This purpose of this study was to investigate the relationship between religious beliefs, religious affiliation, religious orientation, as defined by Allport and Ross (1967) and help-seeking behaviour amongst students at the University of KwaZulu-Natal, Pietermaritzburg campus. The need for this research has been motivated by the limited amount of previous research in this area. The influence of gender on help-seeking behaviour and on religious orientation was also explored. Questionnaires comprising of the Religious Orientation Scale, General Help-seeking questionnaire and demographic information in terms of age, gender and religious affiliation were administered to students at the University of KwaZulu-Natal, Pietermaritzburg campus. The sample consisted of 100 students from various religions, language, sexual orientation, age. The results revealed a significant difference between religious beliefs and religious orientation on help-seeking behaviour. In terms of demographic variables, gender had influence on religious orientation or help-seeking behaviour, respectively. However, religious affiliation had no influence on help-seeking behaviour. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.

This study examines the challenges and opportunities that face the merging of Higher Education institutions with the focus on staff’s responses to the merger at the University of Kwa-Zulu Natal (UKZN). The focus of the study was based on staff’s attitudes and their varying experiences since the merging of former University of Durban Westville (UDW) and University of Natal (UN) forming the new institution of UKZN. It examines the barriers, challenges and opportunities of the Heads of School, Academic staff and Administrative staff in the Faculty of Humanities, Development and Social Sciences (HDSS) and the Faculty of Management Studies. The study also reviewed the international or rather global experiences of mergers of Higher Education Institutions and brought into perspective examples of mergers such as in the UK, Australia, United States, Netherlands and Norway. The study then shifted focus to a much more local level in terms of UKZN in assessing the ethos of governance in terms of dialogue and inclusivity and how they perceived the merger of the two former institutions. Since the study is a qualitative, judgmental sampling technique was utilized in this study since it allowed me the researcher to use my own discretion as to who is in the best position to be knowledgeable about the subject under investigation. Therefore a structured interview was employed in this study with a set of inter-related questions, asked in the same order to all participants of this study. Issues of governance, mismanagement of finances, degree scandals, demoralized staff, wage disputes and academic freedom are some of the negative aspects that are perceived to riddle the new institution. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2010.

Not much is known about young fathers in South Africa; as a result, there is a lack of literature that focuses on young fathers and fatherhood in South Africa. However, there is a growing body of international literature about young fathers and their perceptions of fatherhood, even though this is mostly concentrated in the global north, especially the United States. The overall aim of the study was to explore the perspectives and experiences of early fatherhood among 'Black' university students in Durban. This was done by engaging young black men that are fathers. A qualitative approach was adopted in order to give the respondents freedom to discuss their experiences at length. The sample consisted of seven respondents that are Black, fulltime students and aged 18-25. Young fathers who are 'Black' were chosen purposefully because the statistics show that the fet1ility rate of young Black people is significantly high when compared to young people of other race groups in South Africa. This study found that all the young fathers that participated in this study had not intended to have children, and were therefore not ready to become fathers when their partners told them that they were pregnant. Furthermore, it was found that all the young fathers that pa11icipated in this study did not live with their children. Instead, the children lived with their mothers. There were various reasons given for this arrangement, but the most dominant one was that it was because the young fathers had not paid damages to their partners' families, as cultural practices dictate, for having impregnated them. Most young fathers that participated in this study are no longer intimately involved with the mothers of their children. However, they are on good terms with them and they have managed to maintain civil relationships with them in order to have access to their children. This study found that modem contraceptive knowledge is high amongst young fathers, although the usage is inconsistent. Finally, this study found that young fathers equate fatherhood to responsibility, providing financially, giving emotional support, and spending quality time with their children. However, there was a feeling of inadequacy and dissatisfaction amongst young fathers because of hindrances that prevent them from executing their roles of fatherhood effectively. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2013.

Xenophobia in South Africa is a social-political ill. Despite the huge xenophobic attack that took place in May 2008 leaving so many people homeless, wounded and dead, xenophobia still continues to occur in several ways all over South Africa. Its roots can be traced back to the period of apartheid when black South Africans suffered various types of racial discrimination and other forms of subjugation from the hands of their white compatriots, who form a tiny minority of the country‘s population. It would appear that having forced their way out of the period of apartheid, Black South Africans have created a brutal culture of hostility towards 'foreigners' from the rest of Africa. In their search for higher education, students from the rest of the continent have been attracted to South Africa by its excellent social infrastructure and the relative buoyancy of its economy. These migrant students are faced with various challenges in their daily activities both on and off campus. The most salient of this would seem to be their experience of xenophobia. A case in point is the female African students at UKZN. This is in addition to the basic fact that women are, almost by definition, a vulnerable group. The violence that many women experience is caused by numerous identities such as race, class, sexual orientation, HIV status, disability and other markers of difference. These markers not only increase female vulnerability but they also limit their access to legal redress and health and psychosocial services. This phenomenon often gives men an advantage over women in society. Such forms of discrimination need to be investigated and interrogated within the context of xenophobia. Though there has not been any further major attack in the aftermath of the 2008 xenophobic violence, the sporadic experiences amongst, for example, foreign female African students at UKZN, if ignored, may gradually lead to a violent outbreak. This study attempts to capture and critically analyse the understanding of these students on the subject of xenophobia, their experiences and the probable effects xenophobia has, so far, had on their stay in South Africa. The study also seeks to understand how these students respond to the attacks and if they are aware of policies made by the government or university authorities to assist them. Based on the interviews, the study recommends how to eradicate xenophobia, given that existing policies seem to be working only in presumption. It further elaborates on the gender dynamics of xenophobia and concludes on the feelings of xenophilia (experience of love by foreigners from the local South Africans) by the students despite the existence of xenophobia in South Africa. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2010.

Although significant progress has been made to increase the throughput rate of students with disabilities in tertiary education, there is still much to be done as many disabled students face discrimination and difficulty in acquiring and receiving support. Moreover, disability policy often does not lead to practice at tertiary level. Many students with disabilities still need an ally for basic accommodations. The focus of this research study was on the perceptions and experiences of the students with disabilities at the University of KwaZulu-Natal: Howard College Campus regarding the University’s Disability Unit. This is in terms of the facilities and services offered by the Disability Unit as well as how effective it is in its functioning and meeting its students’ needs. This study was designed to explore the Disability Unit from the perspectives of students’, their experiences and responses to it. This research study was conducted with students with disabilities from the University of KwaZulu-Natal: Howard College Campus. The sample population included six participants from the major categories of disability at the University: visual and physical impairments. Of the six participants selected, two were without sight, two were partially sighted, and two were physically disabled. Furthermore, participants comprised both males and females and were studying at different levels at the University (i.e. first year, second year, fourth year and fifth year students). This research study aimed to explore the effectiveness of the Disability Unit at the University of KwaZulu-Natal: Howard College Campus in meeting the academic needs of its students with disabilities, from the perspective of the students with disabilities. Results from the current research study revealed that inadequate staff, resources and funding, poor coordination and communication between significant role players, substandard relationships, and insufficient awareness (around disabled students’ academic and social needs) among the entire University population represent major barriers to success for students with disabilities. Moreover, although student support services play a crucial role in supporting students with disabilities, the entire institution and university population, staff and students alike, is responsible for creating an inclusive environment where students with disabilities can experience a sense of community and attitudes of embracing diversity and accommodating differences. Responsibility, thus, lies with all relevant role players of the University of KwaZulu-Natal: Howard College Campus who must work together to overcome institutional as well as social barriers; accommodate for the students with disabilities, endeavour to meet their academic, emotional and social needs, and help them develop academically. In the future, progress can be made through the increased coordination of disability support services and programmes to educate faculties and peers about support, accommodations and rights of individuals with disabilities. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Durban, 2010.

This research responds to a body of literature that identifies the epistemological difficulties faced previously disadvantaged University entrants who are insufficiently prepared to successfully master the academic requirements at tertiary institutions in South Africa. The study investigates the impact of the nascent Extended Curriculum Tutorials (ECTs) programme in the Humanities at the University of KwaZulu-Natal, Pietermaritzburg on students‟ academic performance and social integration into the academy. These ECTs were developed and piloted in 2006 and were formally implemented in 2007. the aim of the programme is to articulate access into mainstream study through introducing students to the discursive practices of selected disciplines. They are available as an augmented extension of the existing access programme at the University. The research focuses on the following questions: 1) Are extended curriculum academic access interventions instrumental in the academic success and student development?; 2) What are the students‟ personal and interpersonal experiences within the programme in their social and academic development?; Which pedagogical approach/es are prevalent within the extended curriculum tutorials and 4) What is the role and the use of social capital within the programme? A triangulation of quantitative and qualitative methods was employed for data collection in this study. The findings are based on: 1) A comparative statistical analysis of students‟ assessment marks; 2) A student evaluation of the programme; 3) Participatory classroom observations and 4) in-depth interviews with students and tutors within the programme. The findings reveal that the extended curriculum tutorials are instrumental not only in supporting academic success but also in facilitating personal development. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.

This thesis is based on a study examining the concept of African scholarship through the contributions of foreign African academics at the University of KwaZulu-Natal (UKZN) on the Howard College and Pietermaritzburg campuses. Being branded “The Premier University of African Scholarship” the study principally set out to investigate the role played by these academics as possible conduits in the expansion of African scholarship within the knowledge production circuit. The concept of African scholarship, though not a novel term, remains an elusive category that still needs to be defined within the global knowledge economy. A cursory look at written literature around African scholarship reveals a general tendency that presents „the debate‟ much more as a theoretical engagement and less at empirical engagements that could help advance the practicalities of this concept within the different intellectual debates. Among the different pockets of intellectuals concerned with the vision of African scholarship, the African diaspora outside the continent has always played a leading role in the need to address the African knowledge paradigms within the global intellectual production of knowledge. This study is of significance because it engages with an emerging African diaspora within the South African space and attempts to highlight how their experiences as migrants help in broadening the understanding of the African experience as a knowledge site. Using in-depth interviews within a qualitative research framework in combination with the technique of observation, the findings of this study reveal that as an emerging diaspora, foreign African academics at UKZN, are actively taking advantage of the university‟s slogan to meaningfully (re)insert „Africanness‟ in the kind of knowledge that is produced in the institution. Their contributions are measured in terms of postgraduate supervision, new research agendas, pedagogic and curricular development and networks of collaborations with other universities in Africa. Using an anthropological approach the study equally examines the implications of the attempt to position African scholarship within the global knowledge production map. The study further highlights the role that social identities such as gender, language, nationality, and race can play as epistemic spaces in the advancement of African scholarship. By engaging with these markers, the debate advances beyond the current ad hoc manner of presenting African scholarship simplistically within political rhetoric to a more nuanced incorporation of other markers which should occupy epistemic spaces within the discourse of African scholarship. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2012.

This study explores the use of electronic information services (EIS) by students at the Howard College (HC) campus of the University of KwaZulu-Natal (UKZN) in the faculties of Engineering and the Humanities, Development and Social Sciences (HDSS). The objectives were to establish usage among students; identify determinants of usage and to make recommendations. To achieve these objectives, the study concentrated on answering these research questions: • Do UKZN students use library e-resources? • Which e-resources are UKZN students using? • Where do UKZN students access library e-resources? • Why do UKZN students use library e-resources? • What characterises non-users of library e-resources? • What barriers exist to the use of electronic information services (EIS)? A review of the literature identified a mix of quantitative, qualitative and combined methods used to investigate EIS usage. In various research studies, the variables considered to be determinants of use included age, status, discipline of study, subject content, computer proficiency, ease of use, availability and print formats in academic environments. The barriers experienced when using EIS formats, the adoption of technology and the usability characteristics of EIS were also important aspects evident in the literature. The methodology adopted was based on a pragmatic philosophical approach and sought to establish baseline data. A quantitative research design was used which set out to achieve the research objectives through data collection on two fronts. Firstly, the overall usage environment at UKZN was established by reviewing vendor usage statistics. The COUNTER compliant statistics for selected databases and e-journals were collected and analysed. As COUNTER statistics were not available for e-books, the statistics available from the vendors were used. Secondly, a stratified, random sample of students on the HC campus was surveyed by means of an online questionnaire. A response rate of 22.5% was achieved. Data collected established the characteristics of users; whether they made use of e-books, e-journals and databases; where they used them and how often; why they made use of them; and what barriers and problems they experienced when using them. Data from non-users was also solicited. Data is presented in graphs and frequency tables. The Chi-square test was applied to establish significant associations between variables and these results are produced in contingency tables. The findings established that EIS are used by students and usage fluctuates during the course of the academic year with peaks occurring in each semester and low points during the vacation periods. e-Journals and databases are used more than ebooks, while postgraduate students use EIS most. Non-users made up almost a third iv of the sample; while habitual, frequent and infrequent users were reflected in almost equal numbers among those who use EIS. Age, gender or discipline of study were not in evidence as determinants of use. Students undertake searches mainly from computers in the LANs but off-campus computers are also used, which highlights the importance of remote access. The library website is most often the starting point for navigation, although search engines are also popular as a virtual starting point. Locating information was the prime motivation to use EIS, and students largely rated the EIS they used as good or excellent. Barriers were experienced by as many as 37% of users who reported that the non-availability of EIS was the main problem, although they experienced other difficulties. In concluding, issues of library service delivery and recommendations regarding usage are made. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2010.

Load growth projections on South Africa's electricity demand indicate that Eskom's spare capacity will be eroded by the year 2005. In the late 1960s South Africa experienced electricity shortages and Eskom embarked on a program to build large coal fired power stations, to ensure that South Africa would have sufficient electricity capacity to meet the envisaged high growth rate. With sanctions being imposed on South Africa, the demand was much less than predicted and in the late 1980s South Africa had an excess of generating capacity, which resulted in some power stat ions being mothballed. Due to the increased economic growth after the 1994 elections and Eskom's electrification drive, there has been an increase in demand and the excess capacity has diminished. From past experiences, the lead time to build a power station varies with the type of power station. For large fossil, nuclear and hydro plants, the lead time is in excess of six years. Gas fired stations can have a lead time of less than three years. An option to defer the building of new power stations to meet this expected shortfall in demand is Demand Side Management (DSM). Eskom has already begun initiating a DSM program to try and defer the expected demand shortfall. From a university perspective there have been cutbacks in funding from government. For this reason tertiary institutions have been forced to review the way in which they manage their operating costs. A large tertiary institution spends a substantial portion of their facilities budget providing utility service to the campus. At most universities, 20 % or more of the annual utility budget is for electricity. In many facilities operations, tremendous potential exists to improve on energy efficiency and resource conservation and to reduce electricity costs. The management of energy tended not to feature very high on the list of priorities of tertiary institutions. Therefore targeting electricity for cost reductions in a campus environment makes sense. Additionally the historically low electricity price in South Africa, coupled with economic isolation meant that there is a proliferation of inefficient energy technologies present. The University of KwaZulu-Natal campuses (Medical, Pietermaritzburg, Howard College and Edgewood) spend about R 8 million per year in electricity expenditure. This constitutes about 5.8 % of the annual operational costs for the above mentioned centres (excluding salaries and capital expenditure). Not only is energy consumption a significant cost to the university, but energy use at the university also contributes to the depletion of natural resources and environmental problems associated with energy production and processing. The work presented in this thesis is the first step towards the establishment of what has become the formal energy management program at the University of KwaZulu-Natal. A comprehensive energy audit was conducted and metering of the mini substations was subsequently introduced. The readings from these meters, together with the results of the energy audit, are analysed. A successful case study involving energy efficient lighting technology implemented on the campus main library is also discussed. Energy savings of approximately R 220 000 per annum has been realised from the implementation of this case study. Conservative estimates to retrofit all the existing luminaires, with more modem efficient luminaires, show that the lighting system demand component can be reduced by approximately 600 kW. The audit has revealed loads that can be potentially shifted without adversely affecting regular campus activities. The air-conditioning load has been identified as an area where considerable savings can be attained. The ability to conservatively reduce the base load will realise savings in excess of R 100 000 per annum (2002 costs) and merely requires an awareness campaign to be instituted at minimal cost. The specific objectives of the study are given in the table below: 1. To conduct an energy audit to identify major energy users on campus. Object achieved: YES. 2. To establish a database of historical energy consumption data for each building on the Howard College campus. Object achieved: YES. 3. To further investigate the larger users of energy and quantify their energy consumption, and identify trends, where possible. Object achieved: YES. 4. To make recommendations where possible, for savings to be made. Object achieved: Yes. 5. To implement a case study demonstrating that energy management is a viable option. Object achieved: YES. As can be seen from the above table, all of the objectives were met. This analysis forms the basis of future efforts in the energy management program at the University of KwaZulu-Natal. / Thesis (M.Sc.Eng.)-University of KwaZulu-Natal, 2005.

The Library 2.0 model is one of many library service models. It has its origin in, and borrowed concepts from, Web 2.0 which is associated with Web applications that facilitate participatory information sharing, interoperability, user-centred design and collaboration on the Web. The focus of Library 2.0 is on user-centred change and participation in the creation of content. Different scholars and researchers have discussed Library 2.0 and numerous articles have been written discussing the implementation of the model in academic libraries. Findings are that academic library users, who are becoming more involved and familiar with Web 2.0 technologies, no longer want to use the library only as a reading space or a place to use books and journals without being able to make suggestions and have their views heard. The Library 2.0 model facilitates this and, as it encourages sharing and participation, is considered a suitable model for academic libraries. The purpose of this study was to investigate the implementation of Library 2.0 within the libraries of the University of KwaZulu-Natal (UKZN) and the difficulties encountered when using Library 2.0 technologies to deliver their services. To achieve the purpose of the study both primary and secondary sources of data were used, including literature from various sources (journals, books and information found on websites). Interviews and self-administered questionnaires were the instruments used to collect data. The population of the study consisted of all subject librarians on the UKZN campuses, the campus librarians, and the Library Director. Data were analysed through content analysis and the use of SPSS and presented in the form of figures. It was found that UKZN libraries were slow in terms of involving the technologies associated with Library 2.0 in their services. Only Facebook and a weblog are used by the UKZN libraries and it is evident that more needs to be done in terms of implementing and promoting the technologies that encourage collaboration and interaction with users – the essence of Library 2.0. It has been said by different scholars and researchers that institutions that are perceived to be slow in involving new technologies in their services, are at risk of becoming irrelevant to their users. These users will then move to other services who can better meet their needs. Therefore, it is crucial for UKZN libraries to embrace these technologies if they want to keep up and remain relevant to the ever changing needs of their users. / Thesis (M.I.S.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.