<p><font face="Times New Roman"> <p align="left">This study has evaluated the strategic planning and management of the University of Namibia. The crucial objective was to assess the strategic planning process of the University of Namibia to see if the strategic plans were properly developed and also determine how the Northern Campus feature in the overall strategic plan of the University of Namibia. The research has used the body of knowledge on strategic planning and management to investigate the problem. The secondary objective was to develop a theoretical understanding of strategic planning and management. The study will record and develop a case study on the strategic planning of the University of Namibia, and see how planning has been able to address the issue of development. On the basis of the findings, the research has suggested alternative guiding principles of the planning process. At conclusion the research has made numerous recommendations for the decision makers on how properly planning process can be followed.</p> </font></p>

<p><font face="Times New Roman"> <p align="left">This study has evaluated the strategic planning and management of the University of Namibia. The crucial objective was to assess the strategic planning process of the University of Namibia to see if the strategic plans were properly developed and also determine how the Northern Campus feature in the overall strategic plan of the University of Namibia. The research has used the body of knowledge on strategic planning and management to investigate the problem. The secondary objective was to develop a theoretical understanding of strategic planning and management. The study will record and develop a case study on the strategic planning of the University of Namibia, and see how planning has been able to address the issue of development. On the basis of the findings, the research has suggested alternative guiding principles of the planning process. At conclusion the research has made numerous recommendations for the decision makers on how properly planning process can be followed.</p> </font></p>

<p><font face="Times New Roman"> <p align="left">This study has evaluated the strategic planning and management of the University of Namibia. The crucial objective was to assess the strategic planning process of the University of Namibia to see if the strategic plans were properly developed and also determine how the Northern Campus feature in the overall strategic plan of the University of Namibia. The research has used the body of knowledge on strategic planning and management to investigate the problem.</p> </font></p>

<p><font face="Times New Roman"> <p align="left">This study has evaluated the strategic planning and management of the University of Namibia. The crucial objective was to assess the strategic planning process of the University of Namibia to see if the strategic plans were properly developed and also determine how the Northern Campus feature in the overall strategic plan of the University of Namibia. The research has used the body of knowledge on strategic planning and management to investigate the problem.</p> </font></p>

Thesis (PhD)--University of Stellenbosch, 2005. / Bibliography. Also available via the Internet.

Masters in Public Administration - MPA / This study has evaluated the strategic planning and management of the University of Namibia. The crucial objective was to assess the strategic planning process of the University of Namibia to see if the strategic plans were properly developed and also determine how the Northern Campus feature in the overall strategic plan of the University of Namibia. The research has used the body of knowledge on strategic planning and management to investigate the problem.

Philosophiae Doctor - PhD / The purpose of this study was to explore the perceptions of the teacher educators about the merger between the University of Namibia and Namibia’s former Colleges of Education with regards to the merger's capacity to improve quality teacher education. The focus of the study differed from the various merger studies in that theirs has mainly been on technical issues of mergers to interpret merger capacity to improve change. Of importance about this focus is that the views of teacher educators were deemed important because of their 'agency' in the merger and its capacity to improve teacher education quality. The grounded theory of Strauss and Corbin of 1998 framed the study. The key question of the study was: "what are the perceptions of teacher educators about the merger of the former colleges of education with the University of Namibia's and the capacity to improve teacher education quality in the country?" A case study methodology was employed in which semi-structured questions were used to collect data. In addition, the study also employed observations and document analysis as sources of data.The key finding of the study was that all the participants' perceptions were that the merger has the capacity to improve the quality of teacher education in Namibia. The core of this finding serves as evidence of the complexities of mergers, particularly in terms of how participants perceive the merger's capability of improving quality. Firstly, the perceptions related to the contexts in which the participant teacher educators found themselves. Furthermore, the perceptions appeared to be associated with various contextual needs experienced by participants in the various institutions. The study analysis further suggested that the needs related to issues associated with input, process and output. These findings laid the ground for an emergent theory for understanding of teacher educators’ perceptions about the mergers. A conclusion drawn from the above findings were that the Maslow Hierarchy of Need Theory (with its biological/physiological needs, safety needs, belongingness and love, esteem needs, and self-actualization) provide better understanding of perceptions about mergers.

The purpose of this study is to investigate the collection development practices of electronic resources at the University of Namibia (UNAM) library and its constituent branches. Collection development is one of the critical activities of any library management process; therefore, the goal of collection development in university libraries is to effectively provide relevant and up-to-date information resources. The main aims of the study were: to explore the collection development procedures and policies for electronic resources at the UNAM library; to investigate the factors that influence the collection development of information resources; to assess the extent which teaching staff and subject librarians are involved in collection development at the UNAM library; to discover the barriers to effective collection development of electronic resources at the UNAM library; and to determine the influence of the UNAM library budget allocation on the collection development of electronic resources. The population of the study comprised of 291 teaching staff from all eight faculties of UNAM. A total of 149 faculty members responded to the survey, which gave a response rate of 51.2%, while a total number of 16 library staff were interviewed. The study employed a quantitative approach, and the qualitative approach was applied on the part of the library staff. For quantitative data collection, the study used a self-administered questionnaire, while for qualitative data, the study used an interview schedule with library staff. The data from the interviews were used to complement the data from the survey. Quantitative data were analysed using SPSS, while the qualitative data were analysed using thematic content analysis. The study revealed that not all faculty members are aware of the guideline, procedure, and policies on the collection development activities. Eighty one percent (81%) of the respondents are aware of the importance of their role in selecting library materials, 72% are aware of acquiring books, and 67% are aware of the budget allocated to their faculty. The majority totaling 94% of the faculty members are not aware of weeding or disposal of library books, followed by 83% who are not aware of collection evaluation, and 81% are not aware of the collection development policy in place at the UNAM library. From the data collected, the study found that a majority (67%) of faculty members are aware of ICTs used in collection development activities. Even though the majority of faculty members are aware of ICTs used in collection development activities, (45%) faculty members are not aware that ICTs can be used in collection development. The major challenge facing the UNAM library is the absence of the collection development policy, which makes it difficult for the teaching staff, students, and library staff to understand all the issues related to the collection development of electronic resources in the library. Another challenge is the inadequacy of funds to cater for the increasing costs of electronic resources in various subject fields. / Information Science / M. A. (Information Science)

Philosophiae Doctor - PhD / The study aims to investigate academic writing at the University of Namibia and intends to explore whether a critical, meaningful and experiential pedagogy in EAP that enhances voice and agency in English for Academic Purposes (EAP) can be engendered in the Namibian EAP classroom. Moreover, it aims to investigate the experiences and perceptions of first year EAP students regarding the current EAP pedagogy at the University of Namibia. The study aspires to generate an understanding of the components students find difficult when they engage in academic essay writing. It provides a holistic and profound understanding of what critical, meaningful and experiential pedagogy is and wish to propose the process-genre writing approach as tool to a critical, meaningful and experiential pedagogy to teaching academic writing. The study draws it theoretical underpinning from critical pedagogy as postulated by Freire (1973) and Canagarajah (1999). This research supports the premise that the English language classroom is a cultural space where various agendas are negotiated and contested and explores the complexity of language pedagogy in the English classroom (Canagarajah, 1999). Moreover, this study is based on the premise that pedagogies are not received in their own terms but are rather appropriated on different levels in terms of the needs, interests and values of the local communities (Canagarajah, 1999, p.121-2). As research design, the study adopts an exploratory design using both qualitative and quantitative data. Besides, the study uses SPSS analysis and written error analysis methodologies. While the former provides an understanding of EAP students' perceptions and experiences regarding the current EAP pedagogy at the University of Namibia, the latter examines the components that EAP students find difficult when they engage in academic essay writing. As instruments, the study uses a semi-structured questionnaire and academic essay administered to 200 EAP first year student- participants. The findings indicate that the current EAP pedagogy at the University of Namibia does not promote experiential, meaningful and critical learning nor does it enhance voice and agency in the EAP classroom, thus a critical, meaningful and experiential EAP pedagogy that enhances voice and agency can be engendered in the Namibian EAP classroom. The findings also indicate that EAP students find the use of APA referencing skills and the use of discourse markers the most difficult when they engage in academic essay writing. Furthermore, the literature that I reviewed for this study critically exposed how practices in EAP and institutional policies stifle voice and agency in the EAP classroom. The entire process of this study has generated some insights that can advance our understanding of a critical, meaningful and experiential pedagogy in EAP and academic writing. These insights are: (1) A need to enhance EAP educator’s critical awareness, (2) We must minimize students' text-appropriation, (3)A need to re-conceptualize and decriminalize the concept of plagiarism in EAP, (4) A new approach to teaching APA referencing in EAP academic writing, (5) A need to renegotiate voice and agency in academic writing, (6) Writing is a process not an event, (7) We need to move towards an appropriate critical, meaningful and experiential pedagogy in EAP. The study proposes the process-genre academic writing approach as pedagogy towards a critical, meaningful and experiential EAP pedagogy in teaching academic writing. All in all, the study upholds the premise that a critical, meaningful and experiential EAP pedagogy that enhances voice and agency can be engendered in the Namibian EAP classroom.

A number of tertiary institutions offer bridging courses and intervention programmes in order to increase the number of students performing well in first year mathematics. At the university of Namibia, the science faculty provides educational opportunities to students who have not met the requirements to proceed with MAT 3511 (Basic Math). Unfortunately, the majority of students are not able to cope with the first year modules in Mathematics and the pass rates are unacceptably low. In the interest of supporting students, the University was prompted to introduce a two mode intervention programme in first year mathematics, namely: the normal mode and the alternative mode intervention. The alternative mode intervention was designed to improve the mathematics achievement of first year students who are considered low achieving or at risk of failure. This programme involves the identification of the lowest attainers in first year mathematics, and the provision of professional and faculty trained tutors and individualized teaching to these students in order to advance them to a level at which they are likely to learn successfully in a normal mode system. This research explores the experience and perceptions of first year students on the alternative mode, in particular as it relates to mathematical strands of proficiency. A second step was to explore how teaching contributes to the learning of mathematics on the intervention programme. The empirical investigation was done in 4 phases. A questionnaire on mathematics teaching and learning was given to the students during the first phase. During the second phase, two focus group discussions were conducted. Thereafter four interviews were carried out with lecturers, and finally tutorial and lecture observation were conducted. An analysis of these findings led to the identification of the students’ experiences on the alternative mode. Analysis of the results indicate that the students identified mathematical proficiency as the central element to their learning, and pedagogical knowledge and exploratory talk were critical aspects of good teaching in the mathematical intervention programme.