A thesis submitted to the Faculty of Arts, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Doctor of Philosophy. Johannesburg, 1998 / This thesis examines Government university policy between 1948 and 1970. University education was already segregated and discriminatory in 1948 and until the mid 1950s, Nationalists disagreed about plans for university education. Their discussions about the development of apartheid university policies helped clarify general apartheid principles, Apartheid university education was based on the principle that university education was not universal but should serve a particular ethnic community. Divided university education was entrenched through the Extension of University Education and Fort Hare Transfer Acts of 1959, which were primarily produced by the Native Affairs Department. The ethnically segregated, state-controlled university colleges they created provided different, inferior educational opportunities to the state-aided, more autonomous, universities. The 'open' universities complied with the compulsory closure of enrolment to black students. The University of Natal was less co-operative, but also ultimately complied. Enrolment at ethnic university colleges was not compulsory, but there were few alternatives. Enrolments at black institutions rose, despite continued opposition to ethnically-defined institutions. In the 1960s Nationalists promoted Afrikaans enrolments and facilities for Afrikaans students. The establishment the University of Port Elizabeth and the Rand Afrikaans University was only considered once the economic boom of the 1960s made this feasible. The Government spent more money on university education generally, resulting in huge increases in enrolments and institutional capacity. Spending on Afrikaans students was most generous. The black university colleges were expensive, but Government spending on black university education, in proportion to the black population, remained low. African school funds were depleted to pay for the African university colleges. The divided university system produced far more white graduates, in a wider range of disciplines, than black graduates. South African universities were isolated internationally and the development of an indigenous intellectual culture and research capacity was hindered, especially at the Afrikaans medium and black institutions. Politically, Nationalist university policy was counterproductive. It failed to build white South Africanism, and the university colleges nurtured Black Consciousness. From tine late 1960s the police increasingly acted against students at the black and English-medium institutions. In 1970 the black university colleges were granted autonomy from Unisa, Keywords: South Africa, apartheid, National Party, policy, education, university, students, Saso, Nusas

Globalization has had an impact on higher education in South Africa. There is a growing emphasis on public accountability. Consequently there is a rise in quality assurance interventions like the national review of the M.Ed programme. Sometimes these quality assurance interventions are perceived as infringing on academic freedom and institutional autonomy. In this research report, I examine how academics at the University of X (UX), experience the relationship which is emerging by current policy in higher education between ―academic freedom‖, ―institutional autonomy‖ and ―public accountability‖. This research report followed a case study design that used a qualitative approach. I used a phenomenological research methodology with specifically semi-structured interviews to understand the phenomenon of the review and to ascertain academics‘ and managers‘ perceptions thereof. I used non-probability purposive sampling to interview seven academics and five management staff. The interviews were recorded and transcribed. The findings were analysed and separated into three themes, viz. the value of the national review process; management versus teaching and learning as areas of focus with the review; and the programme review methodology. The staff found the review to be useful because of the programme focus of the review. It was most useful for management of the programme and for developing collegiality in the sector. Whilst the review criteria tended to focus on management instead of teaching and learning, some participants were comfortable with the review exploring their teaching and learning via direct classroom observations. There was a wide spectrum of views on what makes a good programme, with some participants believing that both teaching and learning and management are important for a successful programme. There are pros and cons to the national M.Ed review methodology. The commendations can be summed up as being fair, using standard programme review methodologies. The criticisms of the methodology includes criticism of the process as being archival, concern over the panel selection, dissatisfaction at the panel‘s report and criticism that the criteria are checklist and that institutions need to go beyond them in order to achieve excellence.

A thesis submitted in fulfilment of the requirements of the degree of Master of Art by research in the Department of Sociology, University of the Witwatersrand, April 2017 / Fire lives briefly, breathes sharply and spreads with urgency across the surface of the earth. Writing from Inside the Fire offers a series of reflection on the fire-centered politics that have been ignited within the RhodeMustFall and FeesMustFall movements. in this paper I trace the political roots of fire and explore the ways in which it employed as a tool of resistance and empowerment during the anti-apartheid struggle.: [Abbreviated Abstract. Open document to view full version] / XL2018

The primary purpose of this study was to develop an industry-specific total quality service framework (as a potential basis for an established total quality service model) for private higher education institutions in South Africa. The framework (as a tool) will contribute to the need to manage service quality of these institutions on a holistic and strategic basis. Service quality is a challenge for any enterprise, especially for those in the service industry. It is of particular concern for private higher education institutions and one of their key challenges due to the increasingly competitive, marketing-oriented and highly regulated environment. In this environment, these institutions have to function, survive and compete, not only with one another, but also with public institutions of higher education. Competition is on the increase, and private higher education institutions need to find new ways to compete if they wish to survive in this dynamic service industry environment. The offering of excellent service quality could add to the long-term sustainability of private institutions and it could therefore also be the differentiating factor for success. The literature review for this study suggested that service quality can only be improved by identifying industry-specific service quality dimensions as a basis for the development of industry-specific frameworks and models. Using a mixed methods research approach (exploratory sequential mixed methods research design), this research was conducted on six private higher education institutes with 13 sites of delivery. Stage 1 of the study consisted of the qualitative exploration of total quality service dimensions from a top management perspective by means of semi-structured in-depth interviews following a conversational mode. A thematic analysis approach was applied during the data analysis. The validity and reliability of the data were tested via different strategies of trustworthiness. The instrument development stage was added as an intermediate stage of the research study. The developed instrument was informed and complemented by literature as well as the qualitative findings. Stage 2 of the research study consisted of the quantitative exploration of the importance of total quality service dimensions from the perspective of the internal (lecturers) and external (students) customers. The questionnaire was distributed via e-mail to all specified students and lecturers of selected private higher education institutions in the sampling frame. Data analysis included an exploratory factor analysis approach, which was followed by a confirmatory factor analysis. A conceptual measurement model was presented consisting of five 26 dimensions (variables) represented by five primary constructs. Both the internal and composite reliability scores were strong and the confirmatory factor analysis yielded a model with good fit. The modified conceptual model demonstrated evidence of unidimensionality and construct validity. The final step in the data analysis process represented thematic analysis of responses to the only open-ended question in the questionnaire, which yielded additional service quality dimensions. The application of the exploratory sequential mixed methods research design thus culminated in the final total quality service framework, which consists of selected top management perspectives (qualitative stage), the conceptual measurement model (quantitative stage) and the additional service quality dimensions identified from the open-ended question analysis. The current study was a pioneering effort that bridged a significant gap with the development of the first total quality service framework for private higher education institutions in South Africa. The framework provides the first building blocks towards a comprehensive total quality service model for measuring, managing and continuous improvement of total quality service in private higher education in South Africa. / Business Management / Ph. D. (Management Studies)

Thesis (MTech (Business Information Technology))--Cape Peninsula University of Technology, 2018. / Institutions of higher learning are operating in an environment that is continuously informed by the markets and government regulations, hence the need for continuous improvement initiatives in order to remain relevant to the dynamic changes in higher education. The improvements are done by reviewing the course content, operations, and business processes, which includes an application and admission process. This study analyses the residence application and admission process (RAAP). The business processes and Enterprise Resource Planning (ERP) system support the realisation of the application and admission process of the university. The review of the current application and admission process will be based on business processes, business process reengineering, and the business process modelling theory. Therefore, the problem statement for the study is that the impact of information flow during the application and admission of students for residency at the university involves business processes that are inefficient and ineffective. This results in mistakes being made by administrators, and students who are dissatisfied. The study is based on two research questions: Firstly, what strategies can be used to improve the application and admission process of the role players at the selected tertiary institution, and secondly, how does the application and admission process affect service delivery to the students and residence administrators at the selected tertiary institution? The aim of the study is to explore how the participating students and administrators in the residence application and admission process perceive the efficiency of university business processes. A further aim is to explore how the processes can be reengineered to fulfil the requirements of the students and administrators. The research methodology employed to resolve the problem logically is qualitative in nature. A research paradigm guides the actions of the researcher with regard to the generation and interpretation data, which results in knowledge production. The inductive research approach is well suited for the research strategy. For the purpose of this study, a case study strategy is deemed suitable because of its qualitative nature, and comprehensive knowledge of the university processes is required to understand and address the research problem. The unit of analysis of the study is the university’s administrative department business processes. The purposive, non-randomly selected students who applied for residency and the employees of the applicable departments within the university form the unit of observation, which is also a source of data. The data are collected by means of interviews using semi-structured questionnaires, with the samples being non-random and purposively selected. The data collected in the case study are then be summarised and categorised into themes. The themes are uses to present the “As-Is” and the “To-Be” application and admission process.

A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Arts in the field of ICT Policy and Regulation / The research report examined the value brought by NRENs, by investigating the utilization of the South African National Research Network (SANReN) at the University of the Witwatersrand (Wits). It explored the SANReN as the main international bandwidth service for the university and assessed how the university is able to efficiently provide a range of e-services in scientific research through the NREN. Wits scientists engaged in data intensive research and international research collaboration shared the view that the SANReN infrastructure is critical to such work, however due to infrastructure limitations at university level, it is sometimes difficult to maximize the value of this dedicated network, where data storage capacity is low. A wide range of e-services, such as grid computing, use SANReN, but are limited by international bandwidth. A further problem is the high cost of international bandwidth, particularly as the demand for bandwidth increases with the amount of data required in scientific research. The biggest challenge is the growth of demand and the ability to meet this demand. As scientific research relies on real time data, but experiences problems with data storage, advanced data infrastructure is needed in the form of a medium sized data centre, which would be used for storing and transferring large data sets and terabytes of data in and out of the country. In conclusion, although SANReN makes it possible for big science projects to take place at universities, it is somewhat difficult to measure the value that SANReN brings, due to the many limitations mentioned. Therefore a matrix to measure outputs and value of SANReN is required, as proposed in Chapter 6 of this research report. / GR2017

This study was an exploratory thematic and categorical analysis of the titles and abstracts of women and men psychology master's dissertations completed from 1964 to 1998. These dissertations represent research undertaken at all South African universities. They are located on the Nexus database, developed by the Centre for Science Development (CSD) at the Human Science Research Council (HSRC) and maintained by the National Research Foundation (NRF). This research is an investigation of trends, which might lead to conclusions regarding the areas of psychological specialisations chosen for research, the methodologies of research applied and the sample type employed in the research. Secondly, a longitudinal analysis was conducted to examine if any shifts of focus over time in any of the three areas already mentioned (i.e. specialisation, methodology and sample type) had occurred. The methodology used was a combination of both quantitative statistical analysis and qualitative analysis of selected women's and men's dissertations. Content analysis was the preliminary research method used to code the data which was then statistically analysed by means of correspondence analysis. The literature review examined psychology's historical exclusion of women both as professionals and as potential subjects of research. The literature also examines the founding premise of psychological research dominated by scientific empiricism underpinned by logical positivism. Feminist literature was then reviewed in order to offer a commentary on the patriarchal underpinnings embedded in the discipline and to offer and explore alternatives. The outcome of this study revealed a number of valuable findings. First, there had been a major increase in the selection of women masters' students in psychology. Second, the dominant methodology remains quantitative in nature. There is however a slight increase in qualitative and combined research by both women and men in the 1990s. Third, there has been a radical increase in the 1990s of women entering the male domain of industrial psychology. Fourth, no major differences were found between women and men masters' students and their choice of specialisation area, methodology and sample type selected. Finally, women more often than men recognised the gender and ethnicity of their sample subjects. It must however be noted that gender and ethnicity of the sample subjects were still relatively infrequently registered in the titles and abstracts of both women and men's masters' dissertations. In conclusion the plethora of data available on Nexus and the findings identified in the present study a window has opened up to the potential for many future projects in terms of South African psychology masters' research.

Submitted in partial fulfilment of the requirements for the Degree of Masters in Business Administration (MBA), Business Studies Unit, Faculty of Management Sciences, Durban University of Technology, 2008 / Customer satisfaction is the key ingredient to the success of any business. This is the most important factor that creates loyal customers. Presently, organisations are attempting to obtain increased customer satisfaction by focusing on the quality of their products and the service provided. Students were identified as customers of HEI’s. This research focuses on the determination of customer perception of service quality at the Business Studies Unit (BSU) of the Durban University of Technology. The objectives were: to identify expectations of students of the BSU; to identify the perceptions of students of the BSU and to measure and compare the expectations and perceptions of students using the SERVQUAL score. Customer perceptions were determined by means of a quantitative survey conducted at the BSU lecture venues using the self-administered SERVQUAL questionnaire. One hundred and ninety five respondents were surveyed. Data was analysed using descriptive and inferential statistics. The questionnaire measured students’ expectations and perceptions in five dimensions of service that consists of tangibles, reliability, assurance, responsiveness and empathy. The results demonstrated that in each of the five SERVQUAL dimensions, there was a negative quality gap. The largest gap was in the tangibles dimension. Also, there were significant differences between perceptions and expectations of students in all of the five SERVQUAL dimensions (p<0.001) Improvements are needed across all five dimensions. Results have shown that students’ perception of service quality at the BSU falls below their expectations, presenting a great challenge to the institution. In order to improve service quality, it is recommended that the BSU regularly assesses employees, as well as customers’ experiences and provide prompt feedback.

Submitted in fulfilment of the requirements for the Masters Degree in Technology: Quality, in the Department of Operations and Quality Management, Durban University of Technology, 2009. / Higher education institutions are faced with an increasing number of complex challenges including implementing and maintaining a quality management system. In addition, the transformation of higher education brought about further regulations, especially to private higher and further education institutions. Managing the change in private higher and further education became complex as institutions were required to meet the Department of Education’s registration requirements and the HEQC and Umalusi Council’s quality audit criteria requirements. Hence, this study reviewed related literature which represented sources of information, to determine the nature of PHE and FET institutions. The literature further scanned business quality tools and the SAEM and their applicability to private higher and further education. It was established that the TQM philosophy and the ISO 9001: 2000 quality standard, applied in an integrated system, was suitable for higher education. The review identified the SAEM as a suitable model to use as a basis for an integrated quality management system. From the literature review, the nature of PHE and FET institutions and the requirements of the HEQC and Umalusi Council were established. A significant finding was that PHE and FET institutions did not have an internal quality management system in place. This revelation led to the research investigation on finding the needs and deficiencies of FET and PHEIs. A questionnaire, using mainly open-ended questions, was designed and administered to FET and PHEIs for this purpose. The responses revealed that some quality practices were in place but, overall, the quality arrangements were inadequate. The results of the research investigation and the principles of the business quality tools were integrated into the SAEM’s principles. This process led to the formation of an Integrated Quality Model. This Integrated Quality Model was recommended as an internal quality management system for FET and PHEIs

This study describes the extent to which summative assessment tasks assess the different cognitive levels and learning outcomes with reference to the SAG (2008) for Grade 10 Life Sciences. Essentially, it describes the fit between the intended and implemented assessment, using documentary analysis as a research strategy. In order to determine the fit between intended and implemented assessment the Life Sciences SAG (2008) and question papers on summative assessment tasks were analysed. The question papers were obtained from three schools which were sampled purposively in the Mpumalaga Province. The Life Sciences SAG (2008) was analysed in order to determine the official percentage weightings (marks) of the cognitive levels and learning outcomes which must be assessed in the summative assessment tasks (intended assessment). Using the Revised Bloom’s Taxonomy as an analysis tool, question papers on summative assessment tasks were also analysed in order to determine the average percentage weightings (marks) of the cognitive levels and learning outcomes which were assessed (implemented assessment). When the intended and implemented assessments were compared the following results were obtained: For practical tasks and end-of-year examinations there was an incongruity between the intended and implemented assessment in terms of the cognitive levels and learning outcomes. The discrepancy between the intended and the implemented assessment was also found in controlled tests but only in terms of the learning outcomes. In controlled tests the fit between intended and implemented assessment in terms of the cognitive levels could not be determined because the SAG (2008) does not prescribe the cognitive levels which must be assessed. Furthermore, a weak fit between the intended and the implemented assessment in terms of the lower cognitive levels and learning outcomes was found in mid-year examinations. However, there was a strong fit between the intended and implemented assessment in terms of the higher cognitive levels in mid-year examinations. Lastly, for the research projects the fit between the intended and implemented assessment could not be determined because the Life Sciences SAG (2008) does not prescribe the cognitive levels as well as the percentage weightings of the learning outcomes which must be assessed.