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A needs assessment and implementation guidelines for an Employee Assistance Programme at the University of the NorthSithole, Sello Levy 13 September 2007 (has links)
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
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Media relations management within a changing environment with specific reference to the University of the NorthMaqoko, Mlamli Cecil 04 1900 (has links)
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.
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University adult education approches: developing a model for the Qwa-qwa campus of the University of the NorthMatobako, Thabang Sello 22 May 2014 (has links)
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.
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Towards meaningful teaching and learning at the University of the NorthWhite, Christopher William 11 1900 (has links)
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)
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Towards meaningful teaching and learning at the University of the NorthWhite, Christopher William 11 1900 (has links)
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)
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