M.Tech. (Education) / The Technikon Witwatersrand (TWR) has lived through the legislative and socio-political changes occasioned by post-Apartheid South Africa. The institution has changed in terms of its demographics from being largely monocultural to being multicultural. A multicultural teachingllearning environment requires educators to be sensitive to cultural diversity and adapt their teaching styles to the needs of the culturally diverse learners. A previous internal report, conducted with a 100 strong focus group, had found many ... educators lacking in professional and attitudinal competencies. The study attempts to assess whether lecturers of the TWR Faculty of Business Management deem themselves to be culturally sensitive, whether they perceive themselves to have cultural knowledge and competence and whether this translates into their praxis. The study further examines whether the lWR Academic Development Unit has the requisite policies in place for both the personal and professional development of the academic staff of the TWR, with particular reference to cultural sensitivity. Both a qualitative and a quantitative approach are used in the research design. An exploratory group interaction and a self-designed questionnaire administered to a sample of academics are the main means of data collection. The data gathered reveals that there does not seem to be an attitudinal problem- and that educators are trying hard to adapt to the multicultural teachingllearning environment without much institutional support. The educators claim to have adapted their language usage, teaching methodology and course material to the culturally diverse learner population, though the data on this aspect is inconclusive. The study deals largely with perceptions, which, by their nature are difficult to verify. Recommendations are made to improve academic success through personal and professional development of the academic staff with particular emphasis on cultural sensitivity training.

Frequent changes in the school music curriculums in South Africa necessitated changes in teaching music in schools. Music teachers in secondary schools who are responsible for teaching music as a subject have been confronted with the challenges presented in such a changing educational climate and often found that their pre-service teacher training did not sufficiently prepare them for changing syllabi. The quality of teaching in schools is directly linked to the quality of teacher training at universities and when institutional policies prohibits pre-service teachers from qualifying themselves sufficiently for their in-service careers, frustration and disillusionment sets in. This study explores the perceptions of music teachers of the effectiveness of their pre-service training. It also explores the content of university music degree courses and whether it is in line with school music curricula. The study addressed the research questions through the use of questionnaires and interviews. The finding suggested that there is a need for teacher training courses to be adapted and contextualised so that there is continuum between university and school curriculums. This research also exposed the policies barring music graduates from fully qualifying themselves as teachers and raised important issues that music teacher educators need to address in order to ensure that music graduates are adequately prepared for classroom music teaching.

The merger of institutions of higher learning in South Africa has demonstrated to the study an exploration of the role of strategic internal communication system – in the merging of the Walter Sisulu University. The purpose of the study is to determine to what extent employees of the Walter Sisulu University have perceived that the internal communication system of this university has contributed towards an effectively merged organisation. The study was conducted after three historically disadvantaged institutions of higher learning merged to form one comprehensive university. The three merged institutions are: the Border Technikon, the Eastern Cape Technikon and the University of Transkei. It was foreseeable during the process of the merger, that combining three institutions could possibly result in lower staff morale and uncertainty. The study has explored the theoretical framework for understanding the role of strategic internal communication systems in an organisation. The study was approached from a systems' perspective and that of a transformational model. A survey research design was utilised for the purpose of this study – in order to assess the validity and reliability of the data. A qualitative research design was used for the purpose of this study – in order to acquire the desired outcomes of the research. Questionnaires were used and the sample was drawn from a large population of the Walter Sisulu University – from, four campuses – with the aim of allowing one to make inferences about the population as a whole. The questionnaire was structured in four main sections namely: Biographical information, internal-communication systems, tools of internal communication, and line-management communication. The findings of the study aids the understanding behind the view of internal communication systems as having contributed – or not contributed – to a successfully merged university.

This thesis aims to examine the concept of the university in contemporary South Africa. The aim of this thesis evolves from the question, what is the idea of the university in contemporary South Africa? This question evolves from my current experiences as an academic in a contemporary South African university. My colleagues and I are faced with many epistemological challenges on a daily basis as we try to teach our students, by providing them with both access to higher education as well as epistemological access, as we try and transform our curricula from an Apartheid determined one, to one that is more congruent with the values of our new dispensation, and which at the same time will contribute to the coherent development of both our universities and our country. Central to these issues and practices is a particular understanding of a university in our context. This priority is very challenging in a context such as ours which has a rich history of a politically determined, highly differentiated university sector. A direct consequence of this legacy is an unclear and shared understanding of a university in our country at present. What is currently required in our university and broader context is more determined thinking about a concept of the university in this country. In order to examine the concept of a university in contemporary South Africa, I engaged in a conceptual analysis. In so doing I divided my thesis into two parts, on the basis of the two conceptual analysis techniques which I used. In Part one I constructed a Model Example, and in the second part I applied this Model Example (scope of application) to different contexts. My Model example of a concept of a university is predicated on a Theory of concepts; a Theory of institutions, a Theory of practices, a theory of Inquiry and a Theory of Higher Education. I then examine the concept of a university in South Africa, by focusing on an examination of the concept of a university in different chronological and geographical contexts. In this part of my thesis I engage in examining the scope of applicability of a particular concept of a university. I examine the concept of a university firstly at a more historical level, by going back to Cardinal Newman, Von Humboldt and Jaspers. This examination is important to the contemporary concept of the university in South Africa, as our current concept of a university still attempts to hold onto the components that characterised the concept of the university that these historical figures were instrumental in developing. I then go on to examine a concept of a university in Germany and America, as contemporary South Africa has extended its borders to become part of a more globally competitive context. In so doing the concept of the university in contemporary South Africa is also at the same time, influenced by the kinds of developments in such countries. I then go on to examine a concept of a university during Apartheid South Africa, to provide a context for current change initiatives in this sector. The last two chapters focus on the post Apartheid university context. On the basis of two seminal higher education policy documents, I extrapolate a concept of a university in the contemporary South African policy context. I then go on to examine how this concept of a university is impacting on current transformatory initiatives in contemporary universities. In attempting to examine an idea of a university in a contemporary South African context, I had to grapple with an array of issues. But the most fundamental challenge for me was trying to clarify an essentially contentious concept. What emerges continuously from an examination of a concept of a university is the tension that has existed and which continues to exist, between the social responsibilities of a public institution such as a university; and its traditionally established epistemological functions. Most conflicts and disillusionment regarding this concept and its use, is predicated on the challenge of trying to establish how a university can be both relevant and valuable to society and still maintain its epistemic authority and value. The South African context further complicates this dilemma, because central to our transformatory goals is a particular world view that we as South Africans regard as valuable. Such a world view is based on the social epistemology and ontology of Ubuntu. This world view comes up constantly in policy documents and discourses that underpin the university terrain. I set out to examine the idea of the university in contemporary South Africa within the parameters of such a context and world view. It is against such a backdrop that I construct a Model Example of a concept of a university. My model example acknowledges both the socio-political functions and identity of a university; as well as its constitutive epistemological functions and identity. Central to such an understanding is the imperative to maintain a dialogical balance between these two important functions. Although this thesis goes into deep epistemological regions, it just skims the surface of such an exciting epistemological terrain. What it does do however, is open up an alternate perspective on how to try and understand a concept of a university and extend its scope of applicability in a variety of ways.

There have been calls the world over for academic institutions to adopt corporate forms of management. Unisa Council declared its commitment to corporate governance in the Annual report 2009. This study aims to determine whether Unisa Council activities and decisions comply with corporate governance as per the King III Code and identify any area(s) of improvement. Case study research was undertaken to investigate compliance with the principles of good governance as recommended in the Code. A checklist was used to collect data from university documents and this data was analysed by pattern matching. Unisa performance was then compared with that of University of KwaZulu-Natal. Unisa Council performed 91percent of recommended practices and thereby complied with 87 percent of principles of good governance as per the King III Code on Corporate Governance. Unisa did not comply with three principles and neither complied nor not-complied with five principles as the level of performance of corresponding recommended practices was below the threshold of 75 percent. UKZN achieved 91 percent performance of the recommended practices and thereby obtained 87 percent compliance. The study also showed that practicing corporate forms of management to improve academic governance does not necessarily relegate academic interest to lower levels. This means that these institutions delivered on their mandate from the Higher Education Act, 1997 (as amended). Unisa and UKZN are primarily public institutions of higher education and not profit driven, despite them embracing corporate forms of management.

The global working environment has altered dramatically over the last decade and in particular, the workforce has begun to consist of many diverse individuals. The world has become a global marketplace, with boundaries between countries becoming increasingly vague and permeable. Advances in technology and the advent of a global economy have brought people from different countries closer together. Globalisation has precipitated many challenges in modern organisations, and one of these challenges is workforce diversity. Workforces in organisations differ in terms of gender, age, race, ethnicity and sexual orientation. Globally, countries are faced with the spiralling challenge of skills shortages and there is an expanding competition for skilled workers, specifically for those who possess scarce skills. This leads to an expatriation of skills, creating a natural increase in workforce diversity that expands beyond local ethnicity and language. This affects all organisations, including academic institutions such as universities, universities of technology and public further education and training colleges. Given this challenge organisations, educational institutions and other entities are investigating ways to better deal or serve their constituents. Lovedale PFET College is a public further education and training college that provides skills to young South Africans, specifically vocational related skills. The main research problem of this study was to identify the recommended diversity management best practices that characterise effective organisations and determine the extent to which these practices are applied at Lovedale PFET College. In order to address the problem, a theoretical study was conducted which focused on identifying the recommended diversity management best practices. In addition, interviews were conducted with managers at Lovedale College to gain an understanding of their perspective on diversity management. Based on the combined main points gleaned from theory and the interviews, a questionnaire was developed and administered to both academic and support staff at Lovedale PFET College to obtain their perceptions of the diversity practices and outcomes at the college. The results of the survey revealed that Lovedale PFET College could improve on the implementation of best practices in diversity management. Specifically, attention could be given to diversity education and training, and diversity management policies and procedures.

Sustainable environmental practices need to be integrated into a university's infrastructural operations. Universities are entities that function within financial constraints with varying priorities across both administrative and educational functions. Unfortunately, these financial constraints often imply that a university's potential leadership role can only be realised should the viability (business case) of a proposed intervention be determined. This study focuses on the determination of a relational sustainable indicator and a relational cost factor. A relational sustainable indicator demonstrates how a university can collectively determine the contribution made to sustainability by various sectors of infrastructure. This is developed by means of a secondary study. Two components are important for calculating the relational sustainability indicator, namely, green infrastructure attributes and the basic elements of sustainability systems, namely, the environmental, economic and social dimensions of sustainability. The determination of a relational cost factor involves the quantification of the costs associated with alternative infrastructure provision. In particular, attention is paid to demand-side management costs, rationalising spatial growth costs, green building development costs, operation and maintenance of existing buildings costs, wastewater infrastructure costs, water infrastructure costs, energy infrastructure costs and transport infrastructure costs. Once the actual costs of each intervention category are determined, a relational sustainable cost factor can be calculated. Utilising the costs in the eight categories identified, a relational sustainable cost factor is determined. A resultant relational cost benefit as per the eight defined categories of sustainable infrastructure provision is derived from the relevant costs of sustainable infrastructure provision, the resultant relational cost factors and, finally, the relational sustainability indicators. It is proposed that that the determination of a budget split between the various interventions based on the resultant relational cost factor occur as follows: - Demand side management interventions: 15.97percent - Rationalising spatial growth: 6.72percent - Construction of green buildings: 24.37percent - Operations and maintenance: 21.85percent - Wastewater: 7.56percent - Water: 1.68percent - Energy: 12.61percent - Transport: 9.24percent. This study provides a platform to guide how and where to invest in sustainable infrastructure and provide direction in determining a budget split between various categories of sustainable infrastructure development.

In recent years, transformation in South African Universities saw an increase in the number of postgraduate students enrolling for Masters’ research programmes as access and educational opportunities have been widened. The purpose of this research was to investigate research supervision experiences of Masters postgraduate students. A qualitative, contextual, descriptive and phenomenological research design was used to explore the experiences of the 2010 MEd cohort at a purposively chosen university. This was a small scale study of six participants in different stages of their research projects sampled purposively. The preferred phenomenological interview method of gathering information from the subjects was in-depth unstructured interviews. This research study revealed that the postgraduate students at the University under investigation still continue to experience the traditional model of a single supervisor supervising a strictly research based work. The most crucial component of research supervision experiences that emerged was the quality of supervision between supervisors and supervisees which revealed power struggles in supervisory relationships. Such relationships emerged as push and pull, fight or flight amongst different individual participants and their supervisors.

D.Ed. (Education Science) / In this study the realisation of practical evaluation in Distance Education Institutions was researched. The goal of this study is to set guidelines for a unique teaching model, or an in-service training model for teachers by means of distance education. The research is relevant to Vista University's Campus for Further Training ...

Submitted in fulfillment of the requirements of the degree of Master of Technology: Public Management, Durban University of Technology, Durban, South Africa, 2015. / Linking access with success in South African higher education has become vital. There is a clear necessity to identify and rigorously research factors contributing to student success that are within the institutions sphere of influence so that institutional policies and practices can be intentionally aligned and designed to create conducive conditions for student success This study documents the key indicators of student success based on a sample of BComm Accounting students enrolled at CTI Education group (MGI)/Durban Campus from 2009 to 2011. Using data collected from 54 students enrolled in the three groups, this study investigates whether or not matriculation aggregate scores as well as selected individual matric subject scores (including Mathematics proficiency, English language proficiency and Accounting) and demographic information (such as gender, race, socio-economic status, and first-generational status) are key indicators of success for students enrolled in BComm Accounting at CTI Education group/Durban Campus from 2009 to 2011. Qualitative and quantitative data have been collected and incorporated into the econometric model. Qualitative data such as gender, ethnicity and parent level of education have been used as dummy variables and were analysed using either Pearson or Spearman’s correlation tests. Due to the disparity in performance of students, the researcher sought to use the descriptive econometric model. The data (qualitative and quantitative) have been analysed using mostly descriptive methods and to a less extent the Ordinary Least Squares through Stata software. The findings of this study show that: • In all three samples average matric score proved to be a significant indicator of student academic success at the end of the first-year; • In all three samples, the first step of the model (Gender, ethnicity and first generational of students) did not explain a significant amount of the percentage of student academic success at the end of the first-year for the three cohorts; • From 2009 to 2011, the overall results suggested a significant difference between students who lived close to campus and those who travelled a long distance to campus; • In all three samples the Age variable did not explain a significant correlation between the variable Age and student academic success at the end of the first-year. / M