The main aim of the study was to investigate change of programmes of study at University of the Western Cape (UWC). This involved examining the extent, nature and possible range of factors which shape change of programmes. The factors influencing choice to study at UWC and choice of programmes formed the background for understanding the link between choice and change of programmes. The study focused on first-time entering undergraduates in selected faculties: Arts, Economics and Management Sciences (EMS) and Community and Health Sciences (CHS). The progression “pathways” of these students were tracked from first year of enrolment in 2001 to 2004. The findings of the longitudinal data showed that the percentage of students who changed their programmes in the Faculty of Arts and in CHS was very minimal. In total 5% changed their programmes in CHS in three-year programmes while in four-year programmes only 2% changed their programmes. In the Faculty of Arts in three-year and four-year programmes change of programmes ranged from 6% to 10%. The significant change of programmes of study happened in EMS which also had the highest enrolments. In total 18% of the students changed their programmes. It appeared from the statistical data that failure and academic exclusion could be associated with change of programmes of study. Other factors such as financial problems, poor grouping of courses, exploring and changing to preferred programmes as well came out from the interviews as major influences of change of programmes.

<p>The aim of this study was to determine whether or not knowledge was shared and created in the library of the University of the Western Cape (UWC). The study adopted the SECI model of Nonaka and Takeuchi (1995) as its theoretical framework. The service delivery points at the UWC library are as follows:&nbsp / Circulation section, which deals with walk-in&nbsp / users. These are users who, on a daily basis borrow books from and return books to the library. This section normally deals with queries such as users whose library cards are&nbsp / blocked due to outstanding library fines. It comprises front - desk staff, shelf attendants and inter-library loan staff members.&nbsp / Staff members working in the information section (IS)&nbsp / are referred to as faculty librarians (FAC/L&rsquo / s), who are regarded as section heads and liaise with faculties on campus on a regular basis. The information section deals with walk-in&nbsp / users on a daily basis.&nbsp / The other sections, namely cataloguing, acquisition and periodicals, provide mostly &lsquo / behind the scenes&rsquo / services, but their work is of such a nature that&nbsp / users have no access to their sections due to the strict policy with regard to areas of the library in which staff are working with new books and journals. Books and journals that are&nbsp / not on the cataloguing system are kept in the acquisitions and cataloguing section. This also has a significant impact on service delivery in the library. These sections have to&nbsp / ensure that books and journals are processed, in order for users to get access to these resources. This study attempted to answer the following research questions&nbsp / Is there&nbsp / evidence of knowledge sharing and creation in the UWC library? If so, what practices currently exist?&nbsp / How do staff share and create knowledge for service delivery not with general&nbsp / library users, but within and between the acquisitions, cataloguing and information sections?</p>

The main aim of the study was to investigate change of programmes of study at University of the Western Cape (UWC). This involved examining the extent, nature and possible range of factors which shape change of programmes. The factors influencing choice to study at UWC and choice of programmes formed the background for understanding the link between choice and change of programmes. The study focused on first-time entering undergraduates in selected faculties: Arts, Economics and Management Sciences (EMS) and Community and Health Sciences (CHS). The progression “pathways” of these students were tracked from first year of enrolment in 2001 to 2004. The findings of the longitudinal data showed that the percentage of students who changed their programmes in the Faculty of Arts and in CHS was very minimal. In total 5% changed their programmes in CHS in three-year programmes while in four-year programmes only 2% changed their programmes. In the Faculty of Arts in three-year and four-year programmes change of programmes ranged from 6% to 10%. The significant change of programmes of study happened in EMS which also had the highest enrolments. In total 18% of the students changed their programmes. It appeared from the statistical data that failure and academic exclusion could be associated with change of programmes of study. Other factors such as financial problems, poor grouping of courses, exploring and changing to preferred programmes as well came out from the interviews as major influences of change of programmes.

<p>The aim of this study was to determine whether or not knowledge was shared and created in the library of the University of the Western Cape (UWC). The study adopted the SECI model of Nonaka and Takeuchi (1995) as its theoretical framework. The service delivery points at the UWC library are as follows:&nbsp / Circulation section, which deals with walk-in&nbsp / users. These are users who, on a daily basis borrow books from and return books to the library. This section normally deals with queries such as users whose library cards are&nbsp / blocked due to outstanding library fines. It comprises front - desk staff, shelf attendants and inter-library loan staff members.&nbsp / Staff members working in the information section (IS)&nbsp / are referred to as faculty librarians (FAC/L&rsquo / s), who are regarded as section heads and liaise with faculties on campus on a regular basis. The information section deals with walk-in&nbsp / users on a daily basis.&nbsp / The other sections, namely cataloguing, acquisition and periodicals, provide mostly &lsquo / behind the scenes&rsquo / services, but their work is of such a nature that&nbsp / users have no access to their sections due to the strict policy with regard to areas of the library in which staff are working with new books and journals. Books and journals that are&nbsp / not on the cataloguing system are kept in the acquisitions and cataloguing section. This also has a significant impact on service delivery in the library. These sections have to&nbsp / ensure that books and journals are processed, in order for users to get access to these resources. This study attempted to answer the following research questions&nbsp / Is there&nbsp / evidence of knowledge sharing and creation in the UWC library? If so, what practices currently exist?&nbsp / How do staff share and create knowledge for service delivery not with general&nbsp / library users, but within and between the acquisitions, cataloguing and information sections?</p>

Magister Educationis - MEd / This study investigated access to and use of Information and Communication Technology by students at the University of the Western Cape. It examined how the issues of access and use play out at the microlevel of a historically disadvantaged institution in South Africa by investigating the institutional arrangements and practices of different computer laboratories. / South Africa

Magister Educationis - MEd / The main aim of the study was to investigate change of programmes of study at University of the Western Cape (UWC). This involved examining the extent, nature and possible range of factors which shape change of programmes. The factors influencing choice to study at UWC and choice of programmes formed the background for understanding the link between choice and change of programmes. The study focused on first-time entering undergraduates in selected faculties: Arts, Economics and Management Sciences (EMS) and Community and Health Sciences (CHS). The progression “pathways†of these students were tracked from first year of enrolment in 2001 to 2004. The findings of the longitudinal data showed that the percentage of students who changed their programmes in the Faculty of Arts and in CHS was very minimal. In total 5% changed their programmes in CHS in three-year programmes while in four-year programmes only 2% changed their programmes. In the Faculty of Arts in three-year and four-year programmes change of programmes ranged from 6% to 10%. The significant change of programmes of study happened in EMS which also had the highest enrolments. In total 18% of the students changed their programmes. It appeared from the statistical data that failure and academic exclusion could be associated with change of programmes of study. Other factors such as financial problems, poor grouping of courses, exploring and changing to preferred programmes as well came out from the interviews as major influences of change of programmes. / South Africa

Magister Bibliothecologiae - MBibl / The aim of this study was to determine whether or not knowledge was shared and created in the library of the University of the Western Cape (UWC). The study adopted the SECI model of Nonaka and Takeuchi (1995) as its theoretical framework. The service delivery points at the UWC library are as follows: Circulation section, which deals with walk-in users. These are users who, on a daily basis borrow books from and return books to the library. This section normally deals with queries such as users whose library cards are blocked due to outstanding library fines. It comprises front - desk staff, shelf attendants and inter-library loan staff members. Staff members working in the information section (IS) are referred to as faculty librarians (FAC/L’s), who are regarded as section heads and liaise with faculties on campus on a regular basis. The information section deals with walk-in users on a daily basis. The other sections, namely cataloguing, acquisition and periodicals, provide mostly ‘behind the scenes’ services, but their work is of such a nature that users have no access to their sections due to the strict policy with regard to areas of the library in which staff are working with new books and journals. Books and journals that are not on the cataloguing system are kept in the acquisitions and cataloguing section. This also has a significant impact on service delivery in the library. These sections have to ensure that books and journals are processed, in order for users to get access to these resources. This study attempted to answer the following research questions Is there evidence of knowledge sharing and creation in the UWC library? If so, what practices currently exist? How do staff share and create knowledge for service delivery not with general library users, but within and between the acquisitions, cataloguing and information sections? / South Africa

Magister Public Health - MPH / Interprofessional Education (IPE) for the undergraduate health sciences students has been seen as a vehicle that could prepare health professionals for improved collaboration in health care (Reeves, 2000). Early health curricula did not allow interaction among students of different disciplines. As a result students were equipped to only function in their own disciplines for their own professional purposes (Beatty, 1986). The Faculty of Community and Health Sciences (CHS), at the University of the Western Cape (UWC), introduced IPE in 1994 and established an Interdisciplinary Teaching and Learning unit (ITLU) to coordinate the interdisciplinary structured modules for undergraduate community and health sciences students. This research is an additional qualitative inquiry which is part of a bigger IPE study. The main aim of the bigger study, coordinated by the Collaboration for Health Equity in Education and Research (CHEER), is to investigate the impact of Collaborative Interprofessional Education and Practice on the development of socially responsible graduates who are well equipped to practice in rural and disadvantaged areas. This researcher aimed to explore the insights and attitudes of the current third and fourth year undergraduate community and health sciences students who are involved in the IPE programme regarding their appreciation of the other students‟ profession and their attitude to future interprofessional collaboration. Students were asked about their experiences in the IPE programme focusing on their initial experience, interaction in interprofessional groups and insights, and attitudes to being involved in the programme. Based on their experiences, they were also asked to provide recommendations for the programme. An exploratory qualitative study was conducted using focus group discussions and semi-structured interviews. Six focus group discussions were held with 3rd and 4th year students from occupational therapy, psychology, social work, physiotherapy and nursing at UWC to explore in-depth students‟ insights and attitudes towards the IPE programme. Two additional interviews were conducted with students individually. Six semi-structured interviews were conducted to obtain background information from key informants (Unit coordinator, Course convenor, two field coordinators and two lecturers) involved in the IPE programme at the UWC. The data collected were then transcribed and analysed by thematic content analysis. The findings revealed that the UWC IPE programme is very useful and important and can be potentially beneficial in health professional training especially in fostering collaboration. The results show both positive and negative attitudes by students at their initial encounter with the programme and a shift to a positive attitude and greater insight as students became more involved in the programme. The positive attitude is linked to an appreciation of their own and other professions‟ roles; recognition of the importance of a collaborative role in the health care setting and the relevance of the programme (content, practical work) to their work. The negative attitudes emanate from uncertainties and structural challenges within the programme (timing, lecturing process, etc). There are also challenges linked to course organisation which are important to improving the programme and have a potential to influence the attitudes of students.

Magister Psychologiae - MPsych / Tobacco smoking is the second major cause of preventable deaths in South Africa. The Western Cape has the second highest smoking rates in South Africa and the highest smoking rate among young women. Previous studies indicate that female smokers are more vulnerable to the harmful effects of smoking than males. The aim of this study was to investigate the knowledge, attitudes and beliefs regarding health risks of tobacco use among female undergraduate students at the University of the Western Cape. A sample of 210 female psychology 1 students were recruited and served as research participants. Data was collected using a self-administered questionnaire adapted from instruments measuring knowledge, attitudes and beliefs regarding the health risks of tobacco smoking. Descriptive and Inferential statistics were used to analyse the data. The Health Belief Model was used as the theoretical framework for this study. The results showed a 20% prevalence of smoking among the students. Differences were found among smoking and non-smoking participants regarding their knowledge, attitudes and beliefs about the health risks of tobacco smoking. The results of the study may inform smoking prevention and intervention strategies aimed at female students on campus.

Magister Educationis - MEd / The purpose of this case study was to investigate how the Francophone students from Congo, Gabon and Cameroon negotiated competence and identities in English (L2) in and outside the classroom. The study also aimed at understanding the nature and extent of academic support that was made available to the Francophone students who had to learn through the medium of English (L2) at the University of the Western Cape (UWC). Through the lens of the sociocultural and poststructural theories, the study argues that identity construction in a second language is a fluid phenomenon which should be understood within a particular context, particularly in multilingual environments like UWC. The study followed a qualitative research design which involved three methods of data collection, namely, observations, semi-structured interviews and student narratives. A thematic analytical framework was used to understand the Francophone students’ experiences, and how they negotiated and (re)constructed competence and identity in English (L2) in the lecture rooms and in local communities. The findings of the study indicate that English (L2) was perceived as an investment by the Francophone students. They show that competence in English (L2) was a source of voice and agency for the students. They also illustrate that there is a close relationship between (second) language learning and identity construction, and that identity is socially constructed. The study concludes that identity construction is a fluid phenomenon which should be understood in relation to the changing social context, which is embedded in language competence.