Thesis (PhD)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Malaria infects over 200 million individuals and leads to the death of over 600 000 people annually. Currently artemisinin combination therapy treatments are effective in treating the disease, but resistance has started to emerge in Cambodia and it is suspected in parts of Vietnam. To maintain the drive to eradicate malaria globally, a great deal of research is aimed at identifying novel prevention strategies, vaccines and antimalarial compounds. Plasmodium falciparum, the most deadly of the malaria parasites, is entirely dependent on glycolysis for ATP. Several of the enzymes within this pathway have been proposed as drug targets and studied in isolation, but the pathway as a whole has not been considered. In this study we employ a bottom up approach for drug target identification in P. falciparum glycolysis. In this thesis we present the biochemical characterisation each of the glycolytic enzymes in P. falciparum trophozoites. The kinetic rate equations, which described the kinetic behaviour of the individual enzymes, were incorporated into a kinetic model. The unfitted model was validated in its ability to predict experimentally measured steady state metabolite concentrations and fluxes as well as the experimental inhibition of the glucose transporter. The validated model provided a tool for drug target identification in P. falciparum glycolysis. Metabolic control analysis and differential control analysis identified the glucose transporter, PfHT1, as a drug target based on its high control of glycolytic flux in the parasite, but low control of flux in the host erythrocyte. This differential control makes the transporter an attractive drug target, as even if both the erythrocyte and parasite glucose transporters are inhibited to the same degree, it is expected that the parasite glycolytic flux would be inhibited to a much greater degree. To demonstrate the differential control of the glucose transporter on the flux and provide further evidence that PfHT1 is an attractive drug target, we investigated the inhibition of the glucose transporter in isolated trophozoites by cytochalasin B. We also measured the inhibition of lactate production flux by cytochalasin B in both isolated P. falciparum trophozoites as well as in erythrocytes. Our findings demonstrated that differential control analysis can be used as a tool for drug target identification and that PfHT1 is an attractive drug target. In this study the fields of biochemistry and systems biology were merged to create a detailed kinetic model of asexual P. falciparum glycolysis and identify several drug targets in the pathway. The model prediction and experimental evidence of differential flux control of the glucose transporter in the host and parasite, has highlighted PfHT1 as a drug target and also demonstrates the strength of differential control analysis in identifying drug targets within a system. The kinetic model is a valuable tool for furthering our understanding of P. falciparum glycolysis and it provides a good foundation for expansion to identify drug targets in the entire central carbon metabolism of P. falciparum. / AFRIKAANSE OPSOMMING: Malaria infekteer meer as 200 miljoen mense en veroorsaak jaarliks tot 600 000 sterftes. Tans is die artemisinien-kombinasieterapie effektief in die bestryding van die siekte, maar weerstandbiedendheid van die parasiet teen die middel blyk reeds ’n merkbare effek in Kambodja en vermoedelik ook in dele van Viëtnam te hê. Om ’n wêreldwye bestryding van malaria moontlik te maak, is ’n groot deel van die huidige navorsing gemik op die identifisering van nuwe voorkomingsstrategieë, entstowwe en malariateenmiddels. Plasmodium falciparum, die dodelikste van die malaria-parasiete, is geheel en al afhanklik van glikolise vir ATP vorming. Verskeie van die ensieme in hierdie metaboliese pad is as teenmiddelteikens voorgestel, en in isolasie bestudeer, maar die pad as ’n geheel is nie bestudeer nie. In hierdie studie het ons ’n ’bottom-up’ benadering vir teenmiddel teikenidentifisering in P. falciparum glikolise gebruik. In hierdie tesis bied ons die biochemiese karakterisering van elk van die glikolitiese ensieme in P. falciparum trofozoïete aan. Die kinetiese vergelykings wat die kinetiese gedrag van die individuele ensieme beskryf, is geintegreer in ’n enkele kinetiese model. Die model waarop geen datapassing toegepas is nie, is gevalideer om eksperimenteel bepaalde bestendige-toestand metabolietkonsentrasies en fluksiewaardes, asook die eksperimentele inhibisie van die glukose transporter, te voorspel. Die gevalideerde model verskaf ’n bykomende hulpmiddel om teenmiddelteikens te identifiseer in P. falciparum glikolise. Metaboliese kontrole-analise en differensiële kontrole-analise het die glukose transporter, PfHT1, as ’n teenmiddelteiken geïdentifiseer, gebaseer op sy hoë kontrole van glikolitiese fluksie in die parasiet, tesame met ’n lae beheer van die glukose transporter op die fluksie in die gasheer eritrosiet. Dié differensiële kontrole maak die glukose transporter ’n aantreklike teenmiddelteiken, want selfs as beide die eritrosiet en die parasiet glukose transporters tot dieselfde mate geïnhibeer word, sal dit steeds ’n hoër glikolietiese fluksieinhibisie van die parasiet tot gevolg hê. Om die differensiële kontrole van die glukose transporter op die fluks te demonstreer en verdere bewyse te lewer dat PfHT1 ’n teenmiddelteiken kan wees, het ons die inhibisie van die glukosetransporter in geïsoleerde trofozoïete deur sitokalasien B ondersoek. Ons het ook die inhibisie van die laktaatproduksiefluksie deur sitokalasien B in beide geïsoleerde P. falciparum trofozoïete sowel as in eritrosiete ondersoek. Ons bevindings bewys dat differensiële kontroleanalise as ’n hulpmiddel vir teenmiddelteikenidentifikasie gebruik kan word en dat PfHT1 ’n aantreklike teenmiddelteiken is. In hierdie studie is die velde van biochemie en sisteembiologie gekombineer om ’n gedetaileerde kinetiese model van ongeslagtelike P. falciparum glikolise te konstueer en verskeie teenmiddelteikens in die metaboliese pad te identifiseer. Die modelvoorspelling sowel as eksperimentele bewyse van die differensiële flukskontrole van die glukose transporter in die gasheer en parasiet het PfHT1 uitgelig as ’n teenmiddelteiken en demonstreer ook die krag van differensiële kontrole analise in die identifisering van teenmiddelteikens binne ’n biologiese stelsel. Die kinetiese model is ’n waardevolle hulpmiddel vir die bevordering van ons begrip van P. falciparum glikolise en dit bied ’n goeie basis vir uitbreiding om teenmiddelteikens in die hele sentrale koolstofmetabolisme van P. falciparum te identifiseer.

An information ecology, in the words of MIT Press, is “a system of people, technologies and values in a local environment” (2000:[online]). This inquiry uses the elements of the information ecology – the interdependent system, its wealth of diversity, the co-evolutionary nature of the relationships within the environment, the leadership of keystone species, and the relationships and technology within its locality – to provide a framework within which to reflect on my learning as a postgraduate student at the Rand Afrikaans University (now the University of Johannesburg). Situated in a postmodern philosophical perspective and informed by constructivism, deconstructionism and critical theory, the phenomenological inquiry uses John Dewey’s model of reflective thought (1933) to examine the reasons for the disparity in the transfer of their new expertise by students who have participated in postgraduate programmes at the University, and to determine the principle factor that led to my incorporating such new skills into my own teaching practice. Evidence of this transfer of skills is presented in the description of an action research intervention that I designed and implemented in teaching basic computer skills to a group of ACE students in 2004. / Mr. G.V. Lautenbach

M.A. / The language needs for non-mother tongue speakers of Afrikaans. The study of Afrikaans by non-mother tongue speakers of Afrikaans is not as simple as it sometimes appears. The aim of this study is to identify the specific language needs of individual learners and whether the course complies with all the requirements or meets all their expectations. The study concentrates specifically on the adult learner who is part of the ABET- programme at RAU. The study further tries to investigate any shortcomings by ways of quantitative and qualitative empirical research. The study seeks to make a valuable contribution by its recommendations to other institutions intending to introduce similar courses. Finally, possible further area of research that need to be explored are highligted.

Thesis (MPhil)--University of Stellenbosch, 2007. / ENGLISH ABSTRACT: Student success, access to higher education and accountability are concerns of universities and communities worldwide. Universities are now implementing interventions such as mentor programmes, Supplemental Instruction and resident advisors in order to keep abreast of a changing higher education environment, and to provide broader access and support for a wider range of students. The Stellenbosch University Student Mentor Programme (SMP) was designed and implemented in 2003 as an intervention to address some of the problems encountered by first-year students at the institution. The monitoring and realising of the outcomes of the programme necessitated a comprehensive evaluation. The discussion of various theoretical paradigms forms a backdrop against which the multiple meanings of the concept of mentoring and its many practices can be understood. It is emphasised that there is no meta-narrative or grand structure that fulfils all the purposes and objectives of mentoring. The most obvious theories in the mentoring process are played out in the functionalist and the radical humanist paradigms, with the constructivists as an important catalyst in the realising of certain processes, procedures and actions. No single study has yet offered a full analysis of mentor programmes in the various paradigms, and the analysis that I present is likewise not a “final answer”, only a pliable structure to enhance the understanding of the underlying social theories as they utilise mentoring. An evaluation study on the SMP was conducted during 2005. Questionnaires and interviews were used to establish the effectiveness of programme delivery and the resulting levels of satisfaction. The evaluation was conducted with both programme monitoring and programme outcomes in mind. The programme is highly structured and managed according to the key categories of a logic model, which also provides the relevant delivery and evaluative steps. The programme has two target groups, namely the mentors (senior students) and the mentees (mainly first-year students), organised into small groups, each with a peer mentor. The monitoring and evaluation of the SMP highlights the benefits of group interaction among students, and shows the positive academic as well as psychosocial outcomes for students who attend the mentor sessions regularly. The short-term outcomes give an indication not only of the positive academic effects of the programme, but also of student experience and performance. As seen in the current study, the group in a mentoring situation fulfils an important developmental, synergistic role. Although the main aim of the design, implementation and evaluation of the SMP was to address the high dropout and failure rates of first-year students, many other advantages became apparent, and the outcomes of the programme indicate a positive effect on more than one terrain, such as unexpected growth and development for the mentors. The success of the programme can be seen as an important value-adding strategy to the university’s teaching and learning environment, as well as a cost-effective intervention to retain students. / AFRIKAANSE OPSOMMING: Wêreldwyd het studente-sukses, toegang tot hoër onderrig en aanspreeklikheid van universiteite in gemeenskappe belangrik geword. Ten einde te voldoen aan die eise van ’n veranderende opvoedingsomgewing, het universiteite begin om intervensies soos mentorprogramme, addisionele onderrig en raadgewing te implementeer om oor ’n breë front ondersteuning aan studente te bied. Die Universiteit van Stellenbosch se Studente-mentorprogram (SMP) is in 2003 ontwerp en geïmplementeer om van die probleme wat eerstejaars ervaar aan te spreek. Die monitering van die program met die gepaardgaande uitkomste het ’n omvattende evaluering daarvan genoodsaak. Die bespreking van verskeie teoretiese paradigmas vorm die agtergrond waarteen die meervoudige betekenis van die konsep mentorskap en die vele toepassings daarvan verstaan kan word. Dit word benadruk dat daar nie ’n metanarratief of grootse struktuur bestaan wat al die doelstellinge en kontekste van mentorskap omvat nie. Die mees ooglopende teorieë waarin mentorskap pas, is die funksionalistiese en die radikale humanistiese paradigmas, met die konstruktivisme as belangrike katalis wat die prosesse, prosedures en aksies betref. Die huidige bepreking daarvan is ook nie ’n poging om ’n finale antwoord oor die “plek” van mentorskap in sosiale teorie te verskaf nie, maar is bloot die daarstel van ’n plooibare struktuur waarin hierdie aksies kan plaasvind. Die evaluering van die Studente-mentorprogram het gedurende 2005 plaasgevind. Vraelyste en onderhoude is gebruik om die effektiwiteit van die program te bepaal ten opsigte van beide operasionalisering en uitkomste. Die program is hoogs gestruktureerd, en word bestuur aan die hand van die stappe uiteengesit in ’n logiese model. Die logiese model dien ook as die evalueringsraamwerk. Daar is twee teikengroepe in die program, naamlik die mentors (senior studente) en die mentees (hoofsaaklik eerstejaars), georganiseer in klein groepe elk met ’n portuurmentor. Die monitering en evaluering van die SMP toon duidelik die voordele van groep-interaksie tussen studente, met beduidende positiewe akademiese en psigososiale resultate vir diegene wat die groepsessies gereeld bywoon. Die korttermyn-uitkomste dui nie slegs op die positiewe akademiese effek van die program nie, maar ook op positiewe studente-ervaring en –prestasie. Dit blyk duidelik dat die groep in die mentorsituasie ’n belangrike ontwikkelende en sinergistiese rol vervul. Hoewel die hoofdoel van die ontwerp, implementering en evaluering van die program die aanspreek van die hoë druip- en uitvalsyfers onder eerstejaars was, het dit baie ander positiewe uitkomste op vele vlakke gehad, byvoorbeeld die ontwikkeling van die mentors self. Die sukses van die program kan gesien word as ’n strategie van waarde-toevoeging tot die universiteit se leer-en onderrigomgewing, sowel as ’n koste-effektiewe intervensie om studente in hoër onderrig te behou.

Thesis (MBA)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: The University of Stellenbosch is a proud institution with a proud tradition. It delivers graduates and research that can compete with the world's best. It is facing a landscape that is becoming increasingly competitive, and higher education institutions in South Africa are only now discovering the need and value of sound marketing principles. The University consists of 11 faculties and more that 100 departments. Out of those faculties and departments many other operating entities have grown. Entities such as the Institute for Winebiotechnology, the Bureau for Economic Research, the University of Stellenbosch Printers and the Graduate School of Business, to name but a few. Each of these have over time developed strong individual identities. In virtually all cases the link with the University has not been severed, and in many instances the association has been beneficial to both the University and the operating entity. As the environment becomes more competitive and as universities compete for shrinking financial resources, issues such as high media costs and effective communication become more important. One way of ensuring economy of scale in communication is to co-ordinate the visual identity of an institution. At the University of Stellenbosch the visual presentation of its various operating entities has not been coordinated, resulting in vast inconsistencies with regard to the institution's visual communication. Apart from failing to achieve economies of scale in communication, such a situation will also, inevitably, lead to confusion among the institution's target audiences. This project assesses the situation and develops a model according to which the University and its operating entities can coordinate their visual communication. It is expected that this model will stimulate discussion and that it may lead to implementation as soon as possible. Once the framework for managing corporate identity is in place, a great deal of work will be required to bring the communications process in line with the objectives of the institution and the requirements of its corporate identity strategy. This report is intended as starting point in the process that will lead to effective and optimal corporate identity management at the University of Stellenbosch. / AFRIKAANSE OPSOMMING: Die Universiteit van Stellenbosch is 'n instelling met 'n trotse tradisie. Hy lewer graduadi en navorsing wat met die bestes ter wêreld kan meeding. Die Universiteit bestaan in 'n omgewing wat toenemend kompeterend is, en hoër onderwys instellings begin nou eers die waarde besef van effektiewe bemarking. Die Universiteit bestaan uit 11 fakulteite en meer as 100 akademiese departemente. Vanuit hierdie fakulteite en departemente het menige ander bedryfseenhede ontwikkel. Eenhede soos die Instituut vir Wynbiotegnologie, die Buro vir Ekonomiese Ondersoek, the Universiteit van Stellenbosch Drukkery, en die Nagraadse Bestuurskool. Elkeen van dié bedryfseenhede het oor tyd heen sy eie, unieke identiteit ontwikkel. In feitlik alle gevalle het die noue verbintenis met die Universiteit behoue gebly, en in baie van die gevalle het die wedersydse assosiasie tot beide se voordeel gestrek. Namate die omgewing waarbinne die Universiteit bedryf word meer kompeterend raak en namate die Universiteit meeding vir kwynende finansiële bronne, raak aspekte soos stygende media kostes en effektiewe kommunikasie belangriker. Een manier om te verseker dat skaalbesparings bereik word, is om the visuele identiteit van 'n instelling te koordineer. Aan die Universiteit van Stellenbosch word die visuele aanbieding van die verskeie bedryfseenhede nog nie effektief gekoordineer nie. Dit het tot gevolg gehad dat groot verskille aan die lig gekom het ten opsigte van die organisasie se visuele kommunikasie. Behalwe dat sulke omstandighede nie skaalbesparings bevorder nie, sal dit ook lei tot verwarring onder die instelling se teikengehore. Hierdie projek het ten doeI om 'n model, of raamwerk te ontwikkel waarvolgens die Universiteit en sy bedryfseenhede hul visuele kommunikasie beter kan koordineer. Daar word verwag dat hierdie model verdere gesprek sal stimuleer en so spoedig moontlik sal lei tot die implementering van 'n model wat vir die Universiteitsgemeenskap aanvaarbaar is. Nadat 'n raamwerk vir die bestuur van korporatiewe identiteit aanvaar is, volg nog 'n groot taak om die kommunikasieprosesse in lyn met die instelling se doelwitte en vereistes ten opsigte van sy korporatiewe identiteitstrategie te bring. Hierdie verslag kan as aanvangspunt dien in die proses wat sal lei tot die effektiewe en optimale bestuur van korporatiewe identiteit aan die Universiteit van Stellenbosch.

Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: The Faculty of Health Sciences at Stellenbosch University adopted a new set of guidelines for curriculum design in 1997, emphasising an orientation towards the requirements of the public sector general practice, a holistic approach and exposure to community lifestyle and disease patterns specific to various communities. In order to ensure the anchoring in the realities of the general practice, a family medical practitioner, appointed by the Academy of Family Practice, was included in the curriculum control structure of the faculty. It was further recommended that a family medical practitioner should be included in the curriculum committee of each discipline, where appropriate. The present research, starting from the assumption that the opinion of a single family practitioner is insufficient to determine the adequacy of the curriculum for general medical practice, aimed to conduct a comprehensive needs analysis of all stakeholders in the undergraduate haematology training programme at the Faculty of Health, Stellenbosch University, and to compare the findings with the existing curriculum. To this purpose, the opinions of five adult medicine haematologists, ten paediatric haematologists, four laboratory haematologists, ten interns, fourteen students and twenty general practitioners were surveyed. An open-ended questionnaire on the usefulness of the haematology module for hospital and independent general practice was analysed, using the “coding technique” method. On this basis, a list of subjects was drawn and, using a Delphi method, the participants in the study were asked to rate their importance for practice. The answers to the open-ended questionnaires revealed a few overarching concepts, the most important being the need to structure the material taught in the form of “approaches”, supporting the differential diagnosis, which is the most frequent task of a general practitioner. Among the outcomes identified in the panellists‟ answers, the need to adequately detect and assess the “red flag” signs for haematological cancers was proposed for consideration as an outcome in the next curriculum. The Delphi survey indicated a group of subjects which were rated as most important for practice and another group designated as devoid of utility. The remaining subjects, rated as of moderate importance, could be further classified as diseases usually managed by the general practitioner and pathology which would be referred to a specialist for management. These iv findings were compared with the existing curriculum and the discrepancies were analysed, resulting in a set of proposals towards a framework for a new undergraduate haematology curriculum. For the first time in the literature, as far as can be determined, this research presents outcomes and content for an undergraduate haematology course which were defined and rated for importance by consensus of the curriculum developers, specialists in the field and graduates of the course. The methods tested in this process and some of the trends revealed might be useful for curriculum development in other medical disciplines. / AFRIKAANSE OPSOMMING: Die Fakulteit van Gesondheidswetenskappe by die Universiteit Stellenbosch het in 1997 nuwe riglyne vir kurrikulumontwerp aanvaar. Hierdie riglyne beklemtoon `n bewustheid van die behoeftes van algemene praktyk in die openbare sektor, `n omvattende benadering tot en blootstelling aan die gemeenskapslewenstyl, asook aan siektepatrone eie aan verskillende gemeenskappe. Om te verseker dat die kurrikulum in die werklikhede van algemene praktyk geanker bly, is `n algemene praktisyn, aangestel deur die Akademie van Huisartskunde, ingesluit in die kurrikulum beheerstruktuur van die fakulteit. Dit is verder ook aanbeveel dat, waar van toepassing, `n huisarts in die kurrikulumkomitee van elke dissipline ingesluit moet word. Hierdie navorsing, wat van die veronderstelling gespruit het dat die opinie van `n enkele huisarts onvoldoende is om die toepaslikheid van `n kurrikulum vir algemene praktyk te verseker, het ten doel gestel om `n omvattende analise van behoeftes van alle belanghebbendes in die voorgraadse hematologie-opleidingsprogram by die Fakulteit van Gesondheidswetenskappe, Universiteit van Stellenbosch, te doen en om die bevindings met die bestaande kurrikulum te vergelyk. Die menings van vyf volwasse medisyne hematoloë, tien pediatriese hematoloë, vier laboratorium hematoloë, tien huisdokters, veertien studente en twintig algemene praktisyns is verkry. `n Oop-einde vraelys oor die bruikbaarheid van die hematologie-module vir hospitaal- en onafhanklike algemene praktyk is m.b.v die gekodeerde tegniek ontleed. Op grond hiervan is `n lys onderwerpe gekies en studiedeelnemers is deur van die Delphi-metode gebruik te maak, gevra om die graad van belangrikheid van elkeen aan te dui. Die antwoorde op die oop-einde vraelys het `n paar oorkoepelende konsepte uitgelig. Die belangrikste hiervan was om die materiaal wat gedoseer word te struktureer in die vorm van „benaderings‟, wat die vorming van `n differensiële diagnose ondersteun. Lg. is die algemeenste taak van die algemene praktisyn. Een van die uitkomste wat deur die studiedeelnemers geïdentifiseer is, nl. die vermoë om die `rooi vlag` tekens van hematologiese kankers korrek te bespeur en te assesseer, is voorgestel vir oorweging vir insluiting as `n uitkoms in die volgende kurrikulum.

Thesis (MEd)--University of Stellenbosch, 2007. / ENGLISH ABSTRACT: This investigation was aimed at gaining an understanding of the learning processes in the English Foreign Language programme at Stellenbosch University. The relationships between students’ reported language learning strategy use and their language proficiency as measured on a standardised English language proficiency test were recorded and the influence of other learner factors such as age, gender, motivation, culture and educational background, and teacher-centeredness versus learner/learning-centeredness in learning situations and curricula were explored. A literature review was done to provide some insight into similar research conducted internationally and in South Africa and to provide a framework for this investigation. Research contributions by Chamot & Kupper (1989), Mahlobo (1999), Oxford (1990) and Van der Walt and Dreyer (1995a & 1995b) provided insight and a foundation for this investigation. The research is primarily qualitative and set in an interpretivist paradigm in an attempt to firstly explore the relationship between reported language learning strategy use and English language proficiency in the skills of reading and listening and secondly to explore other factors which could impact on the development of English language proficiency in all four language skills. The study was not concerned with a search for generalisible phenomena, but was aimed at providing a descriptive analysis of the interpreted understanding of social phenomena with regard to English Foreign language learning processes, where English proficiency had to be used for academic purposes. Information was obtained through observation, informal discussions, questionnaires, interviews, focus group interviews and English language proficiency test results. Results were interpreted for this particular situation at Stellenbosch University and suggestions were made as to how language learning strategies could be incorporated into the English Foreign Language curriculum to optimise the development of English language proficiency. Suggestions for further related research were also made. / AFRIKAANSE OPSOMMING: Hierdie ondersoek was daarop gemik om insig te verkry in die leerprosesse in die Engels as Vreemde Taal (EFL) program by Stellenbosch Universiteit. Die verhoudings tussen leerders se aangeduide taalleerstrategieë en hulle prestasie op ’n gestandardiseerde Engelse taaltoets is ondersoek asook ander faktore wat moontlik ’n invloed sou kon hê op die taalleerproses: ouderdom, geslag, motivering, kultuur en opvoedkundige agtergrond, asook onderwyser-gefokusde versus leerder-gefokusde onderrig en kurrikula. ’n Literatuurstudie is gedoen om ’n insig te verkry oor soortgelyke navorsing wat gedoen is op internasionale vlak en in Suid-Afrika, en ook om ’n raamwerk vir hierdie navorsing te voorsien. Die navorsing van veral Chamot & Kupper (1989), Mahlobo (1999), Oxford (1990) en Van der Walt en Dreyer (1995a & 1995b) het bygedra tot insig en ’n agtergrond vir hierdie ondersoek. Die navorsing is hoofsaaklik kwalitatief in ’n interpretiwistiese paradigma om eerstens die verhouding te ondersoek tussen aangeduide taalleerstrategie gebruik en Engelse taalvaardigheid in the lees- en luistervaardighede, en tweedens om ondersoek in te stel na ander faktore wat moontlik ’n invloed kan hê op die taalleerproses in al vier die taalvaardighede. Die studie is nie in die eerste plek onderneem om veralgemenings te kan maak nie, maar was gemik op die verkryging van ’n beskrywende analise van die sosiale invloede betrokke by die aanleer van Engels as ’n vreemde taal vir gebruik as ’n akademiese taal. Inligting is verkry deur observasie, informele gesprekke, vraelyste, onderhoude, fokusgroeponderhoude en Engelse taalvaardigheidstoetsuitslae. Bevindinge is ontleed vir die spesifieke situasie by Stellenbosch Universiteit en aanbevelings is gemaak oor die moonlike insluiting van taalleerstrategieë in die leerplan en kurrikula van die Engels as Vreemde Taal (EFL) program. Aanbevelings vir verdere navorsing is ook gemaak.

M.Ed. (Educational Psychology) / The successful adaptation to university by first year students is of prime importance to university authorities throughout the world. The high dropout rate of students is an indication that students do have a problem adapting to university. This has led to the introduction of orientation courses and the development of programmes to assist students in adjusting. This allows them a greater opportunity to experience success at university and to meet the main aim of university education - cognitive development (Behr, 1986:27) ...

M.A. / This study entailed research into the variables that play a significant role in the development of student culture, the specific nature of student culture at RAU and extent of the relationship between student participation in student culture and their work ethic/work orientation. In the qualitative phase of this study a total of 10 in-depth group interviews were conducted with 21 students in order to determine the nature of student culture at RAU. From these interviews certain variables of student culture at the RAU were identified and used to construct a questionnaire that was completed by a representative sample of 1000 students (quantitative phase). The questionnaire consisted of questions on the biographical- and academic background of students, their work ethic/work orientation and various aspects of student culture and -subcultures. By means of factor analysis and item analysis, eight scales were developed. These scales measured the work ethic/work orientation of students, the extent to which students regard academic merit as important, their participation in student culture, their conformation to academic student norms and the extent of their identification with the academic-, occupational-, college- and outside-campus student subcultures. The scales were further analysed in terms of the biographical- and academic background of students, making use of one-way analysis of variance and Scheffe's paired comparisons, Hotelling T2 and t-tests and Pearsons correlation's. Using bundle analysis four student subcultures, namely the active-, passive-, hardworking- and occupational subcultures, were identified at the RAU. These subcultures were also analysed in terms of students' backgrounds making use of crosstabulations with Chi t- tests. It was found that students have a relatively high work ethic/work orientation: The most important factors that bring about a difference in terms of students work ethic/work orientation are gender, the faculty within which students study, the method students use to pay for their studies and the RAUstudent subculture that students belong to.

Proefschrift Universiteit van Amsterdam. / Met lit. opg. - Met samenvatting in het Engels.