture cycle and its components were explained and benefits of precision agriculture were identified. The literature study was concluded with identifying and discussing the most widely used and most beneficial technologies as well as reasons for slow adoption. Findings from the literature study were used to investigate the state of precision agriculture locally. In order to achieve this, a quantitative approach was used and information was collected by means of an empirical study using a questionnaire. Questionnaires were distributed to farmers using selling agents of an agricultural company that is well represented in the targeted areas. The data was then statistically analysed. The survey showed that only 52% of summer grain producing farmers in the North West and Free State provinces of South Africa practises precision agriculture as defined in the v literature study. The study also revealed that the majority of precision agriculture farmers are over the age of 40, have more than 16 years of farming experience, are well educated, cultivate more than 1,000 hectares and uses none or little irrigation. The most commonly used precision agriculture technologies were grid soil sampling and yield monitors. The perception among most of the farmers was that precision technologies are not very affordable, not easily available and that it lacks proper testing with regards to efficiency. The group of summer grain–producing farmers that have correctly implemented precision agriculture as per definition stated that the benefits they derived from precision technologies include reduction in input costs, increased outputs and improved management skills. Too high implementation costs and technologies not providing enough benefits were among the main reasons farmers do not implement precision agriculture. It was concluded that a significant effort and amount of work is needed to increase the use of precision agriculture among summer grain–producing farmers in the targeted areas. A consolidated effort from government, agricultural institutions and agricultural companies will be needed to achieve this goal. Implementing precision agriculture as a system will require education (from primary to tertiary institutions) and improved marketing strategies. Only then will precision technologies be able to help meet the future demands placed on the agriculture sector. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

Both globally and locally, agriculture faces ever increasing challenges such as high input costs, strict environmental laws, decrease in land for cultivation and an increase in demand due to the growing global population. Profitability and sustainability requires more effective production systems. Precision agriculture is identified as such a system and is built upon a system approach that aims to restructure the total system of agriculture towards low input, high efficiency and sustainable agriculture. The aim of this study was to analyse the state of precision agriculture in the summer grain producing areas of South Africa, specifically the North West and Free State provinces. In order to achieve this, a literature study was conducted. During the literature study the term ‘precision agriculture’ was defined and discussed. The precision agriculture cycle and its components were explained and benefits of precision agriculture were identified. The literature study was concluded with identifying and discussing the most widely used and most beneficial technologies as well as reasons for slow adoption. Findings from the literature study were used to investigate the state of precision agriculture locally. In order to achieve this, a quantitative approach was used and information was collected by means of an empirical study using a questionnaire. Questionnaires were distributed to farmers using selling agents of an agricultural company that is well represented in the targeted areas. The data was then statistically analysed. The survey showed that only 52% of summer grain producing farmers in the North West and Free State provinces of South Africa practises precision agriculture as defined in the v literature study. The study also revealed that the majority of precision agriculture farmers are over the age of 40, have more than 16 years of farming experience, are well educated, cultivate more than 1,000 hectares and uses none or little irrigation. The most commonly used precision agriculture technologies were grid soil sampling and yield monitors. The perception among most of the farmers was that precision technologies are not very affordable, not easily available and that it lacks proper testing with regards to efficiency. The group of summer grain–producing farmers that have correctly implemented precision agriculture as per definition stated that the benefits they derived from precision technologies include reduction in input costs, increased outputs and improved management skills. Too high implementation costs and technologies not providing enough benefits were among the main reasons farmers do not implement precision agriculture. It was concluded that a significant effort and amount of work is needed to increase the use of precision agriculture among summer grain–producing farmers in the targeted areas. A consolidated effort from government, agricultural institutions and agricultural companies will be needed to achieve this goal. Implementing precision agriculture as a system will require education (from primary to tertiary institutions) and improved marketing strategies. Only then will precision technologies be able to help meet the future demands placed on the agriculture sector. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

Students no longer respond to content-driven, teacher-centred learning. Literature reveals that changes in methodology and pedagogy of teachers needs to take place in order to keep education relevant and engaging. Classrooms where critical thinking, communication, creativity and collaboration are embraced are required in schools. The environment where these components are present can be referred to as 21st century classrooms. Establishing these locales require a leader who is able to create the vision for the changes that need to take place. One who will fashion a learning environment where teachers feel secure and have the confidence through teacher development to embark on and embrace a new arrangement in their classroom. The principal needs to embrace his/her instructional role in establishing these 21st century classrooms. This research project investigated precisely what the instructional role of the principal necessitates in aiding teachers to establish 21st century classrooms. A qualitative research design, embedded in the constructivist paradigm in the form of a hermeneutic study was chosen as research method. Using semi-structured interviews, the researcher attempted to find out how the principal of each school visited, viewed 21st century classrooms, as well as what skills and knowledge he/she required as the instructional leader in leading teachers to establish 21st century classrooms. The researcher used purposeful sampling to select the participants who would have the greatest insight into establishing 21st century classrooms at their school. Trustworthiness was ensured in the collection and interpretation of data. The researcher transcribed the collected data and it was later analysed. Once analysed, the data was interpreted and arranged under the research sub-questions. The findings established that each participant is quite knowledgeable concerning the attributes and characteristics of a 21st century classroom. Many of the principals played a strong instructional role in their school and displayed many of the characteristics and skills necessary to create an environment where teachers could competently bring 21st century skills and knowledge into their classrooms. In most of the schools visited, 21st century classrooms are well on their way to being established. It is evident that the theory of 21st century classrooms is far more prevalent in some of the schools visited than the practical application thereof. In some of the schools visited a whole philosophy of learning, which encases all the 21st century attributes has been implemented. Each school could be placed on a continuum, with no one school being at the same space in their journey to implement 21st century skills and knowledge into their teachers’ pedagogy. / Leerders reageer nie meer op inhoudgedrewe en/of onderwysgesentreerde onderrig nie. Literatuur toon dat veranderinge in onderwysmetodiek en pedagogie moet plaasvind ten einde onderwys relevant en interessant te hou. Klaskamers waarin kritiese denke, kommunikasie, kreatiwiteit en samewerking omhels word, is die nuwe maatstaf. Die omgewing waarin hierdie komponente teenwoordig is, word na verwys as die 21ste eeu klaskamers. Die stigting van 21ste eeu klaskamers vereis ʼn leier wat in staat is om ʼn visie te skep en dit na te volg. Een wat ʼn leeromgewing verseker waarin onderwysers veilig voel en selfvertroue opbou deur personeelontwikkeling. Sodoende word onderwysers bemagtig om die nuwe veranderinge in die klaskamer te omhels. Die skoolhoof speel ʼn sterk rol in die vestiging van hierdie 21ste eeu klaskamers en moet dus ʼn instruktiewe rol aanneem. Hierdie navorsingsprojek ondersoek wat presies hierdie instruktiewe rol van die skoolhoof behels in die ondersteuning van onderwysers om hul toe te rus vir 21ste eeu klaskamers. Hierdie navorsingsprojek is gebaseer op ʼn kwalitatiewe navorsingsontwerp, gegrond op die konstruktivistiese paradigma in die vorm van ʼn fenomenologiese studie. Deur gebruik te maak van semi-gestruktureerde onderhoude, het die navorser gepoog om uit te vind hoe die skoolhoof van elke skool wat besoek is, 21ste eeu klaskamers beskou en oor watter vaardighede en kennis ʼn skoolhoof as onderrigleier moet beskik om onderwysers in 21ste eeu klaskamers te vestig. Die navorser het van ʼn doelbewuste steekproef gebruik gemaak om geskikte kandidate te identifiseer wat kennis dra oor die vestiging van 21ste eeu klaskamers by hul eie skole. Betroubaarheid van die data is verseker deur die versameling en interpretasie daarvan. Die data is deur die navorser getranskribeer en later ontleed. Na analise is die data geïnterpreteer en dan in geskikte navorsings sub-vrae ingedeel. Die bevinding was dat elke kandidaat grondige kennis aangaande die eienskappe en kenmerke van 21ste eeu klaskamers het. Baie van die hoofde vervul ʼn sterk instruktiewe rol in hul skool en beskik oor die nodige eienskappe en vaardighede om ʼn omgewing te skep waarin onderwysers met bevoegdheid 21ste eeu vaardighede en kennis in hul klaskamers kan toepas. In meeste van die skole wat besoek is, is 21ste eeu klaskamers besig om pos te vat. Dit is ook duidelik dat die teorie van 21ste eeu klaskamers baie meer op die voorgrond is by sommige van die skole wat besoek is, as wat die praktiese toepassing daarvan is. In sommige van die skole wat besoek is, is ʼn leerfilosofie wat alle 21ste eeu kenmerke omvat geïmplementeer. Daar is ʼn kontinuum waarop elke skool geplaas kan word wat aandui dat nie een skool op dieselfde vlak in hul implementering van 21ste eeu vaardighede en kennis in hul onderwyspedagogie is nie. / Educational Leadership and Management / M. Ed. (Education Management)

This research seeks to establish how e-learning may contribute towards knowledge construction for Management Accounting students at the University of South Africa. More specifically, the research is designed to investigate how educational technologies like e-learning may benefit and improve the teaching and learning of Management Accounting at Unisa. Educators need to understand how students learn so that they can establish suitable learning strategies. Studies have shown that generally, e-learning applications are little used, sometimes because of inappropriate content and technologies. Other prohibitive factors are costs, poor or inadequate technology infrastructure and a shortage of human resources. On the strength of a comprehensive literature survey, a framework to address and manage challenging aspects of teaching and e-learning were developed. Problem areas and critical success factors were considered. The said framework ought to assist with organising complex issues and reveal parts that need further work. The utility of the framework was evaluated through a staged process. First, it was tested and evaluated through the model of a lecture. Secondly, both qualitative and quantitative surveys among university lectures and students were conducted to further confirm the applicability of the framework. Though the outcome of the validations were satisfactory, more research needs to be carried out over a longer period of time in order to determine the scalability of the framework and to remove any inconsistencies. Aspects of the framework could be used to incorporate ICTs, e.g. the use of spreadsheets and the Learning Village into communities of practice. / Hierdie navorsing poog om vas te stel hoe e-leer kan bydra tot kenniskonstruksie vir Bestuursrekeningkunde-studente aan die Universiteit van Suid-Afrika. Die navorsing is meer spesifiek ontwerp om vas te stel hoe opvoedkundetegnologieë soos e-leer die onderrig en leer van Bestuursrekeningkunde by Unisa kan bevorder en verbeter. Opvoeders moet verstaan hoe studente leer sodat hulle geskikte leerstrategieë kan ontwikkel. Studies toon dat e-leertoepassings normaalweg min gebruik word, soms omdat die inhoud en tegnologieë nie toepaslik is nie. Ander faktore wat dit belemmer, sluit in onkoste, swak of onvoldoende tegnologie-infrastruktuur en ’n tekort aan mensehulpbronne. ’n Raamwerk om die uitdagings van onderrig en e-leer te bestuur, is op grond van ’n omvattende literatuurstudie ontwikkel. Probleemareas en kritiese suksesfaktore is in gedagte gehou. Die genoemde raamwerk behoort van nut te wees vir die organisering van ingewikkelde kwessies en toon watter dele verdere werk vereis. Die bruikbaarheid van die raamwerk is deur middel van ’n stapsgewyse proses geëvalueer. Eerstens is dit getoets en geëvalueer op grond van ’n lesingsmodel. Tweedens is kwalitatiewe en kwantitatiewe meningspeilings geloods; sowel universiteitsdosente as -studente is versoek om die toepaslikheid van die raamwerk te bevestig. Alhoewel die uitkoms van die validasies bevredigend was, moet verdere navorsing oor ’n langer tydperk gedoen word om die skaleerbaarheid van die raamwerk te bepaal en enige teenstrydighede uit die weg te ruim. Aspekte van die raamwerk kan gebruik word om IKT’s, bv die gebruik van sigblaaie en die Learning Village, by praktyksgemeenskappe te inkorporeer. / Ucwaningo lufuna ukuthola ukuthi ngabe ukufunda nge-e-learning noma ngendlela yeelektroniki kungafaka kanjani esivivaneni ekwakheni ulwazi kubafundi be- Management Accounting eYunivesithi yeNingizimu Afrika noma i-University of South Africa. Ngokuqonde ngqo, ucwaningo ludizayinwe ukuthi luphenyisise ngkouthi amatheknoloji emfundo afana ne-e-learning angaba nenzuzo kanjani kanye nokuthuthukisa ukufunda nokufundisa kwi-Management Accounting eUnisa. Abafundisi kudingeke baqondisise ukuthi izitshudeni zifunda kanjani ukuze bakwazi ukuthola amasu afanele okufunda. Izinhlaka eziningi zocwaningo ezenziwe zibonise ukuthi ngokunabile, ama-application amaningi e-e-learning asetshenziswa kancane, kodwa ngesinye isikhathi lokhu kubangelwa wukuthi kusuke kunengqikithi engahambisani kahle ngokufanele kanye namatheknoloji angafanele. Ezinye izinto eziyizihibe, zindleko, ingqalasizinda ye-theknoloji yezinga eliphansi noma engenele kahle kanye nokusweleka kwabantu abawusizo. Ngokulandela imibhalo efundwe ngokujulile, kwenziwe uhlaka lokubhekana nokuphatha izinselele maqondana nokufunda nokufundisa kwase kwenziwa nge-e-learning. Kubonelelwe nemikhakhe enezinkinga kanye nokubhekana nezindawo ezinomphumela obambekayo nobalulekile. Uhlaka okukhulunywa ngalo kumele lusize ekuhleleni izinto eziyisixakaxaka kanye nokuveza izingxenye ezisadinga ukuthi kubhekwane nazo ukuzixazulula. Ukusetshenziswa kohlaka kuye kwahlolwa ngezinqubo ezinezigaba. Esokuqala isigaba, siye sathestwa kanye nokuhlolwa ngokusebenzisa imodela yesifundo. Esesibili isigaba, besingesokwenza ama-qualitative nama-quantitative survey kubafundisi baseyunivesithi kanye nabafundi, ukuqinisekisa ukusebenza kahle kohlaka. Ngisho noma ukubheka imiphumela yokuqinisekisa uhlolo ibiyenelisa, kusadingeka ukuthi kwenziwe olunye ucwaningo, esikhathini eside ukuze ukusetshenziswa kohlaka kuye ngokungezeleka ukubandakanya iningi (scalability), kanye nokuqeda izinto ezenza ukuthi kube nokwehluka-hluka nokungahambelani kahle ekusetshenzisweni (inconsistencies). Izingxenye zohlaka zingasetshenziswa ukwengamela ama-ICTs, isib. ukusetshenziswa kwama-spreadsheets kanye ne- Learning Village kulawo maqembu asebenzisa uhlaka. / Management Accounting / Ph. D. (Accounting Science)

Abstracts in English, Afrikaans and Zulu / Worldwide, students compete for a limited number of places at universities. By increasing the use of distance education, more students could have access to tertiary education. The problem addressed in this study related to the challenges faced by an ODL university to assess undergraduate modules in accounting sciences by way of technology-enhanced, non-venue-based alternative assessments, instead of the traditional venue-based examinations. The purpose of the current study was to develop an alternative assessment framework for ODL undergraduate accounting sciences modules as a possible solution to the assessment challenges faced by accounting graduates and universities in an ODL environment. The legitimacy of qualifications was considered by reviewing the identity verification of students and other ethical issues, as well as the influence on the accreditation by professional and other regulatory and governing bodies. Institutional and neo-institutional theories were used within the ODL context as foundational principles. Design-based research was used to develop two conceptual frameworks – one based on the theoretical elements and the other on non-venue-based alternative assessments in the ODL context. The two conceptual frameworks were evaluated using interviews conducted with ODL lecturers and members of professional accounting bodies. Thereafter, the data were analysed using thematic analysis. Triangulation was used as a final evaluation of the conceptual frameworks by analysing comments from students included in reports from an alternative assessment pilot study. The two conceptual frameworks were combined in one final framework. This final framework demonstrates how the institutional theory affects the institution and, specifically, internal issues. Due to the complexity of the ODL institution, external influences (such as technology) result in aspects of the neo-institutional theory becoming even more relevant to the current study. This complexity, together with the mimetic forces of technology and innovation, creates uncertainty. However, it became clear from the data analysis that coercive and normative forces result in ‘more certainty’. The alignment of these isomorphic forces resulted in legitimacy. Due to the importance of technology in the ODL environment, it became clear that technology should be anthropomorphically considered a stakeholder in the ODL institution. The inclusion of stakeholder theory created improved performance and the potential for innovation in order to ensure the legitimacy of qualifications. / Studente ding wêreldwyd mee vir 'n beperkte aantal plekke in universiteite. Indien die gebruik van afstandsonderrig uitgebrei word, kan meer studente toegang tot tersiêre onderwys kry. Die probleem waarop hierdie studie fokus is die uitdagings van 'n OAO-universiteit om voorgraadse modules in rekeningkundige wetenskappe te assesseer deur middel van tegnologies verbeterde, nie-lokaalgebaseerde alternatiewe assesserings in plaas van die tradisionele, lokaalgebaseerde eksamens. Die doel van die huidige studie was om 'n alternatiewe assesseringsraamwerk vir voorgraadse rekeningkundige wetenskapmodules in OAO te ontwikkel as 'n moontlike oplossing vir die assesseringsuitdagings van rekeningkundige gegradueerdes en universiteite in ’n OAO-omgewing. Die geldigheid van kwalifikasies is oorweeg deur 'n oorsig te doen oor die identiteitsverifiëring van studente en ander etiese aangeleenthede, asook die invloed op die akkreditasie deur professionele en ander regulatiewe beheerliggame. Institusionele en neo-institusionele teorieë is in die OAO-konteks as grondbeginsels gebruik. Ontwerpgebaseerde navorsing is gebruik om twee konseptuele raamwerke te ontwikkel – een gebaseer op die teoretiese elemente en die ander op nie-lokaalgebaseerde alternatiewe assesserings in die OAO-konteks. Die twee konseptuele raamwerke is geëvalueer aan die hand van onderhoude met OAO-dosente en lede van professionele rekeningkundige liggame. Hierna is die data deur middel van tematiese analise ontleed. Triangulasie is gebruik as 'n finale evaluering van die konseptuele raamwerke deur die kommentaar van studente wat in verslae van 'n alternatiewe assesseringsvoorstudie ingesluit is, te evalueer. Die twee konseptuele raamwerke is in een finale raamwerk gekombineer. Hierdie finale raamwerk demonstreer hoe die institusionele teorie die instelling en, spesifiek, interne aangeleenthede beïnvloed. As gevolg van die kompleksiteit van die OAO-instelling, veroorsaak eksterne invloede (soos tegnologie) dat die neo-institusionele teorie selfs meer relevant vir die huidige studie word. Hierdie kompleksiteit, tesame met die mimetiese magte van tegnologie en innovasie, skep onsekerheid. Dit is egter duidelik uit die data-analise dat dwang- en normatiewe magte ‘meer sekerheid’ veroorsaak. Die belyning van hierdie isomorfiese magte veroorsaak geldigheid. As gevolg van die belangrikheid van tegnologie in die OAO-omgewing, is dit duidelik dat tegnologie antropomorfies beskou moet word as 'n belanghebber in die OAO-instelling. Die insluiting van die belanghebbende teorie het verbeterde prestasie en die potensiaal vir innovasie tot gevolg gehad, om sodoende die geldigheid van kwalifikasies te verseker. / Emhlabeni wonke, abafundi bazabalazela ukuthola ithuba lokungena kwizindawo ezingamanyuvesi amancane ngenani. Ngokukhulisa izinga lokusetshenziswa kohlelo lokufunda ukude, abafundi abaningi bebangakwazi ukungena emazikweni ezemfundo aphakemeyo. Inkinga exazululwa kulolu cwaningo imayelana nezinselelo ezibhekene nenyuvesi yohlelo lwe-ODL ukuhlola amamojuli asesigabeni seziqu zokuqala kwisayensi ye-accounting ngendlela yoncedo lobuchwepheshe, ngezinye izinhlelo zokuhlola ezingenziwa endaweni eyodwa, kunokusebenzisa uhlelo olwejwayelekile lokuhlolwa okwenziwa endaweni eyodwaethize. Inhloso yocwaningo lwamanje kwaye kungukwakha esinye isakhiwo sokuhlola samamojuli esayensi ye-accounting yeziqu zokuqala, lokhu kwenziwa njengekhambi elingaxazulula izinselelo zokuhlola ezibhekene nabafundi besifundo se-accounting kanye namanyuvesi akusizinda sohlelo lwe-ODL. Udaba lokuba semthethweni kweziqu luye lwabhekwa ngokubuyekeza ukuqinisekiswa kwamagama abafundi kanye nezinye izindaba ezimayelana nemigomo yokuziphatha, kanye nomthelela phezu kokwamukelwa kwamaprofeshinali kanye nezinye izinhlaka eziqinisa umthetho kanye nezinye izinhlaka eziphetheyo. Amathiyori eziko kanye nalawo ohlelo olusha lwamaziko asetshenziswe ngaphakathi kwesizinda se-ODL njengemigomo eyisisekelo. Ucwaningo olususelwa kwidizayini lusetshenziswe ukwakha izinhlaka ezimbili zegama – olunye uhlaka lususelwe kwizinto zethiyori kanye nakwezinye izinhlelo zokuhlola ezingasuselwa ezindaweni ezimile ngaphakathi kwesizinda se-ODL. Izinhlaka ezimbili zezakhiwo ziye zahlolwa ngokusebenzisa izinhlolovo ezenziwa abafundisi be-ODL kanye namalungu wezinhlangano eziprofeshinali zesifundo se-accounting. Ngemuva kwalokho, idatha ihlaziywe ngokusebenzisa uhlelo lokuhlaziya isihloko. Unxantathu wezinhlolovo (triangulation) usetshenziswe njengohlelo lokugcina lokuhlola izakhiwo zegama ngokuhlaziya izimvo ezivela kubafundi ezixutshwe kwimibiko evela ohlelweni lokuhlolwa kwesivivinyo socwaningo.Lezi zakhiwo zamagama ezimbili zihlanganiswe kuhlaka olulodwa lokugcina. Lolu hlaka lwesakhiwo lukhombisa indlela umqondo weziko othinta ngayo iziko, ikakhulu, izinto ezingaphakathi. Ngenxa yengxubevange yeziko elinohlelo lwe-ODL, imithelela evela ngaphandle (enjengobuchwepheshe) idala izinto ezihambelana nomqondo omusha weziko oya ngokuya uhambisane nesifundo samanje socwaningo. Le ngxubevange indawonye nemimoya yobuchwepheshe kanye namaqhinga amasha, kuletha isimo esingenakuqinisekiswa. Yize kunjalo, kuya ngokucaca ukusukela ekuhlaziyweni kwedatha ukuthi imimoya ephoqayo kanye naleyo eyejwayelekile idala isimo esingaziwa. Ukuhambisana kwalawa mandla okudalwe yizinto ezisemthethweni. Ngenxa yokubaluleka kobuchwepheshe kwisizinda se-ODL, kuye kwacaca ukuthi ubuchwepheshe kufanele buthathelwe phezulu njengesidlalindima kwiziko le-ODL. Ukufakwa komqondo womdlalindima kudale umsebenzi omuhle othuthukile kanye namathuba okuveza amaqhinga amasha ukuze kuqinisekiswe isimo sokuqinisekisa iziqu ukuthi zibe semthethweni. / College of Accounting Sciences / D. Phil. (Accounting Sciences)

Text in English with summary and key words in English, isiZulu and Afrikaans / Information and Communications Technology (ICT) adoption in a multicultural context needs to be well understood, since smooth ICT operations within several key sections of any multicultural organisation are impacted on by cultural factors. This study seeks to investigate the importance and effects of several variables – cultural tastes, cultural values, social structures, and the communication context and language – on ICT adoption in the African Union (AU). It also enhances understanding of issues faced by AU when adopting ICT in their daily operations. The study has reviewed theoretical literature, specifically Diffusion of Innovation Theory (DIT), Unified Theory of Acceptance and Use of Technology (UTAUT), The Competing Values Framework/Model, and Value-Based Adoption Model (VAM). The study used the value-based adoption model because in a multicultural environment such as AU, if an innovation is valuable and cost effective then they users are likely to adopt it. Reliability scores of the constructs were calculated by averaging the scores. The variables that could cause impact on ICT adoption included cultural values, social structure, culture taste, language and communication context. The tool was tested for reliability, and those questions that were found and unreliable questions were taken out from the final study. To enhance the test of validity of factors, Exploratory Factor Analysis (EFA) was preferred as the initial step in the validation process. The research was conducted at the AU offices within and outside of Ethiopia. A total of 288 participants completed a semi-structured questionnaire. Exploratory factor analysis was used. The findings indicate that language and cultural taste had a noteworthy effect at the stated significance level (α<0.05). Cultural values, communication, social structure and the communication context were found to be insignificant at the stated significance level (α<0.05). The study recommends that the AU embraces inclusivity of different and diverse languages into its ICT systems, to facilitate adoption and use by employees. In conclusion, the study points out that cultural tastes and languages are the vital elements in the adoption of ICT in the AU. / Ukwamukelwa kohlelo lezobuChwepheshe Bolwazi Kanye nokuXhumana (Information and communications technology (ICT) kwizidingo zesimo esiqukethe amasiko amaningi kufanele kuzwisiseke kahle, njengoba imisebenzi ehamba kahle yohlelo lwe-ICT kwimikhakha esemqoka yanoma iyiphi inhlangano enamasiko amaningi ithintwa yimithelela yosikompilo. Lolu cwaningo luqonde ukuphenya ukubaluleka Kanye nemithelela yezinto ezahlukene, kuxutshwa phakathi izinhlobo zamasiko, ubuhle bamasiko, izakhowo zomphakathi, Kanye nesimo sokuxhumana Kanye nolimi, phezu kokwamukelwa kwe-ICT kwinhlangano yoBunye be-Afrika (African Union (AU), ngenhloso yokuqinisa ulwazi lwezinto ezihlupha inhlangano ye-AU, uma yamukela uhlelo lwe-ICT kwimisebenzi yalo yansuku zonke. Ucwaningo luye lwabuyekeza ukuba khona ithiyori yombhalo wobuciko, ikakhulu ithiyori ebizwa nge-Diffusion of Innovation Theory (DIT), uhlelol lwe-Unified Theory of Acceptance and Use of Technology (UTAUT), uhlelo lwe-Competing Values Framework/Model Kanye ne-Value-based Adoption Model (VAM). Lolu hlelo lokugcina lusetshenzisiwe, ngoba kwisizinda samasiko amaningi esinjenge-AU, uma ngabe uhlelo lwamaqhinga amasha lutholakala lusemqoka futhi lungembi eqolo, ngakho-ke abasebenzisi balo bangalwamukela. Ucwaningo lwenziwa kumahovisi enhlangano ye-AU ezindaweni ezimbili ngaphakathi nangaphandle kwezwe lase-Ethiopia. Inani lonke labadlalindima aba-288 bagcwalise umbhalo wemibuzo ombaxambili. Amaphuzu achaza ukwethembeka (reliability scores) ezakhiwo akhalukhuleyithwe ngokuwalinganisa (averaged). Ithuluzi lohlelo lwe-VAM luhlolwe ngenhloso yokuthola izinga lokwethembeka, kanti-ke yinoma iyiphi imibuzo engathembeki isusiwe kucwaningo. Ukuqinisa uhlelo lokuhlola izinga lokufaneleko kwemithelela (validity of factors), ukuhlaziywa kwemithelela ephenyayo (exploratory factor analysis (EFA) kunconywe njengesinyathelo sokuqala kuhlelo lwe-validation. Ulwazi olutholakele luveza ukuthi ulimi kanye losikompilo kube nomthelela obonakalayo kwisilinganiso se (<0.05), kanti izimfundisa ezinhle zamasiko, ukuxhumana, isakhiwo somphakathi kanye nesimo sezokuxhumana kutholakele ukuthi akubalulekile kwisilinganiso esichaziwe sezinga le (<0.05). Ucwaningo luncoma ukuthi i-AU yamukela uhlelo lokufaka amasiko onke ngokusebenzisa izilimi ezahlukahlukene kumasistimu ayo e-ICT, ukunceda ukwamukelwa kanye nokusetshenziswa ngabasebenzi. Sengiphetha, ucwaningo, ucwaningo luyachaza ukuthi izinhlobo ezahlukene zamasiko kanye nezilimi kuyizinhlaka ezisemqoka ekwamukelweni kohlelo lwe-ICT ngaphakathim kwe-AU. / Die ingebruikneming van inligtings- en kommunikasietegnologie (IKT) in ʼn multikulturele konteks moet goed begryp word, aangesien vloeiende IKT-werksaamhede in verskeie sleutelsektore van enige multikulturele organisasie deur kulturele faktore beïnvloed word. Hierdie studie het ten doel gehad om die belangrikheid van verskillende veranderlikes, insluitende kulturele smake, kulturele waardes, sosiale strukture, en die kommunikasiekonteks en -taal, en die invloed daarvan op IKT-ingebruikneming in die Afrika-unie (AU) te ondersoek, met die oog op verbeterde begrip van die kwessies waarmee die AU gekonfronteer word wanneer IKT in hul daaglikse werksaamhede gebruik word. In die studie is die beskikbare teoretiese literatuur hersien, spesifiek die Diffusie van Innovasie- Teorie (DIT), die Saambindende Teorie van Aanvaarding en Gebruik van Tegnologie (UTAUT), die Mededingende Waardes-raamwerk/-model en die Waardegebaseerde Ingebruikneming-model (VAM). Laasgenoemde is toegepas, want in ʼn multikulturele omgewing soos dié van die AU sal gebruikers waarskynlik ʼn innovasie gebruik indien dit waardevol en kostedoeltreffend is. Die navorsing is by AU-kantore in sowel as buite Etiopië uitgevoer. Altesaam 288 deelnemers het ʼn halfgestruktureerde vraelys voltooi. Die betroubaarheidspuntetelling van die konstrukte is bereken deur hul gemiddelde te bepaal. Die VAM-hulpmiddel is getoets vir betroubaarheid, en enige onbetroubare vrae is uit die finale studie verwyder. Om die toets van geldigheid van faktore te versterk, is verkennende faktorontleding (EFA) verkies as die aanvanklike stap in die proses van geldigheidsbepaling. Die bevindinge het getoon dat taal en kulturele smaak ʼn noemenswaardige uitwerking op die genoemde beduidendheidspeil (<0.05) gehad het, terwyl kulturele waardes, kommunikasie, sosiale struktuur en die kommunikasiekonteks onbeduidend blyk te wees op die genoemde beduidendheidspeil (<0.05). Die studie beveel aan dat die AU inklusiwiteit verwelkom deur diverse tale in sy IK-stelsels te gebruik, om aanvaarding en ingebruikneming daarvan deur werknemers te bewerkstellig. Ten slotte: die studie het bevind dat kulturele smake en tale deurslaggewende elemente in die aanvaarding van IKT in die AU is / Ukwamukelwa kohlelo lezobuChwepheshe Bolwazi Kanye nokuXhumana (Information and communications technology (ICT) kwizidingo zesimo esiqukethe amasiko amaningi kufanele kuzwisiseke kahle, njengoba imisebenzi ehamba kahle yohlelo lwe-ICT kwimikhakha esemqoka yanoma iyiphi inhlangano enamasiko amaningi ithintwa yimithelela yosikompilo. Lolu cwaningo luqonde ukuphenya ukubaluleka Kanye nemithelela yezinto ezahlukene, kuxutshwa phakathi izinhlobo zamasiko, ubuhle bamasiko, izakhowo zomphakathi, Kanye nesimo sokuxhumana Kanye nolimi, phezu kokwamukelwa kwe-ICT kwinhlangano yoBunye be-Afrika (African Union (AU), ngenhloso yokuqinisa ulwazi lwezinto ezihlupha inhlangano ye-AU, uma yamukela uhlelo lwe-ICT kwimisebenzi yalo yansuku zonke. Ucwaningo luye lwabuyekeza ukuba khona ithiyori yombhalo wobuciko, ikakhulu ithiyori ebizwa nge-Diffusion of Innovation Theory (DIT), uhlelol lwe-Unified Theory of Acceptance and Use of Technology (UTAUT), uhlelo lwe-Competing Values Framework/Model Kanye ne-Value-based Adoption Model (VAM). Lolu hlelo lokugcina lusetshenzisiwe, ngoba kwisizinda samasiko amaningi esinjenge-AU, uma ngabe uhlelo lwamaqhinga amasha lutholakala lusemqoka futhi lungembi eqolo, ngakho-ke abasebenzisi balo bangalwamukela. Ucwaningo lwenziwa kumahovisi enhlangano ye-AU ezindaweni ezimbili ngaphakathi nangaphandle kwezwe lase-Ethiopia. Inani lonke labadlalindima aba-288 bagcwalise umbhalo wemibuzo ombaxambili. Amaphuzu achaza ukwethembeka (reliability scores) ezakhiwo akhalukhuleyithwe ngokuwalinganisa (averaged). Ithuluzi lohlelo lwe-VAM luhlolwe ngenhloso yokuthola izinga lokwethembeka, kanti-ke yinoma iyiphi imibuzo engathembeki isusiwe kucwaningo. Ukuqinisa uhlelo lokuhlola izinga lokufaneleko kwemithelela (validity of factors), ukuhlaziywa kwemithelela ephenyayo (exploratory factor analysis (EFA) kunconywe njengesinyathelo sokuqala kuhlelo lwe-validation. Ulwazi olutholakele luveza ukuthi ulimi kanye losikompilo kube nomthelela obonakalayo kwisilinganiso se (<0.05), kanti izimfundisa ezinhle zamasiko, ukuxhumana, isakhiwo somphakathi kanye nesimo sezokuxhumana kutholakele ukuthi akubalulekile kwisilinganiso esichaziwe sezinga le (<0.05). Ucwaningo luncoma ukuthi i-AU yamukela uhlelo lokufaka amasiko onke ngokusebenzisa izilimi ezahlukahlukene kumasistimu ayo e-ICT, ukunceda ukwamukelwa kanye nokusetshenziswa ngabasebenzi. Sengiphetha, ucwaningo, ucwaningo luyachaza ukuthi izinhlobo ezahlukene zamasiko kanye nezilimi kuyizinhlaka ezisemqoka ekwamukelweni kohlelo lwe-ICT ngaphakathim kwe-AU. / Die ingebruikneming van inligtings- en kommunikasietegnologie (IKT) in ʼn multikulturele konteks moet goed begryp word, aangesien vloeiende IKT-werksaamhede in verskeie sleutelsektore van enige multikulturele organisasie deur kulturele faktore beïnvloed word. Hierdie studie het ten doel gehad om die belangrikheid van verskillende veranderlikes, insluitende kulturele smake, kulturele waardes, sosiale strukture, en die kommunikasiekonteks en -taal, en die invloed daarvan op IKT-ingebruikneming in die Afrika-unie (AU) te ondersoek, met die oog op verbeterde begrip van die kwessies waarmee die AU gekonfronteer word wanneer IKT in hul daaglikse werksaamhede gebruik word. In die studie is die beskikbare teoretiese literatuur hersien, spesifiek die Diffusie van Innovasie- Teorie (DIT), die Saambindende Teorie van Aanvaarding en Gebruik van Tegnologie (UTAUT), die Mededingende Waardes-raamwerk/-model en die Waardegebaseerde Ingebruikneming-model (VAM). Laasgenoemde is toegepas, want in ʼn multikulturele omgewing soos dié van die AU sal gebruikers waarskynlik ʼn innovasie gebruik indien dit waardevol en kostedoeltreffend is. Die navorsing is by AU-kantore in sowel as buite Etiopië uitgevoer. Altesaam 288 deelnemers het ʼn halfgestruktureerde vraelys voltooi. Die betroubaarheidspuntetelling van die konstrukte is bereken deur hul gemiddelde te bepaal. Die VAM-hulpmiddel is getoets vir betroubaarheid, en enige onbetroubare vrae is uit die finale studie verwyder. Om die toets van geldigheid van faktore te versterk, is verkennende faktorontleding (EFA) verkies as die aanvanklike stap in die proses van geldigheidsbepaling. Die bevindinge het getoon dat taal en kulturele smaak ʼn noemenswaardige uitwerking op die genoemde beduidendheidspeil (<0.05) gehad het, terwyl kulturele waardes, kommunikasie, sosiale struktuur en die kommunikasiekonteks onbeduidend blyk te wees op die genoemde beduidendheidspeil (<0.05). Die studie beveel aan dat die AU inklusiwiteit verwelkom deur diverse tale in sy IK-stelsels te gebruik, om aanvaarding en ingebruikneming daarvan deur werknemers te bewerkstellig. Ten slotte: die studie het bevind dat kulturele smake en tale deurslaggewende elemente in die aanvaarding van IKT in die AU is. / School of Computing / M. Sc. (Computing)

Abstracts in English, Afrikaans, Zulu, Tsonga and Portuguese / The purpose of the study was to develop a model of attitudes toward digital banking, by exploring the relationship between values, culture, the diffusion of innovation and the Technology Acceptance. In addition, actual behaviour in the use of digital banking, as well as the moderating effects of gender, age, education level, income, and urban versus rural backgrounds, was included to provide additional insights into the financial services market in Maputo, Mozambique. A quantitative survey with a convenience sample (n = 403) of bankable individuals (male and female) between the ages of 21 and 60, was conducted from 2015–2018. The findings revealed significant relationships between the variables included in the empirical model. Structural equation modelling indicated that the data were a good fit, resulting from the use of a correlations-derived measurement model. These findings provide new insights into the development of tailor-made digital banking actions to drive usage in different segments, which will contribute to the body of knowledge on consumer behaviour and digital banking adoption and use. / Hierdie studie se doel was om ’n model van ingesteldhede teenoor digitale bankwese te ontwikkel deur ondersoek in te stel na die verband tussen waardes, kultuur, die diffusie van innovering en die aanvaarding van tegnologie. Werklike gedrag wanneer digitale bankwese gebruik word, asook die modererende effek van gender, ouderdom, onderwysvlak, inkomste en stedelike teenoor plattelandse agtergrond, is ingesluit om bykomende insigte te verkry in die finansiëledienstemark in Maputo, Mosambiek. ’n Kwantitatiewe opname met ’n gerieflikheidsteekproef (n = 403) van bankbare individue (manlik en vroulik) tussen die ouderdomme 21 tot 60, is in die tydperk 2015 tot 2018 onderneem. Die bevindinge toon dat daar beduidende verbande is tussen die veranderlikes wat by die empiriese model ingesluit word. Die modellering van strukturele vergelykings toon dat die data goed gepas het omdat ’n korrelasie-afgeleide metingsmodel gebruik is. Hierdie bevindinge lei tot nuwe insigte in die ontwikkeling van pasgemaakte digitalebankwese-aksies om gebruik in verskillende segmente aan te dryf. Dit sal bydra tot die bestaande kennis van verbruikersgedrag en die aanvaarding en gebruik van digitale bankwese. / Inhloso yalolu cwaningo bekuwukwenza imodeli yendlela yokubona mayelana nokusebenzisa ibhangi ngendlela yedijithali, ukuhlola ubudlelwane phakathi kwama-value, usiko, ukusabalala kobuqambi kanye nokwamukelwa kwetheknoloji. Nangaphezu kwalokho, indlela yokuziphatha ekusebenziseni ibhangi ngendlela yedijithali, kanye nemiphumela ethobayo yobulili, iminyaka yobudala, izinga lemfundo, ingeniso, kanye nokuqhathanisa abasemadolobheni nabasemakhaya, kwabandakanywa ukuhlinzeka ngemibono engezelelekile kwimakethe yamasevisi ezezimali eMaputo eMozambique. Kwenziwe inhlolovo ngobuningi ngesampuli ye-convenience (n = 403) wabantu abasebenzisa ibhangi (abesilisa nabesimame) abaphakathi kweminyaka engu 21 kanye nengu 60 kwenziwe ukusukela ku 2015–2018 Imiphumela iveza ubudlelwane obubalulekile phakathi kwezinto ezehlukene ezibandakanya imodeli yobufakazi obubambekayo. I-structural equation modelling ikhombise ukuthi ulwazi belungoluhambisana kahle, ngokuvela kumphumela wokusebenzisa i-correlations-derived measurement model. Okutholakele kunikeza imibono emisha ngokukuthuthukiswa kwezinyathelo zokusebenzisa ibhangii ngendlela yedijithali okuhlinzekelwa abantu ngokuhambisana nabo, ukuphakamisa ukusetshenziswa ngabantu bemikhakha ehlukene, lokhu okuthela esivivaneni kumthamo wolwazi ngendlela yokuziphatha kwabasebenzisi, kanye nokwamukelwa kokusebenzisa ibhangi ngendlela yedijithali kanye nokusetshenziswa. / O presente estudo tinha como objectivo desenvolver um modelo de atitudes em relação à banca electrónica explorando a relação entre os Valores, a Cultura e a Difusão da Inovação e Aceitação de Tecnologias. Além disso, o comportamento real relacionado com o uso de serviços da banca electrónica, assim como o efeito moderador do género, idade, nível de escolaridade, rendimentos e os contextos urbano versus rural foram incluídos para permitir melhor compreensão do mercado de serviços financeiros de Moçambique (Maputo). De 2015 a 2018, fez-se um inquérito quantitativo em uma amostra de conveniência (n = 403) de indivíduos bancáveis (masculinos e femininos) com idades compreendidas entre os 21 e os 60 anos. Os resultados revelaram relações significativas entre as variáveis incluídas no modelo empírico. A modelagem de equações estruturais indicou um bom número de dados, o que resultou num modelo canónico de medição derivada de correlações. Ademais, faz-se uma exposição e interpretação de achados sensíveis sob o ponto de vista ético no contexto de banca electrónica baseado no consumidor. Estes achados servirão de base para um novo conhecimento para o desenvolvimento de acções de banca electrónica personalizadas com vista a incentivar o uso em diferentes segmentos, o que acrescentará valor ao conhecimento actual sobre o Comportamento do Consumidor e a utilização de serviços de banca electrónica. / Xikongomelo xa dyondzo leyi a ku ri ku hlamusela malangutelo ya vanhu ehenhla ka ku tirhisiwa ka bangi ya internet hi ku kambisisa vuxaka lebyi nga kona exikarhi ka Mikhuva, Ndhavuko ni ku Haxiwa ka Switirhisiwa Swintswha ni leswi thyiwaka ku amukeriwa ka thekinoloji. Ku engetela kwalaho, ku katsiwile mikhuva ya vhanu ehenhleni ka ku tirhisa bangi ya internet, ku katsa ni vuyelo leri ringaniselaka ro va munhu a ri wanuna kumbe wansati, ntanga, dyondzo, muholo, ni leswaku u tshama dorobeni kumbe emakaya, leswaku ku twisisiwa hi vuenti leswaku mintirho ya swa timali yi tshamise ku yini eMozambique (Maputo). Nxaxamelo wa swivutiso swo teka tinhlayo wu tirhisiwile eka ntlawa lowu voniweke wu ringana (n = 403) wa vanhu lava nga tirhisaka bangi (va xinuna ni va xisati), lava nga ni 21 ku ya ka 60 wa malembe ku sukela 2017 ku ya ka 2018. Tinhlamulo ti kombe leswaku ku ni ku yelana lokukulu exikarhi ka swivutiso leswi katsiweke eka xivumbeko xo hlamusela ha xona. Structural equation modelling yi kombe leswaku ku ni mihandzu yo tala, leswi endleke leswaku ku va ni xivumbeko lexi se xi tiviwaka xa mpimo lowu taka hi ka ku yelana ka swilo (correlations-derived measurement model). Mihandzu leyi yelanaka ni swilo leswi khumbaka mahanyela lamanene leswi lavaka ku voniwa hi vukheta na yona ya vikiwa yi tlhela yi hlamuseriwa hi ku landza matirhelo ya bangi ya internet hi ku ya vatirhisi va yona. Mihandzu leyi yi ta tisa vutisi byintswha leswaku ku makiwa mintirho ya bangi ya internet leyi tivaka ku tsakisa mutirhisi leswaku ku engeteriwa ku tirhisiwa ka yona exikarhi ka mintlawa yo hambana, leswi na swona swi nga ta engetela vutivi ehenhleni ka Mikhuva ya Vatirhisi ni matirhiselo ya bangi ya internet. / Industrial and Organisational Psychology / Ph. D. (Industrial and Organisational Psychology)