This study explores for gender-based differences in the determinants of employee acceptance of organizational change among employees at the University of Botswana. Utilising a sample of 360 respondents drawn from academic and managerial staff the study sought to test for male-female differences in the acceptance of change, explore for male-female differences in the major factors that affect acceptance of change, and to test for male-female differences in the effects of the major determinants of acceptance of organizational change. Self-administered questionnaires were used to collect the data required for the study. The bulk of the data were analysed using SPSS statistical package with the t-test and regression (beta) coefficients ~s the key test statistics. The study showed that the overall acceptance of organizational change among employees was moderate with male and female employees being equally likely to accept the changes taking place at the workplace. However, the sexes differed significantly in the levels of 10 of the 20 determinants of acceptance of change analysed with women, relative to men, being substantially lower in promotional opportunity, work overload, job-skill match, participative management, trust in leadership, receptivity, and in job satisfaction and higher in routinization, enthusiasm, and desire to leave. Results for regression analyses showed that eight (8) of 19 substantive variables were significant determinants of acceptance of change for all employees. However, separate regression models for men and women revealed that 11 of 19 substantive factors were significant determinants of acceptance of change for males compared to two factors for females. Although the level of acceptance of change does not differ by the sex, male and female employees have different orientations to the change processes taking place in the organization and warrant separate treatment by management if organizational change is to be successful and yield the desired results. / Thesis (M.Admin (Public admin)) North-West University, Mafikeng Campus, 2003

Magister Educationis - MEd / This study investigates the attitudes of students and student leaders towards democracy in terms of their demand for democracy, their perception of the supply of democracy, and their awareness of and participation in politics. Existing literature does not provide any conclusive explanation as to how and to what extent higher education contributes to democracy. Mattes and Mughogho (2010) argue that the contribution of higher education to support for democracy in Africa is limited while other scholars such as Bloom et al. (2006), Hillygus (2005), and Evans and Rose (2007a, 2007b) maintain that higher education impacts positively on support for democracy. The study follows the conceptualisation and methodology of previous studies based on the Afrobarometer public opinion surveys into the political attitudes of African mass publics (Bratton, Mattes and Gyimah-Boadi, 2005; Mattes and Bratton, 2003; 2007), and of students in African universities (Luescher-Mamashela et al., 2011; Mwollo-Ntalimma, 2011). The survey uses a stratified random sample of third-year undergraduate students at the University of Botswana. Furthermore, it isolates the subgroup of student leaders to investigate whether active participation in student politics influences support for democracy

<p>This study aims to compare the sexual behaviour patterns of male elite student athletes, male student recreational sports (RSP) and male student non-athletes at the University of Botswana in relation to high-risk sexual behaviours. High-risk behaviors in the domain of sexual behaviour were investigated in relation to the determinants of risk behaviour such as multiple partnerships, condom use, and history of sexually transmitted infections, the partners past sex life, current sexual life, casual sexual partners and age of first exual experience. The purpose was to establish which group of the male students is more at risk of HIV infection due to its engagement in high-risk sexual behaviour. Data was collected by means of an anonymous self-report questionnaire. Participants included 235 male students (94 non-athletes, 92 athletes and 50 elite athletes) at the University of Botswana. Selfreport questionnaires were administered, which included items from the 2005 Youth Risk Surveillance System (YRBSS), Student Life Style questionnaire, as well as items from a questionnaire assessing knowledge and practice of safe sex amongst Rhodes University students (Simpson, 1996).</p>

<p>This study aims to compare the sexual behaviour patterns of male elite student athletes, male student recreational sports (RSP) and male student non-athletes at the University of Botswana in relation to high-risk sexual behaviours. High-risk behaviors in the domain of sexual behaviour were investigated in relation to the determinants of risk behaviour such as multiple partnerships, condom use, and history of sexually transmitted infections, the partners past sex life, current sexual life, casual sexual partners and age of first exual experience. The purpose was to establish which group of the male students is more at risk of HIV infection due to its engagement in high-risk sexual behaviour. Data was collected by means of an anonymous self-report questionnaire. Participants included 235 male students (94 non-athletes, 92 athletes and 50 elite athletes) at the University of Botswana. Selfreport questionnaires were administered, which included items from the 2005 Youth Risk Surveillance System (YRBSS), Student Life Style questionnaire, as well as items from a questionnaire assessing knowledge and practice of safe sex amongst Rhodes University students (Simpson, 1996).</p>

Magister Artium (Sport, Recreation and Exercise Science) - MA(SRES) / This study aims to compare the sexual behaviour patterns of male elite student athletes, male student recreational sports (RSP) and male student non-athletes at the University of Botswana in relation to high-risk sexual behaviours. High-risk behaviors in the domain of sexual behaviour were investigated in relation to the determinants of risk behaviour such as multiple partnerships, condom use, and history of sexually transmitted infections, the partners past sex life, current sexual life, casual sexual partners and age of first exual experience. The purpose was to establish which group of the male students is more at risk of HIV infection due to its engagement in high-risk sexual behaviour. Data was collected by means of an anonymous self-report questionnaire. Participants included 235 male students (94 non-athletes, 92 athletes and 50 elite athletes) at the University of Botswana. Selfreport questionnaires were administered, which included items from the 2005 Youth Risk Surveillance System (YRBSS), Student Life Style questionnaire, as well as items from a questionnaire assessing knowledge and practice of safe sex amongst Rhodes University students (Simpson, 1996). / South Africa

Extant literature indicates that web-based blended learning will become the most accepted mode of delivery in the near future as an alternative to traditional face-to-face instruction particularly in the higher education landscape due to its potential to provide increased access to education for more people, increased student engagement with the tutor, rich learning resources, peers, and external experts, and flexibility beyond the limits of classrooms without compromising quality. The study focused on developing a web-based blended learning model that could help reap the benefits of blended learning at the University of Botswana (UB). With this in mind, the research question, "How can a web-based blended learning environment be designed, developed and implemented at the University of Botswana?" was formulated. In order to address the research question, a six-dimensional model called LAPTEL was developed. The six dimentions are: Digital Leadership, Equitable Access, Active Participation, Authentic Tasks, Intellectual Engagement and Learning (LAPTEL); the first five dimentions are requisites to enable studnets to progress towards successful learning which is the sixth dimension. The LAPTEL model depicts guidelines on how to ensure equitable access for students to learning contexts, motivate and enable them to participate in meaningful educational processes, design and develop effective online as well as classroom learning materials (tasks), and engage students in active 'communityes of practice' in order to help them construct their own knowledge (learning) collaboratively under proper leadership. The Researcher considers it essential to have a complex interplay between the three components - active participation, authentic tasks and intellectual engagement to facilitate active, non-linear learning, and it will be catered for in the design, development and delivery of courses based on the LAPTEL model. The fact that these three dimensions have got features of both face-to-face and onlilne learning, integrated seamlessly, makes the LAPTEL a Web-based learning model. The overall aim was to develop a model of curriculum (re)design based on the student-centred pedagogical approaches that combine synergistically the effectiveness of traditional classroomwith technologically enhanced socialization and active learning oppotunities of the online environment in order to support student learning more effectively than what is possible in a typical lecture room. In a case study to evaluate the effectiveness of the LAPTEL model in the context of UB, the Researcher found that it could provide students with opportunity for increased interactive engagement (more than that is normally possible in 'face-to-face-only' or 'online-only' environments), flexibility and cognitive scaffolding that enhanced their learning experience. The Researcher concludes that the LAPTEL model fits well in the UB context, and it may be adopted by other institutions working under similar contexts. / Teacher Education / D. Ed. (Didactics)

Extant literature indicates that web-based blended learning will become the most accepted mode of delivery in the near future as an alternative to traditional face-to-face instruction particularly in the higher education landscape due to its potential to provide increased access to education for more people, increased student engagement with the tutor, rich learning resources, peers, and external experts, and flexibility beyond the limits of classrooms without compromising quality. The study focused on developing a web-based blended learning model that could help reap the benefits of blended learning at the University of Botswana (UB). With this in mind, the research question, "How can a web-based blended learning environment be designed, developed and implemented at the University of Botswana?" was formulated. In order to address the research question, a six-dimensional model called LAPTEL was developed. The six dimentions are: Digital Leadership, Equitable Access, Active Participation, Authentic Tasks, Intellectual Engagement and Learning (LAPTEL); the first five dimentions are requisites to enable studnets to progress towards successful learning which is the sixth dimension. The LAPTEL model depicts guidelines on how to ensure equitable access for students to learning contexts, motivate and enable them to participate in meaningful educational processes, design and develop effective online as well as classroom learning materials (tasks), and engage students in active 'communityes of practice' in order to help them construct their own knowledge (learning) collaboratively under proper leadership. The Researcher considers it essential to have a complex interplay between the three components - active participation, authentic tasks and intellectual engagement to facilitate active, non-linear learning, and it will be catered for in the design, development and delivery of courses based on the LAPTEL model. The fact that these three dimensions have got features of both face-to-face and onlilne learning, integrated seamlessly, makes the LAPTEL a Web-based learning model. The overall aim was to develop a model of curriculum (re)design based on the student-centred pedagogical approaches that combine synergistically the effectiveness of traditional classroomwith technologically enhanced socialization and active learning oppotunities of the online environment in order to support student learning more effectively than what is possible in a typical lecture room. In a case study to evaluate the effectiveness of the LAPTEL model in the context of UB, the Researcher found that it could provide students with opportunity for increased interactive engagement (more than that is normally possible in 'face-to-face-only' or 'online-only' environments), flexibility and cognitive scaffolding that enhanced their learning experience. The Researcher concludes that the LAPTEL model fits well in the UB context, and it may be adopted by other institutions working under similar contexts. / Teacher Education / D. Ed. (Didactics)