In the ever increasing competitive market of executive education, providers not only need to deliver new and innovative courses on an ongoing basis, but also need to find a competitive edge to distinguish themselves from the rest. The consumers of executive education courses base their purchase decisions on more that just the academic excellence of the course. In addition to the academic excellence of the courses, the experience of the delegate attending such a course needs to be exceptional. The focus of this study was high calibre customer service which reinforces the excellent academic experience of the delegate. This would include an extraordinary experience before, during and after the programme. In order to capitalise on the strengths of an action research approach, a relatively new action research approach, Appreciative Inquiry was used in this study. The focus was on the development of new methods to improve customer service by building on the positive experiences of the past. In a planned and systematic way this study explored new methods of taking ordinary customer service to a level of extraordinary customer service. The result of this positive action research intervention resulted in a multitude of positive actions and provided UCT GSB with a method to open-up their thinking and actions and to become more innovative and resourceful. / Prof. Freddie Crous

Magister Artium (Development Studies) - MA(DVS) / After the first democratic election in South Africa in 1994, the new democratic government harnessed all its resources towards establishing a non-racial society based on a constitution that embodies equal rights. One of the enduring legacies of apartheid is the extreme socio-economic disparities that emerged in the South African society. Higher education in the context of South Africa is also a means of bridging the inequality gap created during the colonial and apartheid periods (Reddy, 2004). Moreover, apartheid education, as with other sectors of society was racialised in favour of whites creating a drought in skills within the other race groups. The need to establish an equitable and efficient higher education thus became one of government’s pivotal priorities. The adoption of affirmative action policies that have prioritised university access by underprivileged black students has been pointed to as one of the means to address racial inequalities in education. The thesis postulates that that the use of race in implementing affirmative action policy is neither a sufficient means to, nor an end of, redressing the ills of apartheid. Through qualitative and quantitative methods, the present study analyses the impact of affirmative action policies at the University of Cape Town (UCT) and gauges the level of transformation as a result of the use of race as a proxy for admission into UCT. The study examines the equality of access and enrolment of first time entering undergraduate students into UCT through race based admission. Despite government and institutional (for example UCT) efforts to pursue a transformatory agenda, affirmative action policies continue to cause ruptures both within university communities and beyond. This research is going to use both quantitative and qualitative designs. The quantitative approach will be used where necessary – such as in reviewing racial split of enrolment over time – to glean on the figures. Such figures will however not be generated by the study itself but from officials from UCT. On the other hand, the qualitative approach will be used through the analyses of debates occurring in the UCT community in order to gauge perceptions on the policy.

Background First year experience (FYE) programmes are standard offerings across a number of higher education institutions (HEIs), both locally and internationally. The increase in FYE programmes has been due to the fact that many first-year university students struggle with the academic and social transition from high school to university (Anderson, Wason, & Southall, 2016; Briggs, Clark, & Hall, 2012). The Discover Commerce (DC) Programme is a FYE programme that was first implemented at the University of Cape Town (UCT) in 2019. The DC Programme targets all first-year students enrolled in any degree programme offered by the Faculty of Commerce. The overarching aims of the programme are: (a) to equip students with the requisite knowledge and skills to successfully transition from high school to university and thrive academically within this higher education environment, and (b) to provide students with a strong foundation for success at university and in their careers post university. The programme includes an online learning component, face-to-face group work sessions and peer mentoring. Evaluation Focus The main objectives of this evaluation were to determine: (a) whether or not the DC Programme had been designed in a way to achieve its intended outcomes, (b) to clarify whether the personal, academic and social needs of first-year students were correctly identified by the stakeholders who designed the DC Programme, and c) to use the DC's reconstructed programme theory and logic produced in the theory evaluation to inform the development of a Monitoring and Evaluation (M&E) framework. As such, a theory evaluation and needs assessment were conducted. An M&E framework was also developed for the programme. The following questions were addressed: 1. What are the assumptions that underlie the DC Programme? 2. Is there evidence that the DC Programme's activities, outcomes and causal linkages are plausible? 3. What elements of the DC Programme theory could be modified to maximise the intended outcomes? 4. What are the personal, academic and social needs of first-year university students in a South African context? 5. What indicators, implementation and outcome measures need to be incorporated into the M&E framework for the DC Programme? Methodology The evaluator used Donaldson's (2007) five-step process for developing and assessing the programme theory. An initial programme theory was developed for the programme by engaging a purposive sample of three programme stakeholders in a structured discussion session (evaluation question 1). A plausibility assessment of the initial programme theory was conducted through an extensive literature review to address evaluation question 2. Based on the plausibility assessment findings, the evaluator was then able to make recommendations on how the programme theory could be reconstructed to improve the likelihood that the DC Programme will achieve its intended outcomes. A needs assessment was conducted by qualitatively analysing the data from a sample of 60 reflective assignments completed by first-year Commerce students who participated in the DC Programme. This needs assessment was conducted to shed light on whether the programme had correctly identified the needs and challenges of its target population. The evaluator used a modified five-stage process developed by Markiewicz and Patrick (2016) to outline the M&E framework. The evaluator used the reconstructed DC Programme theory and logic produced in the theory evaluation to inform the development of the evaluation questions, indicators, and targets for the framework (evaluation question 5). Key Evaluation Findings from the Theory Evaluation and Needs Assessment The final output of the theory evaluation was a critically reconstructed programme theory of the DC Programme (evaluation question 1). The evaluation found that the activities, outcomes and causal linkages of the programme theory were plausible (evaluation question 2). However, the literature suggests that the success of these types of programmes is dependent on the programme incorporating best practices and several design considerations. These include: a) appropriate staff recruitment, training and support; b) content and grading of assessments; c) structure and dosage of the programme; and d) quality of programme staff-student relationship (evaluation question 3). • The literature review findings indicated that the DC Programme did incorporate some of the design requirements for an effective FYE programme. For instance, content offered in the programme was aligned to best practice literature which includes problem-solving activities, collaborative group work and a reflective assignment. • In terms of the structure and dosage of the programme, the DC Programme has small class sizes for the face-to-face component and runs for a full academic year, which is in accordance with best practice literature for effective FYE programmes. • There are, however, various areas of improvement for the design of the DC Programme. According to best practice literature, students should receive written feedback on assessments and these assessments should be letter-graded to ensure that expectations for students are set at appropriately high levels. The group sessions and major assessments in the DC Programme are not letter-graded and students do not receive written feedback on tasks or assessments. • In terms of appropriate staff and recruitment, literature review findings indicate that the face-to-face component in FYE programmes are most effective when taught by academic staff. The DC Programme does not meet this design requirement as it uses third-year undergraduate students to facilitate the group sessions of the programme. • Literature review findings emphasise that ongoing professional development opportunities for FYE programme staff is a best practice for FYE programmes. In the case of the DC Programme, although programme staff undergo training before being recruited onto the programme, the programme does not have ongoing professional development opportunities for programme staff. Several key themes emerged from the needs assessment which related to the personal, academic and social needs of first-year university students (evaluation question 4). • Students reported various academic challenges and successes experienced during the first-year of university. The DC Programme has addressed these academic challenges in the programme through the online modules that provide structured academic guidance and support. • Students were also positive about the exposure to different disciplines and courses during the first-year of university. This need has been addressed by the programme as the face-to-face component of the course exposes students to different Commerce disciplines in the various group case study projects. • In addition, students reflected on their personal growth during the year. The DC Programme considered the need for students to reflect on their overall experience of university through the reflective assignment. • The needs assessment findings, however, indicated that not all of the needs of first-year university students were adequately addressed by the programme. For instance, students placed importance on social engagement with their peers. Although the DC Programme incorporates group work which is meant to facilitate student engagement, this group work is academic-focused and may not provide students with sufficient opportunities for social interaction. • Students also reported experiencing mental health challenges due to academic demands and other external factors experienced during the first-year of university. Although the DC Programme does include online modules that contain stress management strategies, it does not include specific initiatives to support students who experience mental health challenges. Recommendations The evaluation findings informed the key recommendations in this dissertation which include the following: • It is recommended that the DC Programme uses a letter-grading system for the tasks that have to be completed as part of the programme and award a final grade on completion of the course. Grading rubrics could be designed for major assignments (e.g. the reflective assignment) to help students understand what the expectations are for each assignment. These grading rubrics may also guide the instructor or the marker on how to give constructive written feedback. • It is recommended that the DC Programme appoints faculty staff to facilitate the face-to-face group discussions (if resources permit). Peer mentors could still be involved in a support capacity (i.e. to assist faculty staff during the sessions and with grading of assignments). • The DC Programme should consider providing structured professional development opportunities to programme staff. This is an essential component of successful FYE programmes. These structured development opportunities could take the form of check-in meetings before and after each of the face-to-face group sessions. These meetings could serve as a platform to share insights, strategise on how to tackle common or unique challenges encountered and develop new facilitation skills. • To increase the opportunities for social interaction and foster a sense of community amongst the groups, it is recommended that students are given an opportunity to engage and connect meaningfully with peers on a social level. Small-group social gatherings could be arranged at different points during the academic year. • It is recommended that the DC Programme strengthens its linkages with the UCT Wellness Service, and provide structured in-person guidance on how to access this service. Peer mentors could be involved in the referral and information dissemination process.

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This is a study of educational change that was carried out at the School of Education (SOE) of the University of Cape Town's (UCT) in July 1998. It is about institutional and human transformation in South African higher education in 1998. The context of this inquiry is situated in South African society and polity from the start of the Apartheid era in the late nineteenth century colonization by the Britain, through the 1948 period of minority Afrikaner nationalist government, and to the time of the historic democratic election in 1994. It deals with postapartheid policies aimed at eliminating apartheid in all areas of society and education. The thesis examines new educational policies and practices that resulted from postapartheid transformational initiatives that addressed past inequities and injustices committed against the African and black majority population. / South African universities were charged with the responsibility of increasing access to formerly excluded students and staff, in circumstances of declining economic fortunes. My central research question was concerned with the changes that had been brought about in the educational system to enable the process of transformation to come about. More specifically, I inquired whether changes had occurred at UCT and if they did, to what extent could they be indicative of a transition from apartheid to a democratic ideal. The research targets the respondents' (students, teachers, administrators) views of transformational experiences, whether positive or negative. The research adopts a case study approach to gain insights into transformation in South African universities' reform process. / UCT was chosen as the focus of this study because as the country's first university established in 1829, it has distinguished itself in many fields and yet has remained largely a historically all white university, up to 1994. The University was also the first to be led by an African female academic leader, the Vice-Chancellor, Dr. Mamphela Ramphele, to transformation. This study found that the University had been greatly transformed at an intellectual and administrative level. Notably, access for disadvantaged South African students has been improved; teaching and learning encouraged critical thinking and participation, and administrators demonstrated dedication to democratic change. However, the study also reveals that there is still a gap between the expectations of a top-notch research university and preparation of students; financial restraints still limit students' learning opportunities. Race, gender, and class issues still constrain efforts to fully democratise the University. Also, the constructs and content of knowledge require changes that reflect a democratic ethos. / The significance of this study lies in its attempts to form a part of the growing body of research concerned with conflict resolution, peace, and the maintenance of stability in South Africa and indirectly, in the world. This study furthermore exposes a view of what open education means within the South African context. / In highlighting the example of UCT's SOE, the most outstanding feature of this work is that it formulates questions about the actual nature and process of educational, pedagogical, and administrative transformation taking place in contemporary South African universities.

Magister Artium - MA / This study used a multisemiotic/multimodal discourse analysis approach to analyze tattoos of selected female students at three Western Cape Universities: the University of the Western Cape (UWC), the University of Cape Town (UCT), and Stellenbosch University (SUN). This study looked at the popular cultural practice of tattooing as a site for identity formation. The aim of this research project was to establish how popular culture is semiotized and resemiotized on corporeal landscapes. The focus was on the kind of semiotics that female students draw on when getting their tattoos, and also where they put these tattoos. The researcher intended to investigate the semiotics of female bodies within the broader field of linguistic landscaping, with a specific look at corporeal linguistic landscapes (Peck & Stroud, 2015). This research was also interested in establishing whether the historical background of each university has an influence on the student population, and subsequently, the tattoos they choose to inscribe on their bodies. This study sought to answer whether there are similarities and/or differences in the tattoos the participants chose across the different campuses and to what effect the social context affects the type of tattoos they chose. All participants were selected via purposive sampling. This means that only those with visible tattoos were approached, as they met the criteria described above (cf. Patton, 1990; Kumar, 1999). Methodologically, interviews as well as text data collection were used to collect the data. In addition, a multimodal text analysis was used as the tattoos were read as texts. Among others, the findings indicated that female participants negotiate their femininity by acquiring traditionally feminine tattoo designs, relatively small in size, which are typically placed where they can be concealed easily. This in contrast with male tattoo designs which tend to be bigger and more visible. It was found that there was preference for solitary texts designs across the three campuses followed by a combination of text and image. In terms of agency, it was found that participants were agentive by being able to control who read and how others read their bodies. The study concludes that women are mindful of their female identity when they choose the designs, sizes and placements of their tattoos. It was found that they typically defy social norms through getting tattoos, but at the same time adhere to social (and feminine) norms by using small tattoos emplaced in hidden body spaces. This means there is a restriction on who is allowed to consume the tattoos. This study adds to a deeper understanding of tattooing as popular culture at universities in post-apartheid South Africa. It also contributes to recent development in corporeal linguistic landscapes studies. In turn, it offers a profound understanding of the concept of ‘skinscapes,’ which allows for a deeper understanding of how female bodies are ‘authored’ by the tattooee as well as how they are ‘read’ and consumed by onlookers.

Includes bibliographical references. / While no one impact is identical to the next, the case of the University of Cape Town's purchase and take-over of two local flat complexes; Forest Hills and Liesbeek Gardens; represented a unique opportunity to compare two impacts analogous in all respects but time. Because one impact had already occurred and the other had not yet begun, the accuracy of social impact predictions could thereby be assessed. Through the use of self-administered questionnaires, the local perceptions of Forest Hills and local cognitions of Liesbeek Gardens were drawn out and compared. So doing, this study concludes that perceptions of potential impact show little correspondence to the actuality of such an impact should it occur without intervening mitigatory initiatives. Since pro-active planning procedures rely to a large degree on the accuracy of impact prediction, such findings suggest strategic flaws within the analytical framework of Social Impact Assessment. Included within the qualitative findings of this report are recommendations as to how the conflict stemming from these impacts might be resolved.

Student Number : 0314897V - MA research report - School of Social Science - Faculty of Humanties / This research report asks ‘how effective has academic staff transformation been at the University of Cape Town (UCT) and the University of the Witwatersrand (Wits)?’ This question was examined from four angles: i) the historical engagement of UCT and Wits, as employers, with race, class and gender, ii) the impact of government directive and the legislative context on the transformation of higher education workplaces, iii) the institutional role and response of UCT and Wits to the race, class and gender of their academic staff and iv) academics’ experience of UCT and Wits as workplaces. The findings are based on in-depth interviews with 50 academic and senior executive staff at UCT and Wits. The results illustrate both continuity and change in the way in which academic staff experience institutions. Whilst there are progressive elements identified, there are also disconcerting expressions of prejudice, discrimination and harassment which undermine the transformation process.

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Web users are becoming more critical of the web sites they use. This dissertation evaluates the information architecture of the academic library web site at the University of Cape Town. The evaluation of the information architecture of an academic library web site is important because the web site functions as an international gateway to the institution's valuable library resources. A library may therefore be judged on the basis of its web site. It is no wonder that a lot of effort is put into ensuring a well-designed web site. A multi-approach evaluation was completed to evaluate the library web site. Firstly, a formal usability test was conducted with five users to establish the required site structure and to identify any possible problems with the usability of the site. Secondly, a heuristic evaluation with an expert was conducted to test the web site content, information architecture, and navigation design. Thirdly, a closed card sort analysis with ten participants was completed in order to establish the required site structure and terminology for the potential web site re-design. Fourthly, a comparative analysis of the previous versions of the university library web site was done to highlight the main differences and improvements. Reviewing "prior-art'1/previous versions of any web site guarantees the development of an improved information architecture. In addition to the aforementioned evaluation techniques, the study recommended the use of a requirements document that was developed for the purposes of this study that details a set of standard guidelines for the academic library site maintenance. In an attempt to improve the navigation problems identified on the library web site, a site map was developed for the web site as well. 11l This research found that the library web site had an overall usable web site with users rating their satisfaction with the site between good and very good. The site however exhibited a few problems with the terminology used, there were also problems identified with the navigation design. Issues relating to identifying specific information were also identified. This dissertation presents recommendations to handle the aforementioned problems. The study also encourages continual web site evaluation.