Thesis (M.Tech.: Marketing)-Dept. of Marketing, Durban University of Technology, 2007 x, 164 leaves / According to postpurchase behaviour theory, there is a tendency for individuals to seek consistency among their cognitions (i.e., beliefs, opinions). When an inconsistency between attitudes or behaviours (dissonance) occurs, some change must be made in order to eliminate this behaviour. In the case of a discrepancy between attitudes and behaviour, it is most likely that the attitude will change to accommodate the behaviour. The objective of this study is to determine the extent of post purchase behaviour amongst tertiary students, with specific reference to the Durban University of Technology.

Submitted in fulfillment of the requirements of the degree of Masters of Technology: Public Relations Management, Durban University of Technology, Durban, South African, 2015. / The Southern African Higher Education system in the post-apartheid period had to respond to the various discriminatory practices that existed during the apartheid era. This entailed responding to inequalities in the education system at various levels. As far as higher education was concerned there was a need to serve society based on the principles of equality, equity and inclusivity. One such response was to merge higher education institutions such as ML Sultan Technikon and Technikon Natal to form the Durban Institute of Technology now referred to as the Durban University of Technology (DUT). The merger process revealed numerous challenges one of which was the human resource issue that underpinned the merger of staff between the two technikons which differed in practice. The rationale for this study was that staff at DUT were experiencing alienation; mistrust and a lack of shared purpose. The aim of this study was to evaluate the role of internal communication in the transition process of the merger at the DUT. The objectives were to examine existing organisational communication tools; to evaluate staff perceptions of the current methods of communication utilised in the internal communication process; and to determine how internal communication has contributed to the transition process. The study used a quantitative research method; this enabled an evaluation of the role of internal communication in a higher education setting during a transition process. The sample population was 400 administrative and academic staff from across the seven campuses. Staff were assessed via a survey questionnaire. The data was analyzed using SPSS. The study found that living and coping with change in the work environment is a fact of life for organisations and individuals. The success of any change programme depends on the organisation’s ability to communicate effectively with its employees; therefore internal communication plays a pivotal role in any change programme. Staff at the DUT had limited communication from Management during the change phase. They were of the opinion that effective internal communication could improve productivity in the workforce.

Thesis (MBA)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: The study has dealt with the application of strategic management principles in South-African post-school institutions in the Western Cape, starting with a comprehensive overview of the post- school sector in the Western Cape and the motivations for the mergers. A literature study reviewed recent merger experience in commerce and education both internationally and in the South African context from which a generic merger strategy was distilled. A measuring instrument was compiled, based on the generic merger strategy and applied to post-school and higher education institutions in the Western Cape. Responses were evaluated in terms of defined hypotheses. Respondents to the study indicated that merger best practice strategy was not followed in the Western Cape, that there were no significant differences between the experiences of the Higher Education Institutions (HEls) and Further Education and Training Colleges (FETs), that HEls do not take cognisance of the external environment whilst FETs do take cognisance of the external environment relating to competition, and that a generic merger strategy is viable when used in conjunction with consultants, sharing experiences with others and following an ad hoc approach. / AFRIKAANSE OPSOMMING: Die studie handel oor die toepassing van strategiese bestuursbeginsels in die Suid-Afrikaanse naskoolse instansies van die Wes-Kaap, beginnende met 'n omvattende oorsig van die na-skoolse sektor in die Wes-Kaap asook die motivering vir die samesmeltings. In 'n literatuurstudie is onlangse samesmeltings in beide die handels- en onderwyssektore, beide internasionaal en in die Suid-Afrikaanse konteks ondersoek waaruit 'n generiese samesmeltingstrategie ontwikkel is. 'n Meetinstrument is saamgestel uit die generiese samesmeltingsstrategie en aan responente in die na-skoolse en hoër onderwysinstansies in die Wes-Kaap' versprei. Response is be-oordeel aan die hand van gedefinieerde hipoteses. Respondente het aangedui dat beste praktyk samesmeltingstrategie nie in die Wes-Kaap gevolg is nie, dat daar geen beduidende verskille bestaan tussen die ervaring van Hoër Ondewys en Verdere Onderwys nie, dat Hoêr Onderwys nie ag slaan op die eksterne omgewing nie terwyl die Verdere Onderwys dit wel doen ten opsigte van kompetisie, en dat 'n generiese samesmeltingstrategie lewensvatbaar is so lank dit gebruik word in kombinasie met 'n konsultant, die uitruil van ervaring met ander en die volg van 'n ad hoc benadering.

Thesis (PhD)--Stellenbosch University, 2014. / Der Fakultät für Sozialwissenschaften und Philosophie der Universität Leipzig / ENGLISH ABSTRACT: Worldwide, national higher education systems and universities are repeatedly confronted with global higher education trends and the challenge to handle them in specific national and institutional contexts. This observation relates to the broader question how processes of globalization affect university politics. The work at hand provides insights into how South Africa and the South African Stellenbosch University (SU) were facing recent processes of globalization in a situation of deep societal transformation after the end of apartheid. The dissertation examines how university politics in South Africa were negotiated after 1990. It investigates which local and global actors were involved and with what kind of interests they influenced the process. For SU, it is analysed how the different levels making up the University understood current international trends in higher education and how this understanding brought about institutional change leading to inter- and transnationalization. The thesis applies a qualitative multi-method approach drawing on document analysis and interviews. The research is grounded on major research reports and national policy documents on higher education, institutional documents of SU (e.g. the Senate and Council documentation, brochures and speeches) as well as on a total of 52 semi-structured interviews that were conducted with current and former representatives of SU as well as of the national South African higher education system between 2010 and 2012. Theoretically, the study draws on debates from higher education research and transnational history concerning the internationalization and transnationalization of higher education. It follows an analytical perspective for exploring and understanding higher education developments that goes beyond the conventional state-centric nation-state model used to analysing social processes and interactions. Therefore, the dissertation traces the impact of the different spatial references of the local and the national level for university politics and looks at how the local relates to the national and both of them to the regional and the global. By approaching the topic historically, the study challenges the often referred to hypotheses of academic isolationism and SU’s increasing insularity due to the international academic boycott against South Africa during the apartheid era. It accentuates that prior to 1990 there were many international activities going on at SU. Furthermore, the findings show that SU has embarked comparatively early on a purposeful and strategic process of internationalization, which occurred prior to its national opening in the form of transformation and redress. Only by the turn of the century, processes of internationalization were paralleled by an open transformation attempt. This was quite in contrast to the post-1990 dealing with higher education on the national South African level and by many other South African universities. The study demonstrates that in approaching the challenges of societal transformation and global processes, SU’s management initially favoured the “efficiency” discourse over the “redress” discourse in order to pave the way for becoming an internationally esteemed research university. / AFRIKAANSE OPSOMMING: Nasionale hoëronderwysstelsels en universiteite word wêreldwyd voortdurend gekonfronteer met globale hoëronderwystendense en die uitdaging om in spesifieke nasionale en institusionele kontekste daarop te reageer. Hierdie waarneming hou verband met die meer omvattende vraag hoe globaliseringsprosesse universiteitspolitiek beïnvloed. Hierdie studie gee insig in hoe Suid-Afrika op nasionale vlak en die Universiteit Stellenbosch (US) in Suid- Afrika die resente globaliseringsprosesse te midde van ’n situasie van ingrypende maatskaplike transformasie ná die einde van apartheid hanteer het. Die tesis fokus op die universiteitspolitiek in Suid-Afrika na 1990. Die plaaslike en globale rolspelers wat betrokke was en die vraag na die soort belange wat die proses beïnvloed het, word ondersoek In die spesifieke geval van die US word ontleed hoe die huidige internasionale tendense in hoër onderwys op verskillende vlakke binne die Universiteit verstaan word en hoe hierdie begrip daarvan institusionele veranderinge teweeg gebring het wat tot inter- en transnasionalisering aanleiding gegee het. In die tesis word ’n kwalitatiewe veelmetodebenadering toegepas wat gebruik maak van dokumentontleding en onderhoude. Die navorsing is gegrond op belangrike navorsingsverslae en nasionale beleidsdokumente oor hoër onderwys, institusionele dokumente van die US (bv. Senaats- en Raadsdokumente, brosjures en toesprake) sowel as op ’n totaal van 52 semigestruktureerde onderhoude wat tussen 2010 en 2012 gevoer is met huidige en voormalige personeellede van die US en met belangrike rolspelers in die nasionale Suid-Afrikaanse hoëronderwysstelsel. Op teoretiese vlak steun die studie op debatte in hoëronderwysnavorsing en die geskiedenis van die internasionalisering en transnasionalisering van hoër onderwys. Die studie maak gebruik van ’n analitiese perspektief om hoëronderwysontwikkelings te ondersoek en te deurgrond. Dit strek verder as die konvensionele staatsentriese model wat gebruik word om maatskaplike prosesse en interaksies te ontleed. Die effek van die verskillende ruimtelike verwysings na die plaaslike en nasionale vlakke op universiteitspolitiek word ondersoek. Daar word gekyk na die verband tussen die plaaslike aspekte en nasionale aspekte, en hoe beide hierdie aspekte verband hou met regionale en globale aspekte. Aangesien die onderwerp histories benader word, word die algemeen aanvaarde hipoteses ten opsigte van die akademiese isolasie in die algemeen en spesifiek die US se toenemende isolasie weens die internasionale akademiese boikot teen Suid-Afrika gedurende die apartheidsera, uitgedaag. Dit beklemtoon dat daar in die tydperk voor 1990 verskeie internasionaliseringsaktiwiteite by die US was. In vergelyking met ander instellings het die US reeds vroeg ’n doelgerigte en strategiese proses van internasionalisering aangepak. Dit het gebeur voor die tydperk waartydens die nasionale oopstelling plaasgevind het wat onder meer die vorm aangeneem het van transformasie en regstelling. Eers tydens die draai van die eeu aan die einde van die negentigerjare het prosesse van internasionalisering parallel geloop met ’n oop transformasiepoging. Dit was in redelike kontras met die tendense in hoër onderwys na 1990 op nasionale vlak in Suid-Afrika, en met die tendense by baie ander Suid- Afrikaanse universiteite. In die studie word aangetoon dat die US se bestuur in hul benadering tot die uitdagings van maatskaplike transformasie en globale prosesse aanvanklik die “doeltreffendheidsdiskoers” bo die "regstellingsdiskoers” verkies het om die weg voor te berei om ’n internasionaal erkende navorsingsuniversiteit te word.

Thesis (MAcc)-- Stellenbosch University, 2014. / ENGLISH ABSTRACT: Section 12 of the Value-Added Tax Act No. 89 of 1991 (hereafter referred to as the VAT Act) determines that the supply of certain goods and/or services are exempt from value-added tax (hereafter referred to as VAT) levied by section 7(1)(a). One such exempt supply is the supply of educational services by certain institutions (listed in section 12(h)(i)(aa)-(cc)). Section 12(h)(i)(bb) determines that the supply of educational services by an higher institution are specifically exempt from VAT. The term “educational services” is not defined in the VAT Act. Uncertainty exists in practice about what exactly educational services comprise and what the scope of it is. Since the supply of educational services is an exempt supply in terms of section 12(h)(i)(bb), a clear and irrefutable definition of “educational services” should exist. Two of the main purposes of an university is to deliver education of exceptional quality and good research outputs. The primary question that originates is whether the research performed by an university qualifies as an exempt supply with the result that the performance of research is an exempt supply. The term “research” was investigated in several sources and it was found that research can be generically be defined as the systematic investigation of existing knowledge and the creation of, amongst others, new knowledge and inventions. Furthermore, it was found that research can be divided into two categories, namely research performed at no consideration and research performed at consideration. Research performed at consideration is further divided into two subcategories, namely commercial research (where the purpose is to generate income) and non-commercial research (where the purpose is research). The definition of “educational” and other bent forms of the term “educate”, amongst others, “education” and “educator” were investigated in relevant South African legislation, case law and international legislation and case law. Commercial research is considered to be a supply of a business activity of a university with the main objective of generating income and is considered as a taxable supply in the case law of the United Kingdom and Canada. Non-commercial research is considered as supplies in the course or furtherance of an enterprise, but the main purpose of the enterprise is not to generate income. Non-commercial research is considered as an “educational service” since it meets the requirements of systematic instruction of education and learning. This type of research is exempt from VAT levied. The input tax of any costs incurred with regards to this type of research will not be claimable. It is suggested that the principles highlighted in this study might clear up the confusion surrounding whether research performed by an university qualifies as an exempt supply or not. SARS could possibly establish guidelines to determine when research is considered exempt or taxable. This information could be useful for role players in the South African tax environment if the matter arises. / AFRIKAANSE OPSOMMING: Artikel 12 van die Wet op Belasting op Toegevoegde Waarde No. 89 van 1991 (hierna verwys as die BTW-wet) bepaal dat die lewering van sekere goed en/of dienste van die heffing van belasting op toegevoegde waarde (hierna verwys as BTW) wat deur artikel 7(1)(a) opgelê is, vrygestel is. Een sodanige vrygestelde lewering is die lewering van opvoedkundige dienste deur sekere instellings (gelys in artikel 12(h)(i)(aa)-(cc)). Artikel 12(h)(i)(bb) bepaal dat die lewering van opvoedkundige dienste deur ’n inrigting wat hoër onderwys verskaf, spesifiek van BTW vrygestel is. Die term “opvoedkundige dienste” word egter nêrens in die BTW-wet gedefinieer nie. Daar bestaan dus onsekerheid in die praktyk oor wat presies opvoedkundige dienste behels en wat die omvang daarvan is. Aangesien die lewering van ’n opvoedkundige diens ’n vrygestelde lewering ingevolge artikel 12(h)(i)(bb) is, moet daar dus ’n duidelike en onweerlegbare omskrywing van “opvoedkundige dienste” bestaan. Om onderrig van uitmuntende gehalte en goeie navorsinguitsette te lewer is twee van ’n universiteit se hoofdoelwitte. Die primêre vraag wat gevolglik ontstaan is of die uitvoer van spesifiek navorsing, deur ’n universiteit kwalifiseer as die lewering van opvoedkundige dienste met die gevolg dat die uitvoer van navorsing ’n vrygestelde lewering is. Die term “navorsing” is in verskeie bronne ondersoek en daar is bevind dat navorsing generies gedefinieer kan word as die sistematiese ondersoek van reedsbestaande kennis en die skep van, onder andere, nuwe kennis en uitvindings. Daar is ook verder bevind dat navorsing in twee kategorieë verdeel kan word, naamlik navorsing uitgevoer teen geen vergoeding en navorsing uitgevoer teen vergoeding. Navorsing uitgevoer teen vergoeding word verder in twee subkategorieë onderverdeel in kommersiële navorsing (waar die generering van inkomste die hoofdoel is) en nie-kommersiële navorsing (waar navorsing die hoofdoel is). Die definisie van “opvoedkundige” en ander verbuigde vorme van die term “opvoed”, onder andere, “opvoeding” en “opvoeder”, is ook in relevante Suid-Afrikaanse wetgewing, regspraak en internasionale wetgewing en regspraak ondersoek. Kommersiële navorsing word as deel van die besigheidsaktiwiteite van ’n universiteit met die hoofdoel as generering van inkomste en dus as ’n belasbare lewering in die regspraak van die Verenigde Koninkryk en Kanada beskou. Nie-kommersiële navorsing word ook beskou as lewerings wat in die loop of ter bevordering van die onderneming gelewer word, maar die hoofdoel van hierdie onderneming is nie die generering van inkomste nie. Nie-kommersiële navorsing word dus beskou as ’n “opvoedkundige diens”, aangesien dit voldoen aan die vereiste van sistematiese instruksie van onderrig en leer. Hierdie tipe navorsing is dus vrygestel van die heffing van BTW. Enige onkoste aangegaan met betrekking tot hierdie tipe navorsing se insetbelasting sal dus ook nie eisbaar wees nie. Dit word aan die hand gedoen dat hierdie studie beginsels uitlig wat die verwarring rondom of navorsing gelewer deur ’n universiteit ’n vrygestelde lewering is of nie, moontlik kan opklaar. Die SAID kan moontlike riglyne daarstel van wanneer navorsing beskou word as vrygestel of belasbaar. Hierdie inligting kan moontlik van nut wees vir rolspelers in die Suid-Afrikaanse belastingomgewing indien die kwessie na vore tree.

Thesis (MComm (Business Management))--Stellenbosch University, 2008. / Universities manage their administrative and financial operations traditionally by means of cost centres in the form of faculties, departments and divisions. In these cost centres financial performance is purely measured by comparing actual expenses with drawn up budgets. During performance measurement only direct costs allocated to cost centres are taken into account. Often, indirect costs are not taken into account which leaves an erroneous impression about the real cost of a certain cost centre. However, it is of importance for education managers to take cost management into consideration as a primary tool to manage institutions of higher education. Accurate cost information is an indispensable management aid, especially in a changing and dynamic environment. During budget allocations mostly only direct costs are taken into account. This also happens when the financial performance of academic departments, faculties and other entities are measured. The utilisation of a full cost approach could add substantial value to current management information. The starting point of this study is by placing a perspective on problems arising from the utilisation of cost allocation techniques by means of a case study from which activity based costing and responsibility centre management can solve the problem. Throughout this study it was attempted to emphasise the relevance between activity based costing and responsibility centre management and the focus was on how both budget allocation models could be applied in an integrated context. During the allocation of income and indirect costs the question normally arises on which basis these components are to be allocated to faculties and departments at a university. Attention has been given to both these components to establish which method / basis is the most applicable for the allocation thereof. The aim was to generally keep cost drivers as simple as possible. The cost drivers used need to bear the approval of deans to ensure the credibility of the budget allocation model. However, cost drivers could well be investigated continually to consider their applicability against alternative cost drivers. The allocation of budget amounts to faculties stemming from the main budget of a university is normally a dilemma. Therefore, a budget allocation model has been developed taking the financial performance of faculties into consideration to determine the budget allocation of each individual faculty.

Thesis (MPA)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: This assignment is based on the principles of the sociolinguistic theory. Exponents of the sociolinguistic theory focus on the social dimension of language. They argue that language planning is part of social change, and as such it is subjected to the rules of social change. Language planning does not take place in a vacuum and therefore, the exponents of the sociolinguistic theory also focus on the broader societal factors such as the economic, political, demographic and psigological factors that influence language planning during the planning phase. This study investigates the manner in which the University of Stellenbosch dealt with multillingualism through its language policy. In this regard the investigation aims to establish whether the University of Stellenbosch is doing enough in terms of its language policy to promote multilingualism through developmental programmes, in order to make the university more accessible for non-Afrikaans speakers from the community it serves. This study also investigates the historic background of the university and nationalism in dealing with the lingusitic and Afrikaans character of the University. In this regard the focus is on the role of Afrikaner Nationalism, the role it played in the language policy, and also how it influenced the broader political goals of nation building and reconciliation. Against this backdrop a critical analysis is made of the language policy of the University of Stellenbosch based on the provisions of the constitution and language ideological models. Lastly this study aims to make recommendations for a language policy at Stellenbosch University which will promote multilingualism, by recognising all the official languages, through this the university will be more accessible for non-Afrikaans speakers, especially those in the Western Cape. / AFRIKAANSE OPSOMMING: Die werkstuk is gebaseer op die beginsels van die sosiolinguistiese teorie. Voorstanders van die sosiolinguistiese teorie plaas die fokus op die sosiale aard van taal. Taalbeplanning is deel van sosiale verandering, en is as sulks onderhewig aan die reëls van sosiale verandering. Taalbeplanning geskied nie in 'n vakuum nie, en daarom fokus voorstanders van die sosiolinguistiese teorie ook op die breër sosiale faktore soos die ekonomiese, politieke, demografiese en psigologiese faktore wat taalbeplanning beinvloed tydens die beplanningsfase. Hierdie studie is 'n ondersoek na die wyse waarop veeltaligheid aan die Universiteit van Stellenbosch hanteer word. In hierdie verband word ingegaan op die kwessie of die Universiteit van Stellenbosch in terme van sy taalbeleid, genoeg doen om veeltaligheid deur ontwikkelingsprogramme te bevorder sodat die universiteit meer toeganklik kan wees vir nie-Afrikaanssprekendes uit die gemeenskap wat dit dien. Die studie ondersoek ook die historiese agtergrond van die universiteit en nasionalisme in die hantering van die taal- en Afrikaanse karakter van die universiteit. In dié verband word spesifiek gefokus op die rol van Afrikanernasionalisme, asook die wyse waarop die breër politieke strewes van nasiebou en versoening die formulering van die universiteit se taalbeleid beïnvloed het. Teen hierdie agtergrond word 'n kritiese analise gedoen van die taalbeleid van die Universiteit van Stellenbosch aan die hand van die bepalings van die grondwet en taalideologiese modelle. Laastens word aanbevelings gemaak vir 'n taalbeleid aan die US wat veeltaligheid sal bevorder deur erkenning te gee aan alle amptelike tale veral in die Wes-Kaap sodat die US meer toeganklik kan wees vir nie-Afrikaanssprekendes.

Thesis (MBA (Business Management))--Stellenbosch University, 2008. / ENGLISH ABSTRACT: Value added links a company’s financial statements to the national income and performs a useful function in macro-economic measurement. At the national level, productivity is a major determinant of economic growth and progress and of vital importance to the survival and wellbeing of all South Africans. The presentation of information in added value terms can provide an effective communication tool that enables all personnel at all levels to understand where the business stands, what their roles in it are and what can be done to improve certain ratios. The concept of value added does not only act as a communication medium in showing how a company is performing, but also demonstrates the need for increased wealth to ensure higher distribution to all the stakeholders. This research report aims to establish, amongst other matters, the future use of value added as a proxy for productivity as a basis (a new mindset) for determining salary increases at tertiary institutions. Because this could be regarded as a leap into the unknown, this study used the results of the industrial sector for benchmarking. As tertiary institutions never previously published a value added statement it was decided to follow the practice of the Value Added Scoreboard since 2002; that is, to compile a value added statement for tertiary institutions using the audited annual reports and, specifically, the income statement. The handling of part-time, casual or seasonal employees can cause measurement problems in the value added per employee ratio. The matter is also further complicated by the fact that there is a lack of full description of employee data in the financial statements as to whether or not the published employee numbers refer to either full-time equivalent, average number of employees over the period or number of employees at year end. If one is to use employee numbers to do an analysis of certain ratios there needs to be clarity in future on how these numbers must be reported. In conclusion it was found that the low increase or decrease in salaries, together with the increase in employee numbers resulted in a negative growth rate in salaries per employee. The conclusion can thus be made that the tertiary institutions did not take productivity into account when granting salary increases. Finally, though this research report was only exploratory, the recommendation can be made that the concept of value added should be implemented at tertiary institutions, preferably by firstly taking the research staff of the entire institution and from there the distribution per department into account, and lastly to reflect the value added for the institution as a whole. / AFRIKAANSE OPSOMMING: Toegevoegde waarde verbind ’n maatskappy se finansiële state met die nasionale inkomste en vervul ’n nuttige rol as makro-ekonomiese maatstaf. Op nasionale vlak is produktiwiteit ’n vername bepaler van ekonomiese groei en vordering en is dit van kardinale belang tot die oorlewing en welstand van alle Suid-Afrikaners. Die aanbied van inligting in terme van toegevoegde waarde kan ’n doeltreffende kommunikasie-instrument wees wat alle personeel op alle vlakke in staat stel om te verstaan wat die stand van sake is, wat hulle rolle binne die besigheid is en wat gedoen kan word om sekere ratio’s te verbeter. Die toegevoegdewaarde-konsep dien nie slegs as kommunikasiemiddel om die maatskappy se prestasie aan te dui nie, maar toon ook aan dat daar ’n behoefte is aan groter rykdom om hoër verspreiding aan alle belanghebbendes te verseker. Hierdie navorsingsverslag het ten doel om onder meer die toekomstige gebruik van toegevoegde waarde te vestig as ’n aanduider vir produktiwiteit as ’n grondslag (’n nuwe geestesingesteldheid) vir die vasstel van salarisverhogings by tersiêre instellings. Aangesien dit beskou kan word as ’n sprong in die duister, het hierdie studie die resultate van die nywerheidsektor as normstelling gebruik. Omdat tersiêre instellings nog nooit vantevore ’n toegevoegde waarde-staat gepubliseer het nie, is daar besluit om die praktyk van die Toegevoegdewaarde-telbord sedert 2002 te volg. Dit beteken dat ’n toegevoegde waarde-staat vir tersiêre instellings saamgestel is deur die geouditeerde jaarverslae en, spesifiek, die inkomstestaat te gebruik. Die hantering van deeltydse, los of seisoenwerkers kan metingsprobleme in die toegevoegde waarde per werknemer-ratio tot gevolg hê. Die saak word ook verder bemoeilik deur die feit dat daar ’n gebrek aan volledige werknemerinligting in die finansiële state is wat betref of die gepubliseerde werknemergetalle verwys na die voltydse ekwivalent, die gemiddelde getal werknemers oor die tydperk, of die werknemers met jaareinde. Indien die werknemergetalle gebruik word om ’n ontleding van sekere ratio’s te doen, is dit duidelik dat daar in die toekoms meer klaarheid moet wees oor die wyse waarop hierdie getalle gerapporteer moet word. Daar is gevolglik bevind dat die lae styging of daling in salarisse, tesame met die styging in werknemergetalle, tot ’n negatiewe groeikoers in salarisse per werknemer lei. Die gevolgtrekking kan dus gemaak word dat die tersiêre instellings nie produktiwiteit in ag geneem het toe salarisverhogings toegestaan is nie. Laastens, alhoewel hierdie navorsingsverslag slegs verkennend van aard was, kan die aanbeveling gemaak word dat die konsep van toegevoegde waarde by tersiêre instellings geïmplementeer word. Verkieslik deur eerstens die navorsingspersoneel van die instelling te neem, daarna die verdeling per departement en dan laastens om toegevoegde waarde vir die instelling as geheel weer te gee.

Thesis (MBA)--Stellenbosch University. 2012. / Strategic planning has become part of higher education institutes (HEIs) in the late 1990s. Even though several authors disagree on the merit of strategic planning in HEIs, the challenge is to use planning well and wisely. The need for strategic planning exist due to a constantly changing environment, e.g. an increased demand for tertiary education, a decline in government funding and the changing demographics of students. In this research report, a strategic plan for the Department of Genetics at Stellenbosch University was formulated. Following a literature review of strategic planning in higher education, a contextual overview of the institute is conveyed and subsequent analyses of the internal and external environments. The research design included engagement with all relevant stakeholders (staff members, students in the department and the Dean and faculty manager of the Faculty of AgriSciences). The department also serves students in the Faculty of Science and secondary data was obtained from both faculties for analyses. Five strategic themes were identified for the department. These themes contribute to the sustainable growth of the department as well as the overall strategic direction of the institute. The strategic themes were prioritized for implementation to commence in 2013. The key to successful execution of the strategic plan in the department is related to strong leadership, inclusion of all staff members and students and by encouraging creativity and innovation. The identified strategic themes also aims to alleviate, in part, some of the challenges faced by the South African government in higher education and, if successful execution occurs, will prove to serve the society as a whole.

Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2006. / Clinical education in health sciences is an important and distinct part of health care education. In clinical education situations, students learn to integrate the knowledge, skills, attitudes and values of the profession. The attainment of clinical competence is one of the main outcomes of the Clinical Physiotherapy module for physiotherapy students at Stellenbosch University (SU). In its Strategy for Teaching and Learning (2001:3), SU embraces a student-centered approach to teaching. In a student-centered approach towards teaching, the focus is on the quality and quantity of student learning. In the current changing context of higher education, all spheres of education need to be assessed to determine the meaning of student-centeredness and to establish whether it is achieved. The above-mentioned approach may lead to quality management in teaching and learning.