A research report submitted to Faculty of Science, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Science, 2012. / The study aims to identify the variables which best predict completion of four year undergraduate degree programmes, in the Schools of Construction Economics and Management and Architecture and Planning, at the University of Witwatersrand (Wits) in South Africa. The research is important to the University and in particular the schools under investigation, because there are only a few studies done in South African universities on this topic and it will contribute to the knowledge on variables that positively influence Time-to-Degree. Selected demographic variables such as Gender, Race, and Home Language were analysed. Other variables considered include: University Courses, First Year Scores, Matric Aggregate, Financial Aid and Residence Status. The Binary Logistic Models, a Multinomial Logistic Model and Classification Tree Model were developed to test for the significance of the predictor variables at 5% level of significance. The Statistical packages that were used in the analysis of data are Statistical Package for Social Sciences (SPSS), Statistical Analysis System (SAS). The logistic regression models indicated that Home Language is English and the first year university course Building Quantities 1 are the most important predictors of Time-to-Degree. The other variables that were significant are Gender is Female, Not Repeat, Theory & Practice of QS 1, Architectural Representation I, Building Quantities 1, Construction Planning and Design, Physics Building and Planning for Property Developers. Architectural Representation I, Building Quantities 1, Construction Planning and Design, Physics Building and Planning for Property Developers. Matric Aggregate is an important predictor of university first year success though it has no impact on TTD. The Classification Tree indicated that passing first year at university was significant as it increases the chances of completing the degree programme within the minimum time.

The South African government introduced Affirmative Action in 1998 to redress historical workplace discrimination. The South African moral imperative considers Affirmative Action to be a necessary instrument of change influencing social and economic equality, which impacts on the development of Blacks. Affirmative Action is being researched in academic circles for reasons other than moral concern, which calls for a new breed of scientist to take equitable academic demographics into consideration. The exploratory study in question aimed to identify employees’ perceptions on Affirmative Action within the Faculty of Health Sciences at the University of Witwatersrand. The survey method was utilized in the study and opinions were elicited from 108 respondents in the Faculty. The results were analysed both qualitatively and quantitatively in order to gain a comprehensive insight into the perceptions. The focus of the study included: profile of the respondents, staffing and standards, employee development and mentorship, attitudes, training and culture. The findings of the investigation indicated that progress achieved by Affirmative Action within the Faculty was generally perceived to be slow. However, there appeared to be no problems related to holistic practices established in support of Affirmative Action. / Prof. W. Backer

A thesis submitted to the Faculty of Arts, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Doctor of Philosophy / This thesis focuses on a selection of biographical treatments of Charles Darwin dating from 1887 to 1991, and through these explores certain shifts in the purposes and assumptions of biography since the Victorian period. An introductory discussion of problematic features in standard histories of biography is followed by an overview of the biographical material that surrounds Darwin. Four works are then analysed in detail. These are: The Life and Letters of Charles Darwin edited by his son Francis Darwin. (1887); Charles Darwin: The fragmentary man by Geoffrey West (1937); Darwin and the Beagle by Alan Moorehead (1969); and Darwin by Adrian Desmond and James Moore (1991). The disparities between these works - disparities in purpose, form, and the image of Darwin that each presents - are so great that one must question whether biography is a continuous, evolving family of texts. Is it not, rather, a conglomeration of approaches to life-writing - approaches which critics have grouped into a single genre much as the ancients grouped whales with fishes, on the basis that "because certain of their structural features are analogous, they must be generically-related"? The findings of this thesis do not supply a comprehensive answer, but affirm that we need to re-evaluate concepts like "the evolution of biography". In an appendix I analyse The Life of Richard Owen by R.S. Owen (1894) and thereby reconsider certain of my conclusions about Victorian biography. (Owen was the most eminent naturalist of the era and is often supposed to have been Darwin's greatest rival, hence my choice of this particular work.) / AC 2018

This piece is an empirical study of how students experience and conceptualise internationalisation of higher education at the University of the Witwatersrand (Wits), South Africa. The central question of this empirical study is, how do students experience and conceptualise internationalisation of higher education at Wits? The conceptual framework presents Wits within three domains, which are the Official, Pedagogical and Social, as the context within which the university operates. Using a qualitative methodology – phenomenography – that aims to explore the qualitatively different ways in which a group of people experience a specific phenomenon, in this case internationalisation of higher education, four main constructs about internationalisation have emerged from students’ accounts: (I) internationalisation as Wits is striving to be a top global university; (II) internationalisation as the presence of international students; (III) internationalisation as an issue of mutual respect and acceptance, and (IV) internationalisation as enhancing the students’ learning experience. The argument is that, though students converge on these conceptions, their differences regarding the emphasis and significance points to a scenario of unbalanced institutional mediation, with strong mediation within the logic of dominant pedagogical practice in the university, constrained by forms of weak mediation in the social domain.

No description available.

A research report submitted to the Faculty of Science, in partial fulfilment of the requirements for the degree of Master of Science, University of the Witwatersrand. Johannesburg, 2016. / The challenges facing humanity are presenting at an unprecedented scale and complexity. Climate change, biodiversity loss, land degradation, ocean depletion, poverty, inequality, and failing health care and educational systems are among the problems that have come to be defined as "wicked" because of their spread and interconnectedness. At the same time, there has been an increasing realisation that multi-, inter- and transdisciplinary (MIT) research is critical to addressing these complex global challenges. This research identified some of the barriers and enablers to MIT research at the University of the Witwatersrand (Wits), based on interviews with researchers and research managers at the University who have been involved in conducting or facilitating MIT research. [Abbreviated Abstract. Open document to view full version] / LG2017

Degree of Master of Science by research only: A Dissertation submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Master of Science. Signed on September 10, 2015 in Johannesburg / The past few years have seen an increase in the number of first year students registering in the School of Computer Science at Wits University. These students come from different backgrounds both academically and socially. As do many other institutions, Wits University collects and stores vast amounts of data about the students they enrol and teach. However this data is not always used after being stored. The area of Educational Data Mining (EDM) focuses on using this stored data to find trends and patterns that could enhance the knowledge about the student’s behavior, their academic performance and the learning environment. This longitudinal study focuses on the application of EDM techniques to obtain a better understanding of some of the factors that influence the academic performance of first year computer science students at the University of the Witwatersrand. Knowledge obtained using these techniques could assist in increasing the number of students who complete their studies successfully and identifying students who are at risk of failing and ensuring that early intervention processes can be put into place. A modified version of the CRISP-DM (CRoss-Industry Standard Process for Data Mining) was used, with three data mining techniques, namely: Classification, Clustering and Association Rule Mining. Three algorithms were compared in the first two techniques while only one algorithm was used in the Association Rule Mining. For the classification technique, the three algorithms that were compared were the J48 Classifier, Decision Table and Na¨ıve Bayes algorithm. The clustering algorithms used included the Simple K-means, Expectation Maximization (EM) and the Farthest First algorithm. Finally, the Predictive Apriori algorithm was selected as the Association Rule Mining technique. Historical Computer Science I data, from 2006 to 2011, was used as the training data. This set of data was used to find relationships within the data that could assist with predictive modeling. For each of the selected techniques a model was created using the training data set. These models were incorporated in a tool, the Success or Failure Determiner (SOFD), that was created specifically as part of this research. Thereafter, the test data set was put through the SOFD tool in the testing phase. Test data sets usually contain a variable whose value is predicted using the models built during the training phase. The 2012 Computer Science I data instances were used during the testing phase. The investigations brought forth both expected and interesting results. A good relationship was found between academic performance in Computer Science and three of the factors investigated: Mathematics I, mid-year mark and the module perceived to be the most difficult in the course. The relationship between Mathematics and Computer Science was expected, However, the other two factors (mid-year mark and most difficult module) are new, and may need to be further investigated in other courses or in future studies. An interesting finding from the Mathematics investigation was the better relationship between Computer Science and Algebra rather than Calculus. Using these three factors to predict Computer Science performance could assist in improving throughput and retention rates by identifying students at risk of failing, before they write their final examinations. The Association Rule Mining technique assisted in identifying the selection of courses that could yield the best academic performance overall, in first year. This finding is important, since the information obtained could be used during the registration process to assist students in making the correct decisions when selecting the courses they would like to do. The overall results show that using data mining techniques and historical data collected atWits University about first year Computer Science (CS-1) students can assist in obtaining meaningful information and knowledge, from which a better unii derstanding of present and future generations of CS-1 students can be derived, and solutions found to some of the academic problems and challenges facing them. Additionally this can assist in obtaining a better understanding of the students and factors that influence their academic performance. This study can be extended to include more courses withinWits University and other higher educational institutions. Keywords. Educational Data Mining, CRISP-DM, Classification, Clustering, Association Rule Mining, J48 Classifier, Decision Table, Na¨ıve Bayes, Simple K-means, Expectation Maximization, Farthest First, Predictive Apriori

This research explored trends in male body image amongst South African men aged 18 to 25 years. A questionnaire consisting of a demographic section, the Body Image Test, the Behaviours Checklist and the Eating Disorders Inventory was administered to 50 male students from the University of the Witwatersrand. Trends in body dissatisfaction, body enhancing behaviour and eating disorder symptoms were examined. Correlation analyses were used to infer relationships between these three variables. The results showed that the sample group on average view themselves as overly muscular and have a body image ideal that is less muscular than their perceived body image. This trend is contrary to trends reported in international studies and is thought to represent the cultural effects of using a South African population that is diverse in its composition as compared to an American or European samples that are more homogenous in nature. The results also showed that there were differences in body image trends between different racial groupings, although the results did indicate that across the racial groupings there was a similar societal body image ideal that represents a global trend towards a lean, muscular male body image. The results showed that the sample did not engage in body enhancing behaviours that are considered excessive or indicative of body image dissatisfaction. This was also reflected by the results on the Eating Disorders Inventory that showed considerably lower scores on the symptom scales when compared to a clinical eating disordered population and a non-clinical female comparison group. The results also showed that the sample had lower scores on the behavioural symptom scales yet higher scores on the attitudinal symptom scales. This indicates that the sample did not display any significant eating disorder behaviours yet did display personality traits that are correlated to eating disordered behaviour. There was no correlation between body dissatisfaction and body enhancing behaviour. There was a positive correlation between body dissatisfaction and the symptom scale of interpersonal distrust. A positive correlation also occurred between body enhancing behaviour and the symptom scales for perfection and drive for thinness. Limitations of the study and recommendations for future research are discussed.

Student Number : 0314897V - MA research report - School of Social Science - Faculty of Humanties / This research report asks ‘how effective has academic staff transformation been at the University of Cape Town (UCT) and the University of the Witwatersrand (Wits)?’ This question was examined from four angles: i) the historical engagement of UCT and Wits, as employers, with race, class and gender, ii) the impact of government directive and the legislative context on the transformation of higher education workplaces, iii) the institutional role and response of UCT and Wits to the race, class and gender of their academic staff and iv) academics’ experience of UCT and Wits as workplaces. The findings are based on in-depth interviews with 50 academic and senior executive staff at UCT and Wits. The results illustrate both continuity and change in the way in which academic staff experience institutions. Whilst there are progressive elements identified, there are also disconcerting expressions of prejudice, discrimination and harassment which undermine the transformation process.

A research report submitted to the WITS School of Education, Faculty of Humanities; University of the Witwatersrand in partial fulfilment of the requirements for the degree of Master of Education by combination of coursework and research, Johannesburg, 2017 / Student success at university is dependent on various academic and non-academic factors. Some students may face barriers to their success due to these factors. Academic development for students and staff, as well as student support programmes can play an important role in helping students to overcome the barriers they may be experiencing. This study aims to differentiate between different forms of academic development and student support, and their functions as well as to understand how these types of programmes or initiatives were conceptualised and operationalized at WITS. An important aim was to understand the provision of academic development and student support from the top-down, through examining WITS‟s policies on these issues. This was done through a comparative case study of two Schools in different Faculties at WITS. A series of interviews was conducted with practitioners working within programmes, at Faculty and School-level, and those who have had extensive experience within the field. What emerges from this research is that there are different programmes or initiatives in place in both Schools. These include teaching and learning development initiatives, student academic development programmes and student support programmes. However, without a policy or guidelines, the nature of academic development and student support tends to be uneven and each of the practitioners had varied perspectives based on their experiences in the field. There are various challenges faced by the programmes, but these are navigated differently by the practitioners given their context and agency. This unevenness and the varied experiences of the practitioners in this study tend to suggest the need for a policy to guide the implementation of academic development and student support. / XL2019