Thesis (MBA)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: Quality assurance has become a prominent and permanent feature of Higher Education in many countries, and South Africa has been no exception in this regard. The pressing need for social and economic development and the competition for scarce resources has spearheaded the demands for accountability in Higher Education and given rise to the promulgation of a series of Acts and regulations aimed at the transformation of the sector. The most important legislation introduced was the SAQA Act No 58 of 1995. It provides the legal framework for the transformation of the entire educational system in South Africa, and in particular for the evaluation of the quality of Education and Training by establishing structures such as National Standards Bodies (NSB's), Standard Generating Bodies (SGB's) and Education and Training Quality Assurance Bodies (ETQA's). A significant development in South African Higher Education was the publishing of the Education White Paper 3 and the promulgation of the South African Higher Education Bill in 1997. One of the outstanding features of this legislation is that the evaluation of the quality of Higher Education is compulsory, and will be done by the Council on Higher Education (CHE), co-ordinated by its permanent committee, the Higher Education Quality Committee (HEQC). There is a concern that rigidly enforced quality assurance systems could have a negative impact on the academic freedom of institutions. The purpose of this study was, therefore, to determine the most likely impact of quality assurance on academic freedom. In order to achieve this objective, quality assurance and academic freedom frameworks were developed respectively, and the interaction of the various elements in this framework explored. In most instances it was found that quality assurance could have a negative impact on academic freedom. One particular aspect that is of serious concern at the tertiary level is the programme-based as opposed to discipline-based approach to qualifications. This poses a serious threat to academic freedom as it effectively diminishes the space within which academic freedom is practised. However, this conclusion is based on a meta-physical study, and needs to be confirmed by appropriate empirical studies. / AFRIKAANSE OPSOMMING: Kwaliteitsversekering is reeds in baie lande 'n vername en blywende kenmerk van Hoër Onderwys, en Suid-Afrika het in hierdie verband nie agtergebly nie. Die dringende behoefte aan sosiale en ekonomiese ontwikkeling en die mededinging om skaars hulpbronne was aan die spits van die eise om aanspreeklikheid in Hoër Onderwys en het aanleiding gegee tot die promulgering van 'n reeks wette en regulasies wat op die transformasie van die sektor gerig is. Die belangrikste wetgewing wat ingevoer is, is die Wet op die Suid-Afrikaanse Kwalifikasieowerheid 58 van 1995. Dit maak voorsiening vir die wetlike raamwerk vir die transformasie van die hele onderwysstelsel in Suid-Afrika, en veral vir die evaluering van die kwaliteit van Onderwys en Opleiding deur strukture soos Nasionale Standaardeliggame (NSL'e), Standaarde-ontwikkelingsliggame (SOL'e ) en Onderwys-en-Opleidingskwaliteitversekeringsliggame (OOKVL's). 'n Betekenisvolle ontwikkeling in Suid-Afrikaanse Hoër Onderwys was die afkondiging van die Onderwys Witskrif 3 en die promulgering van die Wet op Hoër Onderwys in 1997. Een van die besondere kenmerke van hierdie wetgewing is dat die evaluering van die kwaliteit van Hoër Onderwys verpligtend is en deur die Raad vir Hoër Onderwys (RHO) uitgevoer en deur sy permanente komitee, die Hoër Onderwyskwaliteitskomitee (HOKK), gekoordineer word. Daar bestaan kommer dat streng toegepaste kwaliteitsversekeringstelsels 'n negatiewe uitwerking op die akademiese vryheid van instellings kan hê. Die doel van hierdie studie was dus om die waarskynlikste uitwerking van kwaliteitsversekering op akademiese vryheid te bepaal. Ten einde hierdie doelwit te bereik, is kwaliteitsversekerings- en akademiesevryheidsraamwerke onderskeidelik ontwikkel en is die wisselwerking van die onderskeie elemente in hierdie raamwerk verken. Daar is in die meeste gevalle bevind dat kwaliteitsversekering 'n negatiewe uitwerking op akademiese vryheid kan hê. Een besondere aspek wat ernstige kommer op tersiêre vlak wek, is die programgegronde benadering tot kwalifikasies in teenstelling met die dissiplinegegronde benadering daartoe. Dit hou 'n ernstige bedreiging vir akademiese vryheid in aangesien dit die ruimte waarbinne akademiese vryheid beoefen word, effektief inkort. Hierdie gevolgtrekking is egter op 'n metafisiese studie gegrond en moet deur toepaslike empiriese studies bevestig word.

In developing countries, the mobile phone market has matured in terms of subscription, penetration and mobile centric1 services. In turn, people have integrated mobile phones into their daily lives. The interaction opportunities that have evolved in business and social life have given students at Higher Educational Institutions (HEIs) grounds to anticipate similar opportunities within their learning environments. In the context of developing countries, students primarily access information through mobile phones and there seems to be a disconnection between how HEI provide informational services and how students want to access the services. Therefore, HEIs are challenged with shifting from their traditional information distribution practices into integrating mobile centric services. Literature describes several models of providing mobile centric services in learning settings but there is a paucity of research that address the disconnection between students’ mobile centric needs and expectations against the HEIs’ provision of such services. Therefore, this study proposes a Framework for providing mobile centric services to students at HEIs in Open Distance e-Learning (ODeL) context in South Africa. The potential contribution of the framework is that it can facilitate strategic planning and implementation of mobile centric services whilst ensuring the needed synergies with students and academics. The research is grounded in interpretive philosophy and was undertaken as a single case study. The case study employed mixed method design for data collection. The advantage of mixed method design is that it enables both qualitative and quantitative data to be collected from a variety of sources and triangulation of results to get a complete picture of the phenomenon under study. The research was undertaken in four phases. Phase 1 of the study was a literature analysis carried out to identify the components for providing mobile centric services that facilitate students with information access and interaction. The objective was to provide a conceptual framework that would direct the search for evidence and organise the results. Phase 2 of the study employed the conceptual framework developed in Phase 1 to identify the units of analysis and to design the data collection instruments. Phase 3 of the study focused on collecting data within a single case study with embedded units of analysis. Data collection included Policy document analysis, Tool observation analysis, Student surveys and Lecturer interviews. The data collected from the case study was analysed with the view of enhancing the components of the conceptual framework developed in Phase 1. The enhancement of the components of the conceptual framework carried out in Phase 3 directed the development of the Framework for providing mobile centric services to students at HEIs in ODeL context in South Africa as presented in Phase 4. This adds new knowledge in addressing the literature gap between the mobile centric needs and expectations of students and the provision of mobile centric services at HEIs. The framework has practical value in that its components can guide HEIs in determining the mobile centric readiness of their institutions, the needs of the stakeholders, the context of use, the identification of mobile centric resources and the managing of constraints. Mobile centric refers to the preference of accessing and interacting with information services through a mobile device such as a mobile phone. / Computing / Ph. D. (Information Systems)

This autoethnographic journey started out as a qualitative research study to discover a new framework for student communication at Unisa. However, I found Unisa and myself reflecting each other, defenceless. Although autoethnography is defined as a research methodology that brings the story of the self into an ethnographic cultural description, it is much more than that. It is a way of being a researcher, where self and culture merge into one ecological unity to present the world with a story that is honest and reflective. The purpose of this study was to present Unisa with a new framework for student communication by exploring new epistemological perspectives. This journey took me from the beginnings of humanity where love and collaboration were our foundations, through our evolution into civilisation, competition, science and education. These contributed a great deal to our intellectual development through mechanistic thinking and a scientific approach but alienated us from each other, which could potentially lead to our destruction. I also explored cybernetics, complex and ecological thinking as new epistemological horizons to view distance learning from. Such a perspective requires a radical epistemological shift from hierarchical, mechanistic and reductionist thinking towards creating an ecology of learning, one that is more dynamic, living, vibrant, caring and empowering. Through my intimate reflective struggle with others, trying to understand how to create this vibrant student communication context I discovered in the quietness of reflection the patterns that connect us all, students, Unisa and myself. Our dialogical relationship emerged, one where there is an epistemological split between our reductionist and mechanistic thinking that requires us to be efficient on the one hand and ecologic and complex thinking that requires a caring, connected and collaborative ecology on the other hand. The question then is how we create this ecology where we reclaim our original humanness and co-evolve into an ecology of learning that is truly empowering. This can be done by co-evolving a new culture of learning grounded in passion, curiosity, openness and preparing us to be responsible and participating citizens of this most beautiful planet. / Educational Foundations / D. Ed. (Philosophy of Education)

MURP / Department of Urban and Regional Planning / University towns or town gown relationships are increasingly becoming an accepted developmental narrative between institutions of higher learning and their host communities. The University of Venda was mandated by the Honourable Minister of Higher Education and Training Dr. Blade Nzimande, in October 2014, to devise a university town strategy aimed at developing Thohoyandou and its rural environs to become a university town. The University of Venda in its approach towards the development of a university town has adopted the new governance approach of formulating innovative collaborative partnerships with its surrounding stakeholders that include Limpopo Premier’s Office, Vhembe District Municipality, Thulamela Local Municipality, VBS Mutual Bank, Madzivhandila Agricultural College and Traditional leaders. The study approach adopted quantitative research method. Its centre piece was the Optimal College Town Assessment (OCTA) a quantitative tool which was utilized to gather data from the representatives of the university and Thohoyandou town stakeholders. To test the town and gown developmental paradigm, this study explored student housing development possibilities as a manifestation of university-community partnerships. The study findings highlight that existing town-gown relationships between the University of Venda and its stakeholders are categorized as traditional relationship type which is characterized by low effort and higher comfort level. Institutional context roles that the University of Venda should play in the successful development of town-gown partnerships were also established. The study identified the factors essential for the development of viable and functional innovative collaborative university-stakeholder’s partnerships for the University of Venda and the town of Thohoyandou and its stakeholders. The study findings also show that there is potential for student housing development when there are positive town-gown relationships. This is in line with the calls from South Africa’s Ministry of Higher Education and Training expectations to resolve student housing backlogs facing public universities. This study recommends the improvement of town-gown relationships and it provides a conceptual model indicating the building blocks that the university should adopt to develop successful, innovative, viable and functional town-gown partnerships.

The MA Social Behaviour Studies in HIV and AIDS as a postgraduate degree requires students to work and conduct research independently. The purpose of the study was to gauge the perceptions, attitudes and experiences of second year students and key personnel concerning student support. A mixed methods research design was used. It was found that students and staff regarded support in a positive light, although concerns about insufficient resources were expressed. Students expressed needs for specific academic and research support. Staff tended to romanticise the reasons for students enrolling for the degree. Possible conflicting expectations of the degree and the amount and type of support offered were found between the staff and the students and also among various staff members. / Social Work / M.A. (Social Behaviour Studies in HIV-AIDS)

The major focus and question emanating from the research is: to what extent do the operational action plans, policies, functions, procedures and activities as well as their implementation within the Directorate: Student Admissions and Registrations correlate with the strategic objectives of the University of South Africa (Unisa)? In alignment with the above, the major challenge of the study was to identify adequate and appropriate approaches to ensure appropriate correlation levels between strategic objectives and their successful implementation relevant to the Directorate: Student Admissions and Registrations. The challenge of every Departmental Head is to turn theory into practice; to make something happen and to translate strategic plans into real business results. This will be accomplished only when there is synergy or connectivity between strategic and operational planning towards effective implementation. Various literature reviews and research topics on strategic management focus either on strategic planning or strategic implementation as separate identities. Few publications address the challenge of connecting the pursuit of strategic objectives with operational plans. Even fewer literature reviews indicate the relationship or correlation levels between strategic objectives and operational plans of an organisation; the desirable or appropriate level thereof, to ensure the effective pursuit of strategic objectives. The outcomes of this study could contribute to the identification of an appropriate approach and measurement criteria to ensure connectivity/alignment between specific strategic objectives and operational plans relevant to the Directorate: Student Admissions and Registrations. By doing this, the strategic objectives are effectively and efficiently promoted to those responsible for carrying out the execution plan. The researcher has adopted a comprehensively-integrated-aligned-strategic-processmanagement- approach as part of the standardised operational plans of the Directorate: Student Admissions and Registrations so as to ensure more effective and efficient (appropriate) correlation levels in respect of specific strategic objectives relevant to the Directorate: Student Admissions and Registrations due to a lack of correlation in some instances. The above approach represents a total view of an organisation‟s strategic management and control systems and consists of the strategic planning, operational plans and resultsmanagement plans. The mentioned approach will also consist of a measurement criterion which identifies critical enablers, dependencies and drivers to ensure vertical and horizontal alignment in respect of original planning (the what and why) with the implementation plans (when, how and by whom).The integrated-aligned-strategic-management-process-approach enforces the timely availability of major enablers, dependencies and drivers necessary to support the execution of activities, related to specific strategic objectives. It also identifies the possible lack thereof prior to the implementation of strategic plans. Specific alternatives or workarounds can be identified to ensure continuity in respect of the implementation processes related to specific strategic objectives. In this way, the above approach will enhance the effective and efficient management and coordination of an organisation to drive intended strategic outcomes within a specific process, taking into account project management-driven principles within a specific sequence of activities (grouping together what belongs together). The latter will involve all roleplayers in the work situation accountable for the implementation process (creating ownership). By doing this, duplication and overlapping of activities will be eliminated and connectivity/alignment between specific strategic objectives and their implementation will be enforced. The focus falls on the entire key/core process and cycle, producing outcomes of success in respect of the implementation of objectives (the right people will be doing the right things at the right time).The integrated-aligned-strategic-management-process-approach enforces the timely availability of major enablers, dependencies and drivers necessary to support the execution of activities, related to specific strategic objectives. It also identifies the possible lack thereof prior to the implementation of strategic plans. Specific alternatives or workarounds can be identified to ensure continuity in respect of the implementation processes related to specific strategic objectives. In this way, the above approach will enhance the effective and efficient management and coordination of an organisation to drive intended strategic outcomes within a specific process, taking into account project management-driven principles within a specific sequence of activities (grouping together what belongs together). The latter will involve all roleplayers in the work situation accountable for the implementation process (creating ownership). By doing this, duplication and overlapping of activities will be eliminated and connectivity/alignment between specific strategic objectives and their implementation will be enforced. The focus falls on the entire key/core process and cycle, producing outcomes of success in respect of the implementation of objectives (the right people will be doing the right things at the right time). The integrated-aligned-strategic-management-process-approach enforces the timely availability of major enablers, dependencies and drivers necessary to support the execution of activities, related to specific strategic objectives. It also identifies the possible lack thereof prior to the implementation of strategic plans. Specific alternatives or workarounds can be identified to ensure continuity in respect of the implementation processes related to specific strategic objectives. In this way, the above approach will enhance the effective and efficient management and coordination of an organisation to drive intended strategic outcomes within a specific process, taking into account project management-driven principles within a specific sequence of activities (grouping together what belongs together). The latter will involve all roleplayers in the work situation accountable for the implementation process (creating ownership). By doing this, duplication and overlapping of activities will be eliminated and connectivity/alignment between specific strategic objectives and their implementation will be enforced. The focus falls on the entire key/core process and cycle, producing outcomes of success in respect of the implementation of objectives (the right people will be doing the right things at the right time). The integrated-aligned-strategic-management-process-approach enforces the timely availability of major enablers, dependencies and drivers necessary to support the execution of activities, related to specific strategic objectives. It also identifies the possible lack thereof prior to the implementation of strategic plans. Specific alternatives or workarounds can be identified to ensure continuity in respect of the implementation processes related to specific strategic objectives. In this way, the above approach will enhance the effective and efficient management and coordination of an organisation to drive intended strategic outcomes within a specific process, taking into account project management-driven principles within a specific sequence of activities (grouping together what belongs together). The latter will involve all roleplayers in the work situation accountable for the implementation process (creating ownership). By doing this, duplication and overlapping of activities will be eliminated and connectivity/alignment between specific strategic objectives and their implementation will be enforced. The focus falls on the entire key/core process and cycle, producing outcomes of success in respect of the implementation of objectives (the right people will be doing the right things at the right time). / Public Administration & Management / M.A. (Public Administration)

Text in English / The primary aim of this study is to explore and describe experiences of peer helpers at an Open Distance Learning institution since the start of their joining the Unisa Peer Help Volunteer Programme. This study was conducted with the intention of granting the peer helpers an opportunity to reflect on their individual experiences and in so doing in laying the foundation for future studies, intended to steer the Unisa peer help volunteer programme to new frontiers, while simultaneously highlighting the contribution that has been made by the Unisa Peer Help Voluntary Programme. An intrinsic case study design has been utilised in order to gain comprehensive insight into peer helpers’ experiences. A sample of seven peer helpers were interviewed using the semi-structured interview technique. The main findings from this study can be categorised into four distinctive themes namely: (a) the peer helpers’ goals for joining the Unisa Peer Help Volunteer Programme; (b) construction of roles as peer helpers at an open distance learning institution; (c) positive experiences of participating in the Unisa peer help volunteer programme; and (d) the negative experiences of participating in the Unisa Peer Help Volunteer Programme. The findings have painted a positive picture of how the Unisa peer help volunteer programme has contributed in shaping the lives of the peer helpers. / Psychology / M.A. (Psychology (Research Consultation))

This study was conducted at the University of South Africa in the Department of Information Science and looked at the students’ perception about e-learning. The study context was Open Distance Learning (ODL) which allows multi-dimensional e-learning aimed at bridging the time, geographical, economic, social, educational and communication distance between student and institution, student and academics, student and courseware and student and peers. It has emerged in the literature that student’ perceptions and understanding of e-learning are susceptible to challenges related to infrastructure, geographic location, skills set, support services, pedagogical matters and other related matters. These challenges are likely to affect the students’ perceptions of e-learning which is likely to have a negative impact on effective learning as well as success and completion rates. The main aim of the study was to examine the perceptions of Information Science students towards e-learning. This study opted for multi-methods. The quantitative approach which involves the use of controlled questionnaires was employed. The questionnaire was designed in the web survey for the purpose of reaching scattered respondents and the opportunity to obtain large numbers of respondents to contribute. Also the qualitative method was considered as appropriate for this study because it helped to conceptualise the research and enabled the researcher to gather information from lecturers on influencing students and the strategies used to promote e-learning. The overall population of this study was 125 students and 17 lecturers. The study revealed that not all students knew what e-learning was, and the major challenge was the internet access as students complained about the shortage of internet bundles. Many students at UNISA considered e-learning as a flexible for teaching and studying method because it is not bound to a particular time and place, also they commended that the usability of myUnisa has created more accessibility in learning environment for tuition. If the current students are not assisted with the lowest prices for internet access, students might not continue interacting with lecturers in the e-learning platforms. Also, first year students at UNISA should be trained for the e-learning environment and be given an overview of the UNISA e-learning platform. / Information Science / M. Inf.

This study was conducted at the UNISA Library. The study sought to investigate the information technology skills and competencies of the library staff members in the Information Resource Distribution directorate of the University of South Africa Library, with regard to the utilisation and application of information technology tools to handle or process online requests from remote clients timeously and efficiently. Observation, questionnaires and interviews were used to collect data, whereby all the information resource distribution staff members and their supervisors were asked to participate. The study found that information resource distribution staff members were skilled and competent with regard to processing online requests from remote clients. This means that they were able to use IT to process and deliver requested information resources. However, observation indicated that staff members lack the dedication and commitment to ensure speedy processing and delivery of requests. In addition, they were faced with problems and challenges that impacted on them not providing quality services to remote clients. The researcher outlined some recommendations that could be helpful in solving these identified challenges. / Information Science / M.A. (Information Science)

During the 21st century, electronic resources have become an important component in every sector of society and the academic sector is no exception. Academic libraries worldwide have adopted the technologies involved in electronic resources, with some replacing their traditional collections with e-resources, which are more accessible by users. This study was conducted at the University of South Africa (Unisa) and was aimed at investigating the levels of awareness and usage of e-resources by third-year students in the School of Arts. The study used the descriptive survey study design, which is quantitative in approach. The target population comprised of 5 377 third-year students enrolled in the seven departments in the School of Arts and a proportional sample of 360 students was drawn from the population by using stratified random sampling. Library staff was also included in the study, in order to determine students’ usage patterns of e-resources and to establish initiatives available at the Unisa Library to increase awareness and use of e-resources. Online questionnaires distributed via Survey Monkey were used as the data collection instrument. The study established that the Unisa Library subscribes to a wide range of e-resources and has a number of initiatives in place to encourage the awareness and usage of these resources. However, 50, 3% of the student respondents were unaware of the availability of Unisa e-resources. The study also established that the majority of students use e-resources for study and research and that, although they have basic information and communication technologies (ICTs) skills, the majority of students lack advanced information search and retrieval skills, which are required to utilise e-resources properly. The four main barriers that prevent students from accessing and using e-resources were the cost of access to the internet, unavailability of relevant literature for studies, lack of time to do online searches and preference for information freely available on the internet. To encourage increased awareness and use of e-resources, the study recommend the development of an e-resources marketing strategy, the introduction of an information literacy module for all first-year students, the provision of infrastructure and technologies for access, development of specialised library assistance services, balancing of the electronic library collections across different subjects, tutors including more e-resources references in study guides and tutorial letters and hiring of more library staff. The study concludes that the Unisa Library has a wide variety of electronic library resources and services needed in academic institutions, but awareness and usage of the resources is quite low, due to several factors highlighted in the study. Therefore, the Library should step forward and ensure that the resources are fully utilised by following the recommendations suggested in the study. / Information Science / M. Inf.