Leadership is a problematic topic at universities and it is therefore difficult to isolate a leadership theory that is applicable to Heads of Department (HODs). The manner in which HODs construe their leadership roles is the focus of this research project and the study is conducted from a constructivist perspective The university context in which HODs lead is explored in the literature overview. Definitions of leadership, general leadership theories and leadership issues in academe are investigated. The research findings are integrated into a leadership model for HODs, consisting of constructs (leadership behaviours, actions and values) and elements (leadership situations). The following contributions are made by the study: * The variety roles an HOD has to fulfil is confirmed by the study. However, this study indicates that leadership is interwoven with everything an HOD undertakes. * HODs construct their roles uniquely, but in general terms most HODs consider academic and scholarly work (own and that of the department) as part of the leadership role they fulfil. Leadership at HOD level at university incorporates both managerial and leadership ideas. * HODs consider their leadership environment to have qualities of the following known university environments: collegial, enterprise, bureaucratic and corporate. * This study identifies eight leadership themes with reference to the leadership role of an HOD at university; providing academic guidance, being a figurehead, determining the strategy and positioning the department, liaising with internal and external stakeholders, being a change agent, being a general manager, and being involved in student and staff relations. The following leadership themes can be added to the current body of literature: being a figurehead, own scholarly profile, as well as being involved in staff and student relations. Leadership at academic departments is at the heart of everything in which an HOD is involved. Leadership is thus becoming indispensable at academic departments at university. / Industrial & Organisational Psychology) / D. Com. (Consulting Psychology)

A CPD model for the University of Technology lecturers is designed in this study. The focus of the CPD model is on teaching as a predominant feature of the Lecturers‟ functions. Literature review on the nature, historic developments and the mandate of former Technikons in South Africa is conducted. A comparative analysis of University of Technology education systems in five other countries is conducted. Research was then conducted to establish the status of Lecturers‟ CPD in former Technikons. Data obtained from literature and the research project was used to design a CPD model for University of Technology Lecturers. Interviews were subsequently conducted with CPD practitioners in Universities of Technology to obtain opinions on the model. A survey was conducted to obtain Lecturers‟ opinions on the aspects of the model. Data obtained was then used to modify the model. / Educational Studies / M. Ed. (Educational Management)

South African teacher education is confronted by educational problems of a vast magnitude and complexity. In view of students' needs, society's expectations and improvement of teaching, problems need to be critically investigated. In order for the subject didactics curriculum to meet these needs and demands, a critical analysis was done of the current music syllabus (1991) for teacher training colleges in Venda. Against the background of the structure and components of didactics, subject didactics in general and of music in particular, criteria were formulated for the analysis. As a result of the analysis deficiencies such as the lack of suitable aims and objectives, content with a Eurocentric emphasis disregarding African music, a lack of teaching methods which could be applied in the classroom, etc., were discovered. In conclusion, recommendations and guidelines were formulated in order to address these problems. / Educational Studies / M. Ed. (Didactics)

This study is a qualitative evaluation of generated and nongenerated publicity using Unisa as a case study over a period of six months. The qualitative data were quantified through the use of content analysis. The study takes as its point of departure the importance of an integrated marketing communication approach. It indicates how an integrated marketing communication approach can secure that an organisation's publicity efforts contribute effectively to its marketing objectives. In addition, it indicates that an organisation can also deal with nongenerated, negative publicity much more effectively within such an approach. This study establishes that because Unisa did not adopt an integrated marketing communication approach, it had a detrimental effect on its efforts to generate publicity as well as on its efforts to deal with negative publicity. These findings are discussed in terms of specific criteria for generated and nongenerated publicity within an integrated marketing communication approach. / Communication Science / M. A. (Communication)

Throughout the history of universities, university autonomy and academic freedom have come ~o be regardeci as indispensable if the university has to fulfill its function of generating and disseminating knowledge and information for the benefit of society. Al though these are often conflated, they are distinguishable though interdependent. Autonomy relates to the self-governance of the university without external interference. Academic freedom entails the freedom of an individual academic to hold whatever views, orthodox or unorthodox, without censure or other penalty. critical inquiry. It also entails Although academic autonomy and freedom are critical to the academic function, they are not beyond dispute. There is always a continuous debate on what are the proper boundaries of legitimate academic autonomy and freedom. These boundaries are not fixed and keep on shifting. The shifting is often caused by government intervention into university education by way of subsidising it. As a quid pro quo for subsidizing university education, the government often feels entitled to stipulate conditions for the granting of such subsidies. Various governments follow different ways of doing this. There is a general trend in terms of which the government is defining the degree of academic autonomy. With autonomy it emphasizes accountability and with academic freedom it emphasizes responsibility. These are not mutually in conflict. iii Al though universities cherish their autonomy and academic freedom, these are always subject to threat. These cannot flourish in an authoritarian culture, but can only thrive in a democratic culture where other civil liberties are respected. The reason for this is that human freedom is indivisible and academic freedom cannot survive when other rights ar-e violated. The South African Constitution protects academic freedom. This is not generally done in most constitutions of the world. The reason why the South African Cons ti tut ion expressly protects academic freedom is because academic autonomy and freedom were severely violated in the past. Al though the protection of academic freedom in the Constitution does not provide indefeasible security, it makes the way of a transgressing government difficult. This is important because even a democratic government can violate academic freedom. / Constitutional, International & Indigenous Law / LL.D. (Constitutional, International & Indigenous Law)

Submitted on completed of Master’s Degree of Technology: Quality, Department of Operations and Quality Management, Durban University of Technology, Durban, South Africa, 2015. / Similar to a production line, the development of a dissertation is a process within a research dyad that is affected by many factors. On completion, the customer / student is either satisfied or dissatisfied with the outcome of the research process. However, errors in the dissertation detract from its quality and this may leave students dissatisfied with the overall outcome of the marking and review process. To improve the product, it is critical that factors contributing to the production of a quality dissertation are understood. The aim of this study was to determine which components of the SERVQUAL model (namely, Responsiveness, Assurance, Tangibles, Empathy and Reliability) contributed to a lower quality dissertation, thereby gaining an understanding of, and implementing factors which enable the production of a good quality dissertation which meets all stakeholders’ expectations. This was achieved through a prospective, mixed-methods study which analyzed the quality of 30 dissertations by means of a Checklist, denoting the quality of the dissertations. Thereafter, the 30 students and 30 supervisors involved in these dyads were asked to each complete separate questionnaires. The questions covered their respective demographics, research knowledge, expectations and perceptions of the research process. The data was then descriptively analysed and presented by way of tables to demonstrate the quality of the dissertation, and the characteristics of the students and the supervisors. The Chi-Squared statistics and Fisher’s Exact tests were then computed to determine relationships between these characteristics. It was revealed that significant differences between the students and the supervisors existed regarding: the length of time to completion of their Master’s; the roles of facilitators in the research process; student and supervisor role ambiguity; the reason for and need to complete research and specific knowledge of the research process. It was noted that a lack of communication resulted in a significant impact on reliability of the university service, moderate impact on assurance and responsiveness, with the least impact on empathy. In contrast, both the student and the supervisor perceived the tangibles provided by the university as satisfactory. Then, through the process of triangulation, it was shown that the relationship within the dyad lacked clear communication and common understanding of the research processes which was likely to result in a lower quality dissertation. It is, therefore, recommended that all students and supervisors that enter into a dyadic relationship need to find mechanisms (for example: learning contract, weekly meetings) to ensure a consistent and common understanding of the research process throughout its development to allow for the effective production of a good quality dissertation.

Thesis (MBA)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: The theme of this study is an investigation of the financing issues of Universities, with specific reference to the Graduate School of Business of the University of Stellenbosch. The goal of the study is to determine what influence the successful or non-successful completion of studies at the Management School have on the subsidies that the University of Stellenbosch, and therefor the Business School, receive from the state. The following critical factors influence the University's revenue from subsidies. Firstly, time plays a role. It is a fact that when a student is successful in obtaining a degree within the minimum period or longer, or not al all, this directly influences the funding of the University, and therefor also that of the specific department, because each cost unit at University and Faculty level is directly influenced by the number of enrolled students who successfully complete their credits. The principles of the subsidising of instruction inputs and outputs causes that it is more important for the university that students attain their specific credits and therefor their degrees in the minimum prescribed period of time, rather than eventually attaining their degrees. If a student enroll for a number of credits in a specific year, but he does not attain those credits that year, it means that the university will effectively only receive half of the normal subsidy amount, because subsidy will not be calculated for the next year for success. The second factor is the demographic profile of students. Because of the entry of previously disadvantaged communities, and their bigger demand and need for training, there will in future be more and more pressure on the funding principles and the subsidies that universities receive from the government. This will force universities to find ways to support students, and encourage them to attain their degrees within the prescribed time frame, without compromising standards. The third factor is that the central government does not pay the subsidies that it should pay in terms of the so-called subsidy formula. These factors make it imperative that enrolled students should attain their degrees as soon as possible. This study focuses therefor on the so-called subsidy formula and how the success ratio of MBA-students impact on the financing of current expenditure of the Business School of the University of Stellenbosch. In order to make recommendations on which actions the Business School needs to take in the light of successful completion of studies, the following work method was followed. Various personnel of the Administrative Department of the University of Stellenbosch (US), as well as the Business School of the University of Stellenbosch (USB), was interviewed to determine how the formula is used within the framework of the University, as well as to obtain information and statistics on the study patterns of students of the USB. A study was conducted of previous, the current and future funding formulae. Personal interviews were conducted with people at the Management School of the University of Potchefstroom to compare their MBA-course with that of the USB. The most important finding of this study is that Universities should do everything in their power to ensure that students successfully obtain their course credits within the prescribed minimum period, as the subsidy payable for non-successful students are half of that payable for successful students. / AFRIKAANSE OPSOMMING: Die tema van hierdie studie is 'n ondersoek na die finansieringsvraagstukke van universiteite, met spesifieke verwysing na die Bestuurskool van die Universiteit van Stellenbosch. Die doelwit van die studie is om te bepaal watter invloed die afstudering of nie-afstudering van studente aan die Bestuurskool (USB) het op die subsidie wat die Universiteit van Stellenbosch, en uiteindelik die Bestuurskool, van die Staat ontvang. Die volgende kritieke faktore beïnvloed die Universiteit se inkomste uit subsidies. Eerstens speel tyd 'n rol. Dit is 'n feit dat indien 'n student suksesvol binne die minimum tydperk of langer afstudeer, of glad nie, dit 'n direkte invloed op die befondsing van die Universteit, en uiteindelik die befondsing van die departement het, omdat elke koste-eenheid op Universiteits- en Fakulteitsvlak direk geraak word deur die getal ingeskrewe studente wat hulle krediete suksesvol voltooi. Die beginsels ten opsigte van die subsidiëring van instruksie-insette en -uitsette veroorsaak dat dit belangriker is vir die universiteit dat studente hulle spesifieke krediete en dus hulle grade binne die voorgeskrewe minimum periode moet behaal, eerder as dat hulle uiteindelik grade moet behaal. Indien 'n student inskryf vir 'n aantal krediete in 'n sekere jaar, maar nie in daardie jaar sy krediete behaal nie, beteken dit dat hy effektief net die helfte van sy normale subsidiebedrag vir die universiteit beteken, aangesien daar vir die volgende jaar nie weer subsidie bereken kan word ten opsigte van sukses nie. Die tweede faktor is die demografiese profiel van studente. Die toetrede van die voorheen agtergeblewe gemeenskappe, en hulle groter eise en behoefte aan opleiding, veroorsaak dat daar in die toekoms meer en meer druk op die befondsingsbeginsels en die subsidie wat universiteite van die staat ontvang, gaan wees. Dit sal universiteite noodsaak om wyses te vind om studente te ondersteun en aan te moedig om hulle grade binne die voorgeskrewe tyd te behaal, sonder om standaarde te verlaag. Die derde faktor is dat die sentrale regering vir die afgelope paar jaar al, nie die volle subsidies betaal wat hy behoort te betaal ingevolge die sogenaamde subsidieformules nie. Hierdie faktore noodsaak dit dat ingeskrewe studente dus so vinnig as moontlik moet afstudeer. Die studie fokus derhalwe op die sogenaamde subsidieformule en hoe die suksesratio van MBA-studente impakteer op die finansiering van lopende uitgawes van die Bestuurskool van die Universiteit van Stellenbosch. Ten einde aanbevelings te maak oor watter optredes die Bestuurskool in die lig van suksesvolle afstudering behoort te neem, is die volgende werkswyse gevolg. Onderhoude is gevoer met verskeie persone verbonde aan die Administratiewe Departement van die Universiteit van Stellenbosch (US), sowel as die Bestuurskool van die Universiteit van Stellenbosch (USB), om te bepaal hoe die formule binne die raamwerk van die Universiteit toegepas word, asook om inligting te opsigte van die afstuderingstendense van studente aan die USB te bekom. Daar is 'n studie gedoen ten opsigte van vorige, die huidige en toekomstige subsidieformules. Die respondent het ook onderhoude gevoer met persone verbonde aan die Bestuurskool van die Potchefstroomse Universiteit vir Christelike Hoër Onderwys om vergelykings te tref tussen hulle MBA-program en die van die USB. Die belangrikste bevindings van hierdie studie is dat Universiteite alles in hulle vermoë moet doen om te verseker dat studente hulle kursuskrediete op tyd suksesvol voltooi, aangesien die subsidie betaalbaar ten opsigte van nie suksesvolle studente die helfte beloop van die subsidie wat betaal sal word vir 'n suksesvolle student.

Submitted in fulfillment for the Degree of Doctor of Technology: Business Administration, Durban University of Technology, 2014 / Universities are seen to be facing a turbulent storm of challenges, demands, environmental changes, and facilitated thrust in the midst of economic meltdown. The environments in which these institutions are operating are becoming increasingly tempestuous, and competitive which makes leadership crucial as they continuously interface with the local and wider environments. At its best leadership is proximate, contextual and distributed especially in the case of complex organisations like universities. Changes and institutional mergers that took place worldwide two decades ago diffused to the south of Africa as well. These mergers resulted in the formation of mega universities and universities with satellite or branch campuses. If the trend continues with branch campuses spreading even into foreign countries, it will lead to growth and even more leadership complexity. This study was conducted in order to establish the challenges that are faced by staff and students at satellite campuses of universities using the Riverside Campus of the Durban University of Technology as a case study. Literature on leadership and management theories, leadership in higher education and organisational structures was reviewed in order to contextualise the study. A sample of the executive leadership of the university used as a case study was interviewed in order to determine their attitudes towards the current organisational structure. Data was also gathered from the academic and administrative staff at the satellite campus used for the study as well as first and third year students at the same campus using questionnaires. This study is significant because it feeds into the year-long study that was initiated by the Leadership Foundation on Higher Education and conducted from 2010 and finished in July 2011 by the Hull University’s Scarborough Campus that was aimed at determining the most effective relationship between the centre (mother campus) and its satellite campuses, identifying tensions between the strategic and operational levels and making students’ experience consistent. The whole project was undertaken to arrive at a better understanding of the challenges of managing two or more campuses with particular emphasis on strategic matters, organisation, leadership and management structures. The study discovered that there were leadership challenges which were not unique to the university and campus used as a case study, but similar to those identified during literature review. Issues such as lack of leadership and strategic direction, diverse cultures, incomplete merger, isolation, inequitable distribution of resources and lack of development were identified as challenges that needed to be addressed. The study advances as original contribution the ‘Radial Structure’, which was greatly inspired by the natural movement, flow and distribution of energy and information in fractals. This structure ensures equity across all campuses irrespective of size and location. In the radial structure as suggested and implied by the name the corporate division is the source of energy in the form of vision, mission, goals, strategy, and resources which it disburses or radiates equitably across all the campuses. The corporate division is not attached to any campus, but it is a pole that provides an anchor for all the campuses. The energy or feedback is also radiated back to the corporate office from the campuses in the form of student fees, research output from staff and students, pass rates, information to aid decision-making and so on. The relationship that was established between the radial structure and the regression model developed from the responses of the students and theory, was that each campus should be fully-equipped with all the services that the users require for the campus to be fit for purpose. The radial structure would also allow for student services to grow and develop as the campus grows. Like any organisational structure, the radial structure could be adjusted to suit the needs of any university with satellite campuses. The organisational structure would also have to be revisited and adjusted as the needs of the university change. In essence the structure is aimed at ensuring that there is no leadership vacuum at any of the satellite campuses of a university. / D

Thesis (MA (Afrikaans and Dutch))--University of Stellenbosch, 2004. / AFRIKAANSE OPSOMMING: Die geografiese ligging van enige bepaalde skryflaboratorium maak dit dikwels moeilik vir verafgeleë afstandonderrigstudente om ’n konsultasie te ontvang. ’n Veeleisende klasrooster kan dit vir residensiële studente enersyds problematiseer om ’n nabygeleë skryflaboratorium fisies te besoek vir hulp rakende ’n spesifieke skryfopdrag. Hierdie twee studentegroepe benodig gewoonlik addisionele skryfhulp om die tekskwaliteit van hulle geskrewe tekste te verbeter. In hierdie werkstuk het die navorser gevolglik ondersoek ingestel of ’n elektroniese skryflaboratorium, gegrond op die bestaande World Wide Writing (WWW)-model, ’n statisties beduidende effek gelewer het om studente se skryfvaardighede te verbeter. Die teoretiese raamwerk vir hierdie loodsprojek is verskaf deur Bereiter en Scardamalia (1987) se tweeledige skryfprosesmodel. Laasgenoemde model het ’n belangrike komponent van die ondersoek gevorm om die ontwikkeling van die hersieningsfase (waarmee ook herskrywing bedoel word) in die skryfproses te illustreer, nadat die proefpersone blootgestel is aan ’n skryfadvies oor paragrafering. Altesaam 67 tweedejaarproefpersone van die Universiteit van Stellenbosch het die opdrag ontvang om verbeterings aan die paragraafstruktuur van hulle oorspronklike teks aan te bring, ná verwysing van die elektroniese skryflaboratorium wat skryfhulp aangebied het in die vorm van web-advies. Hierna het die proefpersone ook ’n vraelys voltooi om hulle houding ten opsigte van die web-advies bloot te lê. ’n Geselekteerde ekspertpaneel het gevolglik die paragraafstruktuur van die tekste geëvalueer en sodoende aangedui of die tekskwaliteit verbeter het of nie. Hierdie resultate is uiteindelik gebruik om die effek te meet wat ’n elektroniese skryflaboratorium uitgeoefen het om die hersieningsfase van die skryfproses te beheer.

Thesis (MPhil (Sociology and Social Anthropology))--University of Stellenbosch, 2006. / Worldwide various studies have been undertaken to investigate the influence of discrimination due to sexual preference and the impact thereof on the homo- and bisexual student during his/her student years. As opposed to this, few studies have been done at tertiary institutions in South Africa. This study investigates homosexuality as a sub culture by illustrating the experiences and perceptions of a selected group of homo- and bisexual students with regards to social interaction within a heterosexual student environment.