Die multiversiteit is ʼn term wat Clark Kerr in 1963 gebruik het om die pluralistiese karakter van die Amerikaanse universiteit te beskryf. In dié studie is daar gepoog om aan te toon dat ʼn pluralistiese begronding van die universiteit ruimte laat vir ideologiese beïnvloeding. Terwyl die pluralisme voorgee om geen waardeoordele te hê nie, word die teendeel hiervan in die geskiedenis van die Amerikaanse universiteite waargeneem. Daar moet in ag geneem word dat die pluralisme in Amerika binne ʼn sekulêre milieu ontstaan het. Binne die omgewing is die religieuse begrondinge van die universiteit bevraagteken en dit lei daartoe dat die meeste Amerikaanse universiteite Christelike waardes met sekulêre waardes vervang het. Daar word in die studie geargumenteer dat die sekulêre vakuum wat geskep is ruimte laat vir die ontwikkeling van ideologieë. Een van die kenmerke van ideologieë is hulle totalitêre invloed. Terwyl Kerr uitgaan van ʼn pluralistiese standpunt eindig hy met spore van verskeie ideologieë in sy universiteitsmodel. Die identifisering van die ideologieë wys daarop dat daar waarskynlik teenstrydighede teenwoordig is in Kerr se universiteitsmodel. Die kernteenstrydigheid is dat Kerr enige totaliserende religieuse begronding van die universiteit probeer vermy, maar in die proses ʼn slagoffer word van drie leidende ideologieë. Vanuit Kerr se 1963-geskrif “The Uses of the University” is daar sterk spore geïdentifiseer van die geloof in voortdurende vooruitgang, nasionalisme en ekonomisme. In Kerr se beskrywing van die geskiedenis van die universiteit kom hy tot die gevolgtrekking dat die universiteit genoodsaak word om voortdurend aan te pas by die tye. Die geloof in voortdurende vooruitgang speel hier ʼn leidende rol. Die noodsaak van verandering word deur Kerr so sterk beklemtoon dat hy dikwels praat van die “imperatiewe van verandering”. Die veranderinge word in ʼn ewolusionistiese sin beskou as noodsaaklik vir ‘n universiteit se oorlewing. Kerr distansieer hom om dié rede van die historiese eenheidstrewe van die universiteit. Die eenheid van die universiteit is voorheen gekenmerk deur die woord uni van uni-versiteit. Daar word geargumenteer dat die universiteit nie meer ʼn gemeenskap van dosente en studente is nie, en dat daar nie meer iets soos eenheid in die wetenskap moontlik is nie. Kerr se oplossing is om eerder die pluralistiese begronding van die universiteit te omhels, juis omdat dit volgens hom meer bevorderlik is vir vooruitgang. Kerr noem die postmoderne Amerikaanse universiteit om hierdie rede ʼn multi-versiteit. Hy onderskei die Amerikaanse multiversiteit van ouer Duitse en Engelse universiteitsmodelle, met die oogmerk om aan te toon dat die Amerikaanse universiteit op die voorpunt van verandering staan. Daar sal geagumenteer word dat die strewe na voortdurende vooruitgang ideologies bepaal is. Die nasionalistiese motief van die Amerikaanse universiteit kan nie losgemaak word van die geskiedenis van die Amerikaanse universiteit nie. Vanaf die Tweede Wêreldoorlog en die einde van die Koue Oorlog was die Amerikaanse universiteit vir ʼn tydperk van ongeveer 50 jaar intens betrokke by navorsing in sake van nasionale belang. In dié tyd word die taak van nasionale diens tot ʼn hooftaak van die universiteit verhef. Kerr beskryf hoe die staat se betrokkenheid te midde van verskeie probleme tog voordelig was vir Amerika as ʼn nasie. Na die skielike einde van die Koue Oorlog het die Amerikaanse universiteite al hoe meer betrokke geraak by die sakewêreld. Hoewel die kommersialisering van universiteite eers sedert die einde van die Koue Oorlog spoed opgetel het, het Kerr reeds in 1963 voorspel dat universiteite toenemend die vorm van ʼn besigheid sal vertoon. Hy beskryf die universiteit as ʼn kennisindustrie wat die doel het om kennis op ʼn groot skaal te produseer. Die ekonomiese motief word hier verhef tot een van die hooftake van die universiteit. In hierdie studie is daar gepoog om aan te toon dat die pluralistiese universiteitsmodel wat Kerr voorstaan nie vry is van ideologiese beïnvloeding nie. Tog is daar nie een religieuse vertrekpunt wat aan die hoof van die multiversiteit staan nie. Daar is eerder sprake van verskeie potensiële ideologieë wat dreig om die universiteit permanent te verander. Die ideologie van voortdurende voortuitgang dreig om die universiteit van sy historiese wortels te vervreem. Wanneer die universiteit, in diens van die Amerikaanse nasionalisme, diens aan die nasie as sy hoogste taak beskou, het dit byvoorbeeld uitgeloop op die vervaardiging van genoeg kernwapens om die aarde tien maal te vernietig. Waar die universiteit strewe om volgens besigheidsnorme ingerig te word, het dit ʼn dehumaniserende uitwerking op dosente en studente. Dit alles dui daarop dat daar vandag ʼn groot gevaar bestaan dat die universiteit op ideologiese wyse vir eie gewin misbruik kan word deur die samelewing, deur die nasie en deur die sakewêreld. In Kerr se boek “The Uses of the University” skryf hy optimisties oor die verskeie nuwe gebruikers van die universiteit. In hierdie studie word daar meer pessimisties gewys op die gevare van ideologiese beïnvloeding wanneer die universiteit toelaat dat ander aan haar voorskryf wat haar eintlike taak en roeping in die wêreld is. / MPhil, North-West University, Potchefstroom Campus, 2015

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

Thesis (doctoral)--Rijksuniversiteit te Leiden, 1934. / Includes bibliographical references (p. [142]-151) and index.

Study project (MPhil)--University of Stellenbosch, 2007. / Bibliography. Also available via the Internet.

Thesis (doctoral)--Rijksuniversiteit te Leiden, 1934. / Includes bibliographical references (p. [142]-151) and index.

Thesis (PhD)--University of Stellenbosch, 2005. / Bibliography. Also available via the Internet.

Proefschrift Maastricht. / Met lit. opg. - Met samenvatting in het Engels.

M.A. / The value of RAU as educational institution can be measured by the success being achieved by its graduates in the professional world in helping to improve economical, socio-political and educational development. To monitor and manage these environmental aims sensibly, it is essential for RAU to gather enough information regarding its alumni within electronically defined magisterial districts and postal code cells on a continuous basis. This research investigates the suitability of a geographical information system (GIS) to help highly qualified alumni through healthy management and useful information by the Alumni Society to develop a higher order quality environment. It is found and demonstrated that appropriate software, for example MAPINFO coupled to geographical quantified data provides a powerful means for mapping and analysis. Incorporating population statistics, environmental problems, employer evaluation, etc. into the data base, will enhance the powerfulness of such an environment-managerial system for the RAU Alumni Society in todays highly developed technological world.

With the demise of apartheid the higher education landscape of South Africa (SA) had to change as well. As a guiding document, the Restructuring of the Higher Education Act 101 of 1997 (RSA 1997) sets out the programme for the envisioned new higher education system. Among some of the changes envisaged by this Act was that higher education needed to be responsive to the broader process of SA’s socio-economic and political transition. Of note is that, by virtue of the history of the higher educational landscape in SA, the changes were experienced in two phases. The first phase just after 1994 was characterised by debates on the restructuring centred on the changed political environment. This was a period where issues such as equal access to higher education institutions and opportunities for staff and students across race and gender lines, unequal funding, appropriateness of curriculum, shortages of graduates in the fields of science, and inefficiency and ineffectiveness of university management were attempted to be addressed. The second (current) phase is the “globalisation of education” – market principles are introduced into education, with a resultant rise in study fees; academic training is being steered more by market forces than by government; and incorporations and mergers of higher education institutions are being enforced to ensure efficiency, amongst other things. My intention to undertake a study on the restructuring of higher education was because the subject has raised different views and different reactions from different stakeholders. There are authors who are against the manner in which the restructuring of higher education is being formulated and implemented, especially in this second phase, i.e. the globalisation of higher education. Such authors include Komane (2002:7), Goedegebuure, Kaiser, Maassen and De Weert (1994:3), Berstelsen (1998:130), Kgaphola (1999:19) and Clark (1998:5). / Ms. Carina van Rooyen

This research commenced by looking at what the knowledge economy is and what the driving forces are. In order to decide on how knowledge in this new economy can be managed, it was first necessary to define the concept of knowledge. The difference between tacit and explicit knowledge and the interaction between the two were discussed and at the end ways of managing this knowledge were investigated. In a discussion of the term knowledge management it was concluded that it can be regarded as the handling of tacit and explicit objects of knowledge through information systems, so that it enhances innovation and learning in the enterprise. However, when this knowledge is used for creating economic value, it becomes an item of capital and it is therefore necessary to determine what Intellectual Capital is. The history of Intellectual Capital was discussed and in defining Intellectual Capital seven different models for Intellectual Capital were studied. It was found that Intellectual Capital is subdivided into three major components, viz. Human Capital, Structural Capital and Customer Capital. Each of these components was then thoroughly described and discussed. The aim of the research was to study the explicit management and measurement models of Intellectual Capital that would improve understanding of the mechanisms by which value is created and extracted. The different approaches that can be followed in managing Intellectual Capital were investigated. It was concluded that the three major components cannot be seen as independent from each other and must therefore be managed as a whole. The management of the interaction between the three components can be seen as the management of the intellectual assets of an organisation and this consists of two phases, viz. value creation and value extraction. In order to determine how successful an organisation is in managing its Intellectual Capital this management needs to be measured. The vehicle for measuring performance is a model with a set of indicators in each of the three major components. It was found that measurement models can be divided into four major categories: • Market capitalisation methods • Return on assets methods • Direct intellectual capital methods, and • Scorecard methods. Twenty-seven different models were investigated in order to understand which indicators were necessary to measure Intellectual Capital in an organisation. In order to propose a new framework a study was firstly done on what a framework should look like and which elements should be included. Thereafter an investigation was done to determine which indicators should be included in such a framework. As it was found that such a framework is very organisation-specific, a brief overview of the RAU was given and according to the strategic objectives of the University as set out in the three-year rolling plan a set of indicators was decided upon. It was necessary that each of these indicators indicate whether the University had been successful in the key performance area through the management of its Intellectual Capital. The criteria and indicators identified were applied in the composition of a new model in an effort to find a suitable model for use at universities. The evaluation process turned up the scorecard models as the most suitable for applying in this instance. An attempt was therefore made to modify and adjust these types of models to answer all the requirements of the University. Meeting the requirement that indicators from all three major components must be present was possible. Efforts to adapt existing models in such a way that sub-components can also be measured were met successfully. This model was then tested at RAU and it was measured whether the management of Intellectual Capital contributed to reaching the University’s strategic goals. / Prof. A.S.A. Du Toit