[Extract from message from Minister of Higher Education and Training, Hon. Dr BE Nzimande]: The 10th Edition focuses on the highly relevant issue of ‘Higher Education Internationalisation in the Development of Africa’. The internationalisation of higher education is of great importance for the continent, if Africa wants to be able to compete and participate in a global context. Currently, there are only three African institutions in the Top 500 of the Shanghai Academic Ranking of World Universities and all of these are in South Africa. Similarly, one South African institution appears in the Top 200 of the Times Higher Education World Ranking and no other African universities are represented. Despite being cautious about the methodology used to derive rankings, our aim in higher education should be to actively compete internationally and, more importantly, to serve the developmental challenges of Africa. It is imperative that Africa engages internationally and participates in the development of humanity’s knowledge. Research outputs and publications are particularly low on the continent, and African universities need to develop their research capabilities and direct resources to this important function. It is particularly important that research, which affects Africa and its development, is conducted on a large scale on the continent, supported by collaborative work and partnerships, rather than being carried out predominantly in other countries. The time has come for the tide to change and for our researchers and academics to focus on research opportunities presented on the continent. This is an important step for Africa to take if it is to deal effectively with the problems it faces and take its place in the international arena. One way to increase and develop knowledge outputs is through collaboration. An important opportunity for South African universities is the Erasmus Mundus Programme funded through the European Union (EU). This programme encourages collaboration between South African and European universities and provides resources for the exchange of staff and students within specific research programmes. It is also important for Africa to develop the research collaboration within the continent and with other developing and developed countries. In this regard, the Intra-ACP (Africa-Caribbean-Pacific) Scheme is of great importance. This initiative by the African Union (AU), working in collaboration with the EU, provides the opportunity for academic staff and student exchanges between universities in these regions. Intra-African exchanges are of particular importance in developing the continent’s capacity. Through such programmes African universities can work together to develop research and participate in the knowledge economy. We should also not ignore the challenges faced in improving the quality of teaching and learning in African universities, including many in South Africa. If sufficient attention and resources are not directed to improving these most basic activities of higher education, we will not only fail to meet the continent’s human resource development needs, but we will fail to establish the basis for future research advancement. Student mobility is very much a part of our fabric and provides the necessary intellectual stimulation, which is an essential part of student life. The number of African students from outside South Africa studying at South African institutions is growing annually, as is the number of non-African students. The networks established through such internationalisation are invaluable. There are also large numbers of our own students who, through universities’ reciprocal agreements, are studying abroad. The information provided in this publication provides a valuable opportunity to showcase our higher education sector and goes a long way to providing the necessary facts to encourage such student mobility.

[Extract from message from Minister of Higher Education and Training, Hon. Dr BE Nzimande]: It gives me pleasure to provide support to the International Education Association of South Africa’s (IEASA) 9th edition of the Study South Africa publication. The focus of this edition, which is Higher Education and Development in South Africa, is most appropriate today as South Africa continuously strives to ensure that higher education remains relevant and responsive to the developmental needs of the country. To this end, we always have to bear in mind that South Africa is a developing country, and as such still confronts challenges such as poverty and under-development. These challenges are characteristic of most developing countries, particularly in sub-Saharan Africa. Thus, our higher education sector, through its core functions of teaching, research, and community engagement, should seek to address these issues especially as they affect the poor and other vulnerable members of our society. Since we became a democratic state in 1994, South Africa has gone a long way to transform and restructure our higher education system to ensure amongst others equity with regard to the demographics of our staff and student population. The gender and racial profile of our students has improved significantly over the years to the extent that we now have black and female students constituting the majority at our institutions, especially at undergraduate level. It is also pleasing to note that our institutions enjoy good international standing. South African researchers and institutions continue to engage in research collaborations with their peers and counterparts around the world, and thus, are integral parts of research programmes and networks. With respect to student mobility, our higher education institutions continue to attract large numbers of international students, particularly from other parts of Africa. In 2007 the number of international students enrolled at our institutions was counted at 59 209, a significant increase from 44 439 in 2000. About 85% of these students originate from the African continent, more specifically the Southern African Development Community (SADC) region. Several factors account for the increase in the number of international students coming to South Africa. These include the country’s natural and ecological resources, rich and diverse cultural heritage, and the stable socio-political conditions. The consistent growth in the number of international students seeking to study in South Africa is a positive affirmation on the quality of the country’s institutions and the international reputation of their academics and qualifications. As a country, we see this growth as a positive development as it provides us with the opportunity not only to impart or relate our experiences, but also, to learn from others, and by so doing further enhance the international standing of our higher education system.

[Extract from message from Minister of Higher Education, Hon. Naledi Pandor]: It gives me great pleasure to endorse the 7th edition of Study South Africa. The International Education Association of South Africa (IEASA) has once again produced a publication that provides valuable insights and information about South African public universities and their place in the global higher education arena I welcome this publication and congratulate IEASA for its hard work in promoting our higher education institutions internationally. Study South Africa gives a comprehensive picture of higher education in our country. At a glance, the enquirer is able to see all that South African higher education has to offer diversity in terms of institutions, the wide range of affordable courses on offer, the international acceptability of South African qualifications as well as the rich multi-cultural experiences of our campuses. In short, the Guide provides a summary of everything that will assist the potential student to actualise his or her full potential. South African higher education is founded on broad social values such as respect for human life and dignity, commitment to equality and human rights, respect for diversity and nonsexism. Our education system seeks to construct citizens who are conscious of these values and therefore aware of their responsibilities in life and in the lives of others. These values are reflected in the diverse offerings by institutions covered in the Guide. In addition, we have specific mechanisms in place to facilitate internationalisation, and our immigration policies have been relaxed to make it easier for international students, academics and other higher education staff to enter the country and stay for the duration of their planned activity. We also subsidise students from the continent in terms of our policy on the state subsidisation of foreign students at higher education institutions. South Africa shares the global concern about the digital and information divide. We are of the view that access to information is empowering and would therefore like to see as many citizens of our country and the continent connected with the rest of the world, both digitally and in terms of knowledge. By staying in touch with the rest of the world through information sharing and exchange programmes, we minimise this information gap. It is for this reason, therefore, that the work of IEASA in the form of this publication is applauded, because it seeks to promote such exchanges and information sharing. There is no question that through internationalisation we can impact on our political, economic, cultural and social transformation. We can also address our skills shortage, build research capacity, enrich curricula and enhance the student experience. Collectively higher education institutions in South Africa offer an impressive array of information and communication technologies, well stocked and interconnected libraries and some scholars who are among the best in the world, making the country a destination of choice for both Africans and students from abroad. We aspire to make all our international partners, students and staff feel at home and content with what our institutions offer them, pleasant living and study or work environments. We want them to be proud of their association with South African higher education and be ambassadors for the system once they leave South Africa.

[Extract from message from Minister of Higher Education, Hon. Naledi Pandor]: It is a great pleasure for me to give a word of support to the sixth edition of Study South Africa: The Guide to South African Higher Education. I am particularly pleased with the effort and level of commitment shown by the International Education Association of South Africa (IEASA) in promoting South African higher education institutions internationally. The internationalisation of our higher education system is an acknowledgement that South African universities have a valuable contribution to make to the global higher education community, and in particular on the African continent. In this regard, I am pleased to note that of the 52,000 international students enrolled in our institutions, the majority come from the African continent. South Africa's higher education institutions offer unique benefits for international students, blending the experience of living in Africa with the opportunity to obtain internationally recognised qualifications at reasonably affordable costs. Also, high quality educational infrastructure, unique research opportunities, and a rich variety of cultures make South Africa one of the favourable study destinations for many international students. More than ever before our institutions are working hard to ensure that they provide high quality education, comparable to the best in the world. Our institutions continue to strive towards excellence and also to encourage international students, particularly those from Africa, upon completion of their studies to go back and make valuable contributions to the socio-economic development of their home countries. IEASA, Higher Education South Africa (HESA) and our universities have played a valuable role in reinforcing South Africa's international relations in academic and research exchange programmes. The Ministry would like to take this opportunity to commend IEASA and HESA for the dedicated efforts and targeted interventions made towards achieving our national priorities.

[Extract from message from Minister of Higher Education, Hon. Naledi Pandor]: The International Education Association of South Africa (IEASA) has produced yet another magnificent publication on higher education in South Africa It is an excellent source of information for everyone interested in universities and research in this country. It is especially useful for international students who plan to study in South Africa, and for people involved in developing international programmes. The theme of this edition, “The role of internationalisation in South Africa’s knowledge environment, is opportune at this juncture. It provides role-players in higher education with the opportunity to examine critical issues such as the place, purposes, benefits and limitations of internationalisation in the sector and the contribution internationalisation makes to the knowledge economy of our country. To participate effectively in the knowledge economy, South Africa has to grow its research base. For this, we need a pool of vibrant young researchers. South Africa is able to provide opportunities for groundbreaking research, and internationalisation provides students, academics and researchers with prospects to broaden the scope of their research. Exchange programmes, bilateral research connections, collaborative partnerships and other international links lend themselves to pathways through which local and international staff and students can expand their horizons and skills. In this way internationalisation can assist South Africa in realising its objectives. The South African higher education sector has identified priority areas in which it needs to develop human capital. They include science, technology and engineering. We can use international programmes to accelerate our capacity building plans and in particular the training and development of postgraduate students. Through research collaborations, for example, postgraduate students can be jointly trained and co-supervised with partners. This has beneficial outcomes for students, research partners and academics, as well as for the system as a whole. Aside from benefiting from sending our students abroad, South Africa also gains by receiving foreign students. International students bring with them different viewpoints, technologies and skills, which assist in developing new perspectives and techniques in South Africa Furthermore, cultural interaction enhances our own students' experiences. By studying together students come to understand and accept cultural differences and are enriched. These interactions, in turn, build positive relations which have positive long term benefits in developing economic and social links between people and countries, and which will help overcome newly surfaced problems of xenophobia in South Africa South Africa is currently host to more than 60,000 international students and many academics. The greatest proportion of international students and academics are from Africa particularly from the Southern African Development Community. As a host country we ensure high quality courses at universities, in order for our qualifications to be recognisable worldwide. South African institutions produce professionals who are highly sought- after around the world. This publication supports South Africa's education sector by providing information and by publicising our institutions and the sector as a whole. I would like to thank IEASA for the important role it plays in higher education. / 8th Edition

Thesis (MTech (Business Administration in Project Management))--Cape Peninsula University of Technology, 2011. / Human capital is both a key driver of economic growth and a means to promote overall development. In order to enhance human capital in South Africa, tertiary institutions have seen a tremendous increase in students' enrolment over the past few decades. But, in spite of the need for skilled labour, tertiary education graduates are increasingly faced with unemployment, which poses a serious obstacle to the economic growth of the country. This study investigated the role of tertiary education in enhancing selfemployment among project management graduates. This study was descriptive in nature and intended to find answers to research questions, which comprised the extent to which tertiary education seeks to motivate students to self employment. In addition, the study sought to find challenges related to self-employment facing project management students after they have completed their studies, as well as reasons why some people choose self-employment over salaried employment. Data were collected with the use of a self-administered structured questionnaire. Collected data were analysed using of the statistical software for social science (IBM SPSS Statistics version 19) for descriptive statistics in the form of tables and charts. Furthermore, statistical tests, using chi-square values at the 0.05 level of significance, were performed to determine factors influencing individuals to choose a self-employment career. The study found that education may either enhance individual entrepreneurial ability, thereby increasing the likelihood of choosing self-employment or increase opportunities for paid employment, both of which reduce unemployment. In addition, tertiary education provides human capital that enables graduates to achieve increased level of productivity, which leads to earning more income than lower educated people in both paid employment and self-employment career. Unfortunately, graduates face financial related challenges, which constrain them from undertaking self-employment endeavours. The results of this study suggest that graduate unemployment can only be eliminated if students are provided with the right skills and knowledge to match the requirement of the employment market. Furthermore, the study suggests that graduates should be assisted financially at the initial stage of their self-employment activities.

M.Cur. (Professional Nursing Science: Nursing Management) / The history of nursing focuses almost exclusively on a female-dominated profession, created with the assumption that such a role is inherently natural to women only. Yet, men have worked as nurses since the profession’s infancy, 250 BC, but their contributions seem to be unnoticed and underrepresented. Male nurses ascribe to a minority status within the nursing profession, with only 6.8% currently registered with the South African Nursing Council. Men who enter the nursing profession will fall victim to prejudice, stereotyping, role strain and isolation (often referred to as the islands in nursing). International literature provided significant evidence that men are well served with nursing as a career. It is unclear how South African male professional nurses experience nursing as a career in the light of the deterring factors mentioned previously. The purpose of this qualitative, exploratory, descriptive and contextual study was to explore and describe the experiences of male professional nurses regarding nursing as a career in a private hospital in Johannesburg in order to develop strategies to support them in their career. The target population consisted of male professional nurses working in all disciplines in the private hospital. A purposive sampling technique was used. Data were collected by means of four (4) in-depth, semi-structured individual interviews, five (5) naïve sketches and field notes until data saturation was obtained. Data analysis was done by following Tesch’s open coding strategy (Creswell, 2013:158). The data obtained was incorporated into existing literature during the conceptualisation phase of this study. Trustworthiness of the study was ensured by employing the model promulgated by Denzin & Lincoln (2005:290 – 326), focussing on credibility, transferability, conformability, dependability and authenticity. The principles of ethical considerations, as suggested by Dhai & McQuoid-Mason (2010:14 – 15) pertaining to privacy, confidentiality, anonymity, informed consent and beneficence were applied in this study.

M.Ed. (Educational Psychology) / The aim of this study is to establish whether there is significant differences between the aptitudes of succesful freshmen in the B.A. (Law)-, B.Com. (Accountancy)- and B.Sc. (Biological Sciences) fields of study, as well as between succesful freshman male and female students. This study consists mainly out of two parts. Firstly a literature study discussing the concepts aptitude and aptitude testing. Futhermore aptitude and vocational guidance are discussed from an Educational Psychological perspective. Secondly an empirical study was done to establish differences in various aptitudes of the above mentioned fields of study and between male and female students. According to the literature study aptitude can be seen as a combination of factors which enables an individual to achieve a certain level of performance or to develop a certain skill with the necessary training. It is apparent from the literature study that aptitude is inherited; as well as influenced by environmental factors. In early childhood it varies considerably but stabilizes in later years. Slight similarities are present between aptitude and intelligence but a very clear distinction can be drawn. Aptitudes and interests influence each other but according to research, correlations very seldom exist. Differences appear between the aptitude patterns of males and females. The process of vocational guidance consists of three components, namely diagnosis, process and outcome. Vocational guidance is an educational matter which places a responsibility on each educator. Self-knowledge and career-knowledge are a prerequisite for a meaningful choice of a career. In the empirical study a random sample (n = 357) was taken from the successful freshmen at the Rand Afrikaans University for the years 1985, 1986, 1987 from the B.A. (Law)-, B.Com. (Accountancy), and B.Sc. (Biological Sciences) fields of study...

D.Litt. et Phil. (Psychology) / Career planning is a developmental process that can be facilitated by career development programmes. One of the recent developments in these programmes was the introduction of computerized career counselling which enables the user to explore career activities independently. An experimental investigation in which the DISCOVER computerized system was used, was conducted at two universities in an attempt to determine whether DISCOVER could be a useful aid for career counselling in South Africa. First-year university students (N=106) were randomly assigned to one of four groups according to the Solomon Four Group Experimental Design. Subjects completed a biographical questionnaire, the Career Maturity Scale (CMS), Senior Aptitude Test (SAT), New South African Group Test (NSAGT), Sixteen Personality Factor Questionnaire (16PF), PHSF Relations Questionnaire (PHSF), Survey of Study Habits and Attitudes (SSHA), Self-Directed Search (SDS) and the 19 Field Interest Inventory (19FII). Evaluation questionnaires concerning the use of DISCOVER were ·also completed by students as well as counsellors. The main hypothesis, namely that there would be a statistically significant difference between the mean posttest scores on the CMS of the experimental and the control groups, was tested according to the integrated statistical procedure suggested by Spector (1981). The results showed that there is. a statistically significant increase in the career maturity of students after they had used the DISCOVER system, compared with students from the control group (F, 12,15; p <0,0007). After posttest adjustment for pretest differences, the effect of the DISCOVER programme was still statistically significant. It could be predicted with 95 , certainty that a person who used the DISCOVER programme would show an increase of between 0,68 and 2,21 points in his total score on the Career Maturity Scale (CMS). There was no statistically significant interaction effect between the DISCOVER intervention and the pretest. Variables such as aptitude, personality and study habits, correlated statistically significant (p <0,05) with the increase in career maturity after the use of the DISCOVER system.

M.A. / Career counselling is an activity that influences a wide range of people, from primary school age, to adults in their fifties and sixties. Current writers on the subject, for example Hansen (1997), and Gysbers (1998) are increasingly bringing out the view that career development is a life span issue, and that it affects other life roles. This view should also be seen in conjunction with post-modern approaches to careers and work. These approaches emphasise the rapid technological changes of the 1990's, and the increasing unpredictability and uncertainty in careers. These factors create new and demanding roles for career counsellors, who will have to increase their range of skills. The above factors illustrate the importance of career counselling, and the purpose of this study is to attempt to fill a perceived gap in the literature, and provide more information on the status and standing of career counselling in South Africa as practised by registered psychologists. Questionnaires were issued by mail to a sample of registered psychologists, and their responses form the data for this study. Aspects to be investigated include the training of career counsellors, how long they have been in practice, what tests they use, which counselling methods they follow, and what their opinions are concerning the practice of career counselling in South Africa. A theoretical overview of career counselling models is presented, and an examination of recent trends in career counselling is set forth. A quantitative analysis will provide a more detailed breakdown of the responses of the members of the sample, while a qualitative analysis will list the main themes detailed by the respondents. Projections are undertaken to illustrate possible scenarios concerning the amount of time available for psychologists to provide career counselling for students. The recommendations arising from the study may be summarised as follows. Ensure that career guidance programs be installed in as many schools as possible. Increase the amount of training that career counsellors receive, and examine the possibility of specialisation in career counselling. Attempt to increase the role that businesses play in the career counselling process at schools. Ensure that the needs of minority and disadvantaged groups are met. Implement further research to examine which other groups besides registered psychologists are performing career counselling.