Thesis (M.A.)--Northern Kentucky University, 2006. / Made available through ProQuest. Publication number: AAT 1435212. ProQuest document ID: 1136081441. Includes bibliographical references (p. 78-84)

Please read the abstract (Summary) in the section 00front of this document / Thesis (DPhil (Social Work))--University of Pretoria, 2007. / Social Work and Criminology / DPhil / unrestricted

Thesis (MPhil) -- University of Stellenbosch, 2001. / ENGLISH ABSTRACT: This study focused on the representation of the University of the North in the national media during the period 1994-1999. A preliminary survey of newspaper reports indicated that during the post 1994 elections period the University had been getting negative coverage from the national media, especially the Mai/&Guardian.This period was also characterized by the intensification of transformation processes and other challenges within tertiary institutions. The aim of the study was to investigate how the national print media portrayed the university during the period 1994-1999 and to find out what role the Media Directorate of the division Development and Public Relations has played in the whole process. Both internal and external factors which had an impact on the representation of the university were also explored. This study is important in the sense that media relations is regarded as a strategic management tool whose purpose is to create mutual understanding between an organization and its internal and external stakeholders - more especially during the period when organisations are facing both internal and external changes. Communication is therefore seen as a central tool which is facilitating the transformation process. Seen against the tendency of the media to concentrate on conflict and events as major news stories - a conflict of interests then emerges. Content analysis was used to analyse newspaper articles (from the Mai/&Guardian and Independent Online/Star) covering the university between the period 1994-1999 and interviews were conducted with respondents who had been chosen purposely or specifically because their activities had a direct bearing on the media situation. The major themes or issues which had been the major focus of the media during the said period were then identified and evaluated in terms of the nature of the portrayal of the university . The study showed that the University of the North had been negatively portrayed in the media and that the absence of a Media Relations Officer, Media Relations Policy and the tendency of the media to focus on conflict as a news value contributed to the negative image of the university. It is hoped that the study will contribute towards the formulation of a media relations policy at the university, the assessment of the pace of and the whole transformation process and will highlight the major challenges facing public relations departments (and specifically the media sections) of historically black institutions in the current political dispensation. / AFRIKAANSE OPSOMMING: Die studie ondersoek die mediadekking van die Universiteit van die Noorde in die pers gedurende die tydperk 1994-1999 landwyd. Voorafgaande oorsig oor koerantberigte het aangedui dat na die 1994 nasionale verkiesings die landwye pers In baie negatiewe beeld van die universiteit geskep het. Die nasion ale koerant Mail &Guardian het veral die Universiteit in In negatiewe lig geplaas. Gedurende hierdie tydperk het tersiere instellings 'n verheweging van transformasie-prosesse, gekoppel met ander uitdagings, ondervind. Die doelwit was om die beeld te ondersoek wat nasionale koerante van die Universiteit geskep het en die rol wat hierin gespeel is deur die Media Direktoraat, In onderafdeling van die Universiteit se Ontwikkelings- en Skakelafdeling. Interne en eksterne faktore wat 'n invloed op hierdie beeld kon he, is ondersoek. Organisasies se verhouding met die pers is 'n strategiese kwessie. 'n Wederkerige verstandhouding met interne en eksterne belanghebbendes is onder meer belangrik veral wanneer organisasies interne en eksterne verandering ondervind. Die pers se neiging om op konfliksituasies en soortgelyke gebeurtenisse te konsentreer, vereis des te meer goeie kommunikasie. Die inhoud van koerantberigte oor die Universiteit wat verskyn het in die Mail&Guardian en Independent Online/Star vanaf 1994 tot 1999 is ontleed. Die hooftemas uit die koerantberigte is ge·identifiseer en geevalueer teen die agtergrond van die beeld wat geskep is van die Universiteit. Daarna is onderhoude uitgevoer met werknemers wie se werk 'n direkte uitwerking het op die perssituasie. Die navorser het bevind dat die pers In slegte beeld van die Universiteit geskep het. Die afwesigheid van In persbeleid en 'n skakelbeampte wat spesifiek met die pers onderhandel, gepaard met die pers se neiging om konflik-situasies as nuus te beskou, het daartoe bygedra. Daar word gehoop dat die studie die bepaling van 'n persbeleid vir die Universiteit van die Noorde sal aanhelp. Verder word gehoop dat die Universiteit se benadering tot die transformasiesproses, asook die pas waarop dit plaasvind, geevalueer sal word. Laastens word gehoop dat dit die vernaamste uitdagings wat skakelafdelings (veral die pers-afdelings) van historiese swart instellings in die huidige politiek bedeling in die gesig staar, sal beklemtoon.

Thesis (M.S.) -- Mississippi State University. Department of Sociology, Anthropology, and Social Work. / Title from title screen. Includes bibliographical references.

This study develops a model for university adult education to guide the Qwa-Qwa Campus of the University of the North in its quest to play a role in adult education practice. It explores the route that the Qwa-Qwa Campus could take in extending its resources to a wide range of individuals, special interest groups and targeted audiences in the North-Eastern Free State community that was historically marginalised from university education. In developing the envisaged model the study explores a number of international and local (South African) approaches in university adult education. This academic endeavour is intended to provide some guidelines for the Qwa-Qwa Campus’ envisaged role in university adult education. In pursuance of these aims (lie study investigates the typical role that a university plays in adult education by reflecting on the following issues: _ University outreach __ Distance education _ University Extension programmes / service _ University adult and ccntmuing education _ Universities and communities __ Sources o f funding for university adult education practice. A review of literature including a home-page survey are used as methodologies of unravelling typical University Adult Education approaches of four universities in Australia ii(La Trobe, Deakin, Ballarat and Charles'STtirt), one university in the United States of America (Tuskegee), two universities in Southe; s Africa (Botswana and Lesotho) and four Universities in South , . . Africa (Western Cape, Cape ToWd, Witwatersrand and Transkei). Key people at selected South African Universities actively involved in adult education practice were interviewed. Three people fi/nn the community were interviewed to assess the needs of surrounding people in the Qwa-Qwa area. The study brings these elements together in an attempt to develop a realistic model for the involvement of the Qwa-Qwa Campus in adult education.

Thesis (M.A. (History)) -- University of Limpopo, 2022 / This study explores the socio-cultural experiences of students at the University of the North (UNIN) in the period between 1970 and 1994. The sampling of the study was purposive and involved thirteen (13) participants who were students at UNIN in the 1970s, 80s and 1990-1994. Data was collected using an interview guide and was analysed using the Thematic Content Analysis as outlined by Braun and Clark (2011). To make sense of the study aim and objectives, this study adopted a qualitative approach wearing an Afrocentric pair of lenses. As shown by literature and the study’s findings, Historically Black Universities (HBUs) in South Africa were established by the apartheid government with the aim of serving Black students excluded from attending segregated White-only universities. Some of the study findings are that former UNIN students were subjected to a racialised institutional autonomy, racialised educational curriculum as well as an unfriendly academic setting for both African students and staff. The study therefore argues for inclusive and Africanised institutions of higher learning in Africa and perhaps elsewhere in the world. This study also recommends that institutional autonomy and educational curricula should be in line with an Africanised value system.

In order to understand the dynamics of change taking place in universities in South Africa today and their impact on teaching and learning, specifically at the University of the North, an understanding of the changing nature of relationships in education is essential. Teaching and learning must not be seen in isolation, but in the context of a universal paradigm shift manifest in all walks of life. The relationship between teacher and learner too has fundamentally changed. In today's 'opensystems' paradigm, relationships have become temporary, horizontalized, other-directed and complex in nature. It is in the light of these realities that meaningful teaching and learning must take place. In the context of today's rapidly changing environment, dominated by technocracy and characterised by alienation and misunderstanding, the need for knowledge and leadership, in and through the University of the North, is crucial. This, in turn, can only be achieved if the University becomes accessible and accountable to the community. The process of transforming anachronistic, closed and authoritarian structures on campus towards openness and accountability has been fraught with conflict and opportunism. The University of the North developed from a once universal contradiction, having been created as a political necessity, towards becoming an educational necessity. This process has witnessed attempts at reformation, open rebellion and the quest for total transformation. The search for meaningful alternatives, as mirrored by the broader struggle in society against the contradictions of apartheid policy, has impacted on all walks of life at the University. Teaching and learning became highly politicised, characterised by open conflict and alienation, resulting in destruction of the culture of learning. The present process of transformation on campus, involving all stakeholders, has led to many achievements in the search for new relationships and new meanings. It is essential that the University belong to the community. Standing on the edge of chaos, the University needs to set an example in leadership, in accessibility, relevance, and in the promotion of Africanisation as a didactic principle through dialogue, openness and the sharing of knowledge through practical action at the grass roots level. / Educational Studies / D. Ed. (Didactics)

In order to understand the dynamics of change taking place in universities in South Africa today and their impact on teaching and learning, specifically at the University of the North, an understanding of the changing nature of relationships in education is essential. Teaching and learning must not be seen in isolation, but in the context of a universal paradigm shift manifest in all walks of life. The relationship between teacher and learner too has fundamentally changed. In today's 'opensystems' paradigm, relationships have become temporary, horizontalized, other-directed and complex in nature. It is in the light of these realities that meaningful teaching and learning must take place. In the context of today's rapidly changing environment, dominated by technocracy and characterised by alienation and misunderstanding, the need for knowledge and leadership, in and through the University of the North, is crucial. This, in turn, can only be achieved if the University becomes accessible and accountable to the community. The process of transforming anachronistic, closed and authoritarian structures on campus towards openness and accountability has been fraught with conflict and opportunism. The University of the North developed from a once universal contradiction, having been created as a political necessity, towards becoming an educational necessity. This process has witnessed attempts at reformation, open rebellion and the quest for total transformation. The search for meaningful alternatives, as mirrored by the broader struggle in society against the contradictions of apartheid policy, has impacted on all walks of life at the University. Teaching and learning became highly politicised, characterised by open conflict and alienation, resulting in destruction of the culture of learning. The present process of transformation on campus, involving all stakeholders, has led to many achievements in the search for new relationships and new meanings. It is essential that the University belong to the community. Standing on the edge of chaos, the University needs to set an example in leadership, in accessibility, relevance, and in the promotion of Africanisation as a didactic principle through dialogue, openness and the sharing of knowledge through practical action at the grass roots level. / Educational Studies / D. Ed. (Didactics)

The present thesis investigates the music and career of Jeffrey Lewis (born 1942). The thesis is broadly divided into three sections. First is an account of the composer’s life, told mainly through an overview of his works, but also through a sketch of his early years in South Wales, his studies in Cardiff, Darmstadt, Kraków and Paris, his academic career in Leeds and Bangor, and his subsequent early retirement from academia. There follows a more detailed study of six works from the period 1978 – 1985, during which certain features of Lewis’s musical language came to the fore, perhaps most notably a very individual and instantly recognisable use of modal language. After an Epilogue, the thesis concludes with an Appendix in the form of a Catalogue in which all Lewis’s known compositions are listed, together with details of performances, broadcasts and recordings. Lewis’s music often plays with our temporal expectations; the close interrelationship between texture, structure, harmony and melody, and its effect upon our perception of the passage of time, are explored in the main analyses. These are conducted partly by means of comparison with other works by Lewis or his contemporaries. Memoria is examined in relation to a similarly tranquil score, Naaotwá Lalá, by Giles Swayne. The following chapter discusses the extra-musical inspiration for Epitaph for Abelard and Heloise, whose relationship to Tableau is then explored in the next. The difficulties of creating a large-scale structure that unifies the work’s various harmonic elements are also investigated. The analysis of Carmen Paschale considers it in relation to Lewis’s other choral music, whilst the final analytical chapter compares and contrasts two three-movement works, the Piano Trio and the Fantasy for solo piano. Lewis’s melodic writing in the Piano Trio is discussed in relation to that of James MacMillan, and the origins of the first movement of Fantasy in Oliver Knussen’s Sonya’s Lullaby are explored. In the Epilogue, the possible reasons for Lewis’s current neglect are explored, various influences on Lewis’s musical thinking are laid out, and his achievements are assessed.