<p>The research is based on the Financial crisis of the Historically Black Universities as well as the access problems encountered by students from poor backgrounds. Furthermore the research highlights the problems encountered by these students once they are accepted into these universities for example, the inability to cope withe the high standards of sudying at these institutions as well as the problem of paying their fees. the thesis shows the history of university funding in South Africa with emphasis on the differentfunding formulas, dating back to the era of the Holloway funding formula as well as the Van Wyk de Vries report, the SAPSE funding formula and different other mechanisms up to the present funding formula. Views of different educationalists will also be dealt with in regard to the funding problems of university education in South Africa.</p>

This thesis is about factors which aid and hinder successful completions for New Zealand-born Samoans. The thesis explores the proposition that educational marginalisation of minority students will be perpetuated until AUT adopts policies and procedures which enable culturally responsive educational pedagogies and practices which honour indigenous minorities. The thesis asked New Zealand-born Samoan students, what is the nature of their aiga (family) and cultural support frameworks (structures), and, further, to what extent and how and why do these students engage with such networks (processes)? This study used a qualitative approach within which six New Zealand-born Samoan students were interviewed using a semi-structured approach to gathering data. The interview data were transcribed and a thematic analysis was manually completed both within and across the six cases. The turnaround time in gaining ethics approval impacted upon the capacity of the investigator to conduct this research in what she considered to be a culturally appropriate manner and the cautious vigilance of the final ethics committee approval was perceived as a barrier to making culturally appropriate contact. It was discovered that Samoan structures, especially family, are paramount in supporting educational success because of the Fa’a Samoa processes which they engender. A further discovery was that New Zealand-born Samoans retain cultural affiliations so their lifestyle shows deep regard for Fa’a Samoa identity. Through these affiliations, meaningful life metaphors become applied. It was concluded that transforming staff so that they understand Pasifika peoples is crucial to growing Pasifika educational success. Staff development must, therefore, be planned so that meaningful understandings of Pasifika concepts and frameworks become nurtured and that is a challenge which AUT must embrace and action.

This thesis is about factors which aid and hinder successful completions for New Zealand-born Samoans. The thesis explores the proposition that educational marginalisation of minority students will be perpetuated until AUT adopts policies and procedures which enable culturally responsive educational pedagogies and practices which honour indigenous minorities. The thesis asked New Zealand-born Samoan students, what is the nature of their aiga (family) and cultural support frameworks (structures), and, further, to what extent and how and why do these students engage with such networks (processes)? This study used a qualitative approach within which six New Zealand-born Samoan students were interviewed using a semi-structured approach to gathering data. The interview data were transcribed and a thematic analysis was manually completed both within and across the six cases. The turnaround time in gaining ethics approval impacted upon the capacity of the investigator to conduct this research in what she considered to be a culturally appropriate manner and the cautious vigilance of the final ethics committee approval was perceived as a barrier to making culturally appropriate contact. It was discovered that Samoan structures, especially family, are paramount in supporting educational success because of the Fa’a Samoa processes which they engender. A further discovery was that New Zealand-born Samoans retain cultural affiliations so their lifestyle shows deep regard for Fa’a Samoa identity. Through these affiliations, meaningful life metaphors become applied. It was concluded that transforming staff so that they understand Pasifika peoples is crucial to growing Pasifika educational success. Staff development must, therefore, be planned so that meaningful understandings of Pasifika concepts and frameworks become nurtured and that is a challenge which AUT must embrace and action.

Magister Administrationis - MAdmin / The research is based on the Financial crisis of the Historically Black Universities as well as the access problems encountered by students from poor backgrounds. Furthermore the research highlights the problems encountered by these students once they are accepted into these universities for example, the inability to cope withe the high standards of sudying at these institutions as well as the problem of paying their fees. the thesis shows the history of university funding in South Africa with emphasis on the differentfunding formulas, dating back to the era of the Holloway funding formula as well as the Van Wyk de Vries report, the SAPSE funding formula and different other mechanisms up to the present funding formula. Views of different educationalists will also be dealt with in regard to the funding problems of university education in South Africa. / South Africa

The thesis should prove the necessity of this reform and at the same time to support the opinion of MŠMT which indicates the clear target why even be interested in the reform. The content of the thesis is also the focus on the necessity of study diversification which should be one of the main pillars of the future reform. I try to explain the diversification from the point of view of its meaning and need for the whole reform and its contribution for the tertiary education including the analysis of the attitudes of the universities. The aim of the thesis is to give the integrate view on the reform of tertiary education, to evaluate the meaning and usefulness of reform, to answer the questions, if these essential changes leaf to improving the quality and competitiveness of Czech universities and students. In the frame of objective evaluation I will reveal the possible lacks and risks coming from the implementation of reform steps.

nÃo hà / O presente estudo discute a problemÃtica da evasÃo discente em InstituiÃÃes Privadas de Ensino Superior, focalizando o contexto no turno noturno. Partiu-se do seguinte problema: Que fatores mais representam a evasÃo dos alunos de turno noturno em uma IES Privada em Fortaleza? O objetivo geral desta pesquisa foi analisar os fatores de evasÃo discente sob o ponto de vista de docentes e discentes, do turno noturno de uma unidade especÃfica de uma IES Privada de Fortaleza, no perÃodo de 2013.2 a 2014.1. Especificamente, intencionou-se: i) analisar o perfil do discente do turno noturno de uma unidade especÃfica da IES investigada; ii) identificar os insumos que compÃe o quadro de evasÃo da IES privada investigada, a partir da anÃlise dos alunos e professores do turno noturno; e iii) investigar as aÃÃes para a permanÃncia dos alunos desenvolvidas por esta IES Privada X. O contexto do Ensino Superior privado tem demasiadas particularidades que o colocam em constante discussÃo teÃrica, principalmente no tocante ao turno noturno, que à atingido por vÃrios fatores biopsicossociais que interferem na busca por formaÃÃo pelo discente, gerando um cenÃrio propÃcio à evasÃo. Desta forma, procedeu-se uma investigaÃÃo de natureza qualiquantitativa, com uma amostra de 103 sujeitos, destes 17 docentes e 27 discentes evadidos e 59 discentes regulares do turno noturno, em uma unidade especÃfica de uma IES, no perÃodo de 2013.2 a 2014.1, no contexto de ensino superior privado na cidade de Fortaleza-CearÃ-Brasil. Foram utilizadas para a anÃlise dos dados quantitativos a tÃcnica de anÃlise fatorial, atravÃs do software SPSS.19.0 e, qualitativamente, a anÃlise de conteÃdo com o software Atlas.ti.7, sob base teÃrica fenomenolÃgica e da hermenÃutica. A Escala de Likert aplicada apresentou-se confiÃvel e significante com Ãndices de validaÃÃo de quase 87% (Alfa de Cronbach=0,869) e KMO de 0,761 para adequaÃÃo da amostra. Foram extraÃdos seis fatores do estudo, dentre eles dois para motivos pessoais e quatro para motivos institucionais, demonstrando esse peso maior ao Ãltimo na escolha pela evasÃo discente. Os resultados demonstram que os motivos institucionais â como os fatores externos e de avaliaÃÃo, deficiÃncia na oferta de serviÃos, fatores didÃtico-pedagÃgicos e administrativos, alÃm da deficiÃncia na oferta de acessibilidade virtual/tecnolÃgica â estÃo acima dos pessoais, que se apresentaram como motivos ligados ao sujeito e a terceiros. Inferiu-se, diante do todo apresentado, que a IES Privada investigada desenvolve esforÃos para diminuiÃÃo de seus Ãndices de evasÃo discente, pois jà desenvolve algumas polÃticas internas especÃficas nesse sentido, no entanto, ainda veem-se algumas lacunas de cunho administrativo que precisam ser extintas para mudanÃa deste cenÃrio.

South African Tertiary Education Institutions (TEIs) are now faced with issues of globalisation, broadening access to higher education, changes in language policies, changes in government funding, an increased emphasis on technology, transformation, mergers, changing student profiles, high levels of student enrolment and increased competition (Wiese, van Heerden, & Jordaan, 2010; Higher Education South Africa, 2011). The increased workload necessitated by the increase of students within South African TEIs, in conjunction with the current financial situation of universities, is compounded by factors such as low staff morale, uncertainty among staff members and large-scale resignations (Maree, 2010). These challenges can be seen as increasing the demands and decreasing the resources of university staff, and as explained by the Job Demands-Resource Model of organisational wellbeing (JD-R) (Demerouti, Bakker, Nachreiner, & Schaufeli, 2001), could impact negatively on the wellbeing of the employees. These changes and the demands placed on the TEIs will inevitably have an impact on the levels of burnout as well as levels of engagement of employees (Coetzee, 2004). Stressful work situations (characterised by high job demands and lack of job resources), could lead to burnout, poor individual health and wellbeing of employees (Sonnentag, 2001). Burnout can lead to serious consequences, especially for university staff members, who form part of the human services industry (Adekola, 2010). The aim of this study was to establish the effectiveness of a physical activity and psychological intervention on burnout and engagement at a tertiary education institution. A longitudinal design was utilised where self-report as well as physical measures were used to evaluate the effect of the intervention. The convenience sample consisted of staff at a tertiary education institution (n(Time 1)=50, n(Time 2)=26; n(Time 3)=19). Burnout and engagement were measured using The South African Employee Health and Wellness Survey and physical measurement focused on: blood pressure values, fasting blood glucose levels, lipid profile Body Mass Index (BMI), waist circumference (WC), percentage body fat (%BF) and Lean Body Mass (LBM). The sample group was divided into two groups. In the first phase, the first group underwent a four-week physical activity intervention focusing on resistance training as well as cardiovascular fitness. The second group underwent a 4 week personal development plan focusing on increasing personal resources as well as social support. The groups were reassessed after the first four weeks and then switched interventions. After completion of both interventions, participants were once again assessed. MANOVAs were used to determine whether group differences occurred for more than one dependable variable (Salkind, 2009). ANOVAs (a one-way analysis of variance) were used to determine which intervention groups had been affected most with regard to the various constructs measured. Crichton (2009) explains that the Wilks’ Lambda test is used in MANOVA’ to test whether there are differences between the means of identified groups of subjects on a combination of dependent variables. Although there were no statistically significant movements observed for burnout and engagement scores, there are still indications of the effect the interventions showed. The psychological intervention increased engagement, and the scheduling of first a psychological intervention, and then a physical activity intervention, is suggested as more beneficial. None of the interventions were effective at alleviating burnout. Recommendations were made for future research. / MCom (Industrial Psychology), North-West University, Potchefstroom Campus, 2014

South African Tertiary Education Institutions (TEIs) are now faced with issues of globalisation, broadening access to higher education, changes in language policies, changes in government funding, an increased emphasis on technology, transformation, mergers, changing student profiles, high levels of student enrolment and increased competition (Wiese, van Heerden, & Jordaan, 2010; Higher Education South Africa, 2011). The increased workload necessitated by the increase of students within South African TEIs, in conjunction with the current financial situation of universities, is compounded by factors such as low staff morale, uncertainty among staff members and large-scale resignations (Maree, 2010). These challenges can be seen as increasing the demands and decreasing the resources of university staff, and as explained by the Job Demands-Resource Model of organisational wellbeing (JD-R) (Demerouti, Bakker, Nachreiner, & Schaufeli, 2001), could impact negatively on the wellbeing of the employees. These changes and the demands placed on the TEIs will inevitably have an impact on the levels of burnout as well as levels of engagement of employees (Coetzee, 2004). Stressful work situations (characterised by high job demands and lack of job resources), could lead to burnout, poor individual health and wellbeing of employees (Sonnentag, 2001). Burnout can lead to serious consequences, especially for university staff members, who form part of the human services industry (Adekola, 2010). The aim of this study was to establish the effectiveness of a physical activity and psychological intervention on burnout and engagement at a tertiary education institution. A longitudinal design was utilised where self-report as well as physical measures were used to evaluate the effect of the intervention. The convenience sample consisted of staff at a tertiary education institution (n(Time 1)=50, n(Time 2)=26; n(Time 3)=19). Burnout and engagement were measured using The South African Employee Health and Wellness Survey and physical measurement focused on: blood pressure values, fasting blood glucose levels, lipid profile Body Mass Index (BMI), waist circumference (WC), percentage body fat (%BF) and Lean Body Mass (LBM). The sample group was divided into two groups. In the first phase, the first group underwent a four-week physical activity intervention focusing on resistance training as well as cardiovascular fitness. The second group underwent a 4 week personal development plan focusing on increasing personal resources as well as social support. The groups were reassessed after the first four weeks and then switched interventions. After completion of both interventions, participants were once again assessed. MANOVAs were used to determine whether group differences occurred for more than one dependable variable (Salkind, 2009). ANOVAs (a one-way analysis of variance) were used to determine which intervention groups had been affected most with regard to the various constructs measured. Crichton (2009) explains that the Wilks’ Lambda test is used in MANOVA’ to test whether there are differences between the means of identified groups of subjects on a combination of dependent variables. Although there were no statistically significant movements observed for burnout and engagement scores, there are still indications of the effect the interventions showed. The psychological intervention increased engagement, and the scheduling of first a psychological intervention, and then a physical activity intervention, is suggested as more beneficial. None of the interventions were effective at alleviating burnout. Recommendations were made for future research. / MCom (Industrial Psychology), North-West University, Potchefstroom Campus, 2014

The study is concerned with post-observation feedback and its role as an instigator of teacher learning and change. It investigates two kinds of feedback: corrective and confirmatory and explores how each kind of feedback may have contributed to the learning of a group of student teachers. It also investigates the ways in which these teachers have experienced changes in behaviour and changes in cognition. It adopts a qualitative approach to research, making use of case studies. It brings an additional perspective to the literature on change by examining changes in teacher persona, as reported by the student teachers themselves. It introduces and discusses two new concepts that emerged from the research reported in the study: convergent change and divergent change. It argues that certain kinds of feedback seem to be more facilitative of convergent change while some others seem to lead to change that is characterised as being more divergent. It considers the implications which the findings may have for teacher educators.

Abstract The structure of higher education system in the Czech Republic has changed over the past ten years. Gradual expansion of private universities was the main cause of this change. The importace of investment in human capital, forms of state regulation in higher education and the dangers that the regulatory authority of the Accreditation Committee faced are described in the theoretical part of Diploma thesis. The analytical parts is focused on the number of applicants and the number of gradutes in accordance with educational programs and their emplacement at the labour market. The fuction of Accreditation Committee, as the main regulator of higher education in the Czech Republic, concludes the analytic part of the thesis. My taskis to find out, how did the structure of higher education system change due to its regulation and wether the further development of educational system is efficient enough.