Various modern communication technologies are available to higher education institutions involved in distance education to explore and implement for the effective provision of distance education programmes. The purpose of this study was to investigate the role of m- learning as part of distance education and to develop guidelines for the management of m- learning in an open distance learning model. The aims of this study are thus to determine the role of m-learning in open distance education, identifying challenges to implement m- learning as part of an open distance learning model and finally to develop generic management guidelines to implement m-learning as part of open distance education. Quantitative research was undertaken using a survey questionnaire to acquire data for this research. The study population included students enrolled for distance education programmes at the NWU and accredited facilitators/lecturers employed by the NWU at tuition centres throughout SA facilitating distance education programmes. A total of 350 questionnaires (100 facilitators/lecturers questionnaire and 250 questionnaires for students) was sent out to all tuition centres to collect data for this research. Two different questionnaires were developed to suit the needs of each group. A total of 80.5% of completed questionnaires was returned. The literature study of this research included concept clarifications of distance education and m-learning. The need for effective management and organizational structures for the delivery of distance education programmes utilising m-learning were investigated to gain an understanding of the complexities associated with an open distance education modus. The information from the literature study and the empirical section of this research contributed to the development of generic guidelines to implement m-learning as part of an open distance education modus. In addition, aspects having an influence on the effective delivery of distance education programmes, were part of the questionnaires sent to respondents. These aspects included accessibility to resources utilising mobile devices, flexibility of programme delivery, affordability of programmes, interactivity between all role players in distance education and aspects that could influence anywhere and anytime learning. Furthermore, the different modes of delivering distance education programmes were explained. Challenges and barriers possibly having an influence in the delivery of distance education programmes through m-learning were included in the questionnaires sent out to respondents. Advantages and disadvantages as well as the needs regarding the use of cell phones in the delivery of programmes were identified in order to understand the role of m-learning and identifying relevant management guidelines for the implementation of m-learning. Evidently, a response from the questionnaires was that the quality of teaching and learning according to the perceptions of m-learning amongst both groups were of more importance to students than with facilitators/lecturers. Students expressed a need to receive more academic information on their mobile devices and the majority of students and facilitators/lecturers indicated that they prefer receiving information regarding their studies through m-learning. Accessibility, affordability, interactivity and flexibility in delivering distance education programmes were aspects of importance to both groups of respondents. Administrative and academic support and the need thereof in delivering programmes through m-learning were evident in the research. Affordability in accessing information via mobile technologies is a concern for both groups of respondents. The training of all role players regarding the skills of downloading information about teaching and learning on their cell phones is a need for both groups. Once this training need for the utilisation of m-learning is addressed, more students and facilitators/lecturers may use this user-friendly technology to communicate with one another and with institutions. M-learning could fulfil an invaluable role in the communication process of distance education and may be of great assistance to overcome needs, barriers and challenges. / Thesis (MEd (Education Management))--North-West University, Potchefstroom Campus, 2013.

Integrated Management of Childhood Illnesses (IMCI) is a strategy that was developed by the World Health Organisation (WHO) and the United Nations Children’s Fund (UNICEF) to reduce the mortality and morbidity rate of children younger than 5 years and to improve the quality of life of these children. The reduction of child mortality and morbidity is one of the Millennium Developmental Goals (MDGs) as sub-Saharan Africa has a high child mortality and morbidity prevalence. The IMCI strategy has three components namely case management, the health system and the household and community component. This strategy was implemented internationally, including South Africa, where it is implemented within Primary Health Care (PHC) facilities. The implementation of the IMCI strategy was introduced to the PHC environment of South Africa and aims to enhance the equity, accessibility, affordability and availability of health care to all South African citizens, with the focus in this study on the child younger than 5 years. The North West province started training the professional nurses and implemented IMCI in 1998. The Dr. Kenneth Kaunda district (one of the districts in North West Province) and with specific focus on the Matlosana sub-district identified challenges in the implementation of the IMCI strategy by professional nurses. Challenges such as a lack of trained staff, the short time frame available for consultation amidst an already overburdened clinic and the physical infrastructure of the PHC facilities are such examples. The main aim of this research was to explore and gain insight and understanding in the challenges professional nurses working in PHC facilities face regarding the implementation of the IMCI strategy. A qualitative research design was used to conduct this study on daily work-life experiences of the professional nurses. Individual, semi-structured interviews were used as the method of data collection. The main question asked was: “What are the challenges faced by professional nurses in PHC facilities regarding the implementation of the IMCI strategy?” Data saturation was reached after 18 professional nurses were interviewed (N=18). Digitally voice recorded interviews were transcribed and content analysis was conducted. The findings of this research suggest that the professional nurses in the PHC facilities indeed experienced challenges regarding IMCI implementation. The main themes that emerged were challenges regarding the organisation and service delivery; challenges specific to the implementation of the IMCI strategy and also challenges external to the clinic that impacted directly on the IMCI strategy implementation. The findings were discussed with literature integration. From the research results and conclusions, the researcher compiled recommendations for nursing education, nursing research, and community health practice. / Thesis (MCur)--North-West University, Potchefstroom Campus, 2013.

Distance education as delivery mode is currently attracting more and more learners globally who want to improve their skills and qualifications. This is necessitated by especially the limited components of existing contact universities, financial expenditure and working learners. The presenting of open distance learning by existing contact universities in South Africa is relatively unknown. Consequently the aim of this study is also to investigate a model for Open Distance Learning used at the NWU, an existing contact university. In order to achieve this aim, several other aims were set as well. The most important findings of these aims are subsequently summarized. Aim one was to determine how distance education, open distance learning and e-learning have been conceptualized in the literature. It emerges clearly from the literature that various barriers and challenges accompany the implementation and delivery of distance and open distance learning program. These barriers particularly concern matters such as academic, cultural and technical aspects like the student’s experience, the position of the lecturer regarding the program, the design of the program, the fact that development in technology is constantly kept in mind and kept up with, as well as problems with financial aspects. The second aim intended to compare open distance learning in developed and developing countries as far as contact classes and e-learning are concerned, in order to establish the best practices for a suitable management model. The open distance learning models of twelve universities were examined separately and compared to one another. From these comparisons the following components of open distance learning were indentified which would be applicable to both developing and developed countries: (i) the use of traditional paper-based study material; (ii) the use of various forms of technology; (iii) the use of e-learning, and (iv) voluntary supporting contact classes. From the literature it has been shown that, despite limited infrastructure, poverty, illiteracy and geographical isolation, e-learning and m-learning are increasingly implemented as delivery modes in open distance learning programmes in developing as well as developed countries. Aim three was to establish, from within the literature, the nature of management models with specific reference to the innovations within managing business models in the context of open distance learning. Firstly variables which play a role in new business models were considered. Secondly the levels according to which the innovation of new models should take place were investigated, and also how these could possibly be implemented within the NWU, as well as the principles applicable to the innovation and implementing of a new model from an existing mother company. Factors which could play a part in the plans to present distance learning programs were also considered, whether these would imply a new distance education unit or the continued presentation of such programs. The most important aspects to consider for such a management model are addressed in aim seven. Aim four investigated the effect of attendance or non-attendance of contact classes on the academic achievement of open distance learning students within selected Advanced \certificate in Education (ACE) programs. This aim referred to an empirical investigation which comprised five phases. A consecutively progressing research design was used, consisting of both quantitative and qualitative methods, known as the multi-mode design. Phases one to three address aim four. Spearman’s rank order correlations, one-way ANOVAs (t-tests) and two-way tables (Cramer’s effect sizes) were calculated in order to identify significant correlation (effect sizes) between variables. It was found that students who attended contact classes did not achieve significantly better during examinations than students who did not attend. The average module mark in the examination of students who did not attend contact classes was 49.5%. The average mark of students who attended three or more contact classes was 52.6%. Considering the examination results, the passing rate of students who attended contact classes was 89% as opposed to 82% for those who did not attend any contact classes. Upon comparing data of students attending vacation school and those who did not, it emerged that students who attended vacation school achieved an average module mark (for all modules) of 42.4% as opposed to 52.7% of those who did not attend any vacation school. Aim five considered the open distance learning student’s opinions on and experience of attending contact classes and not attending, within selected ACE programs. Questionnaires were distributed to a number of students who attended contact classes, and to some who did not attend. The following findings emerged: reasons why students do not attend contact classes are (i) distance from tuition centre; (ii) personal reasons such as family responsibilities or funerals; (iii) because classes are not presented by full-time NWU lecturers; (iv) medium of instruction, limited time and class sizes also seemed to pose problems. Aim six investigated the readiness of the open distance learning student for e-learning within selected ACE programs. Focus group interviews regarding this aim were conducted with three groups of students. The following was found: (i) the vast majority of students (62.1%) do not have computers at home; (ii) 80.4% indicated that that they could not access the Internet, and that (iii) cell phone communication seemed to be the solution, since 93.1% of students own cell phones. Aim seven investigated the opinions of management experts at the NWU concerning the components and practice of an ODL model at the NWU. In order to comply with this aim, an intensive literature study was done on open distance learning models internationally. In the second place an empirical investigation was conducted regarding attendance of contact classes and e-learning as teaching method for the teaching and learning component of an open distance learning model. Thirdly focus group interviews were conducted with senior management of the NWU regarding challenges, risks and components of an open distance learning model. According to the data obtained from these interviews, various matrix analyses were done, which could serve as basis for a management model in open distance learning. The matrix analyses identified the following eleven components as important for a management and practice model for open distance learning: (i) Teaching and learning pertaining to development and quality of study material, effective assessment, the required program designers, training of lecturers and facilitators for presenting open distance learning programs, and efficient quality evaluation. (ii) ITC for open distance learning refers to technological support for processes such as assessment, interactive presentation of lessons, using Internet, cell phone technology and the use of the web page. (iii) Support practice for management which involves matters such as the policy of administrative processes regarding registration, cooperation with consortiums, assessment of assignments and examinations, and dealing with administrative processes different from on-campus. (iv) Finances which refer to compiling annual budgets, remuneration of facilitators, determining the profitability of programs presented, as well as financing technological development. (v) Tuition centres: coordination between the university and tuition centres is crucial as far as contact classes, interactive presentations, group discussions as well as examinations are concerned. (vi) Short courses and projects, especially as far as continuing professional development is concerned, as well as the development of a preparatory college for prospective students and cooperation with private institutions. (vii) Quality processes which include compulsory evaluation of program content and of the effect of programs as evaluated by the private sector, identifying new programs and cooperation with other faculties. (viii) Marketing which can be done by the university itself or by a consortium of collaborators. (ix) A structure for open distance learning with its own, unique and particular structure according to need. Factors which may be significant are the number of students studying through open distance learning, the nature of the programs presented and cooperation between consortiums. (x) Hierarchical structure which in the first place requires effective management of an open distance unit, and secondly also that such unit functions in cooperation with and within existing structures. Especially executive authority and lines for reporting should be outlined clearly. (xi) Research must be done in collaboration with other faculties in order to acquire a particular distance education entity. Research regarding the management of, e.g. the effect of programs, contact class attendance, readiness for e-learning and technology at tuition centres, can also be conducted. The exigency for development of an o pen distance learning unit within the NWU, together with a management model for effective management and practice of distance programs, was the main theme of this study. This study has succeeded in suggesting a management model which could be utilized profitably in endeavoring to attain the strategic aim of presenting programs by means of distance education. It also addresses the national need in South Africa of access to tertiary education for more learners. / PhD (Education Management), North-West University, Potchefstroom Campus, 2012

Problem statement: Virtual and distributed projects are now fast replacing collocated projects as they bring up more skills needed for projects. There are various problems that have been encountered while working on virtual and distributed projects which include lack of face-to-face communication, different geographical locations and culture. Project management, through the use of project management methodologies, is becoming more crucial to ensure the problems are removed or minimized. The aim of this study is to look at the use and effectiveness of project management methodologies in virtual and distributed projects. Research method: The positivistic research paradigm was used in this study since it allowed the researcher to quantify and analyse the data received from the survey. As part of the positivistic research a survey was conducted for the research method while a questionnaire was used for data collection purposes. The collected data was then tested and analysed using the quantitative data analysis which included descriptive statistics, t-tests, factor analysis, KMO and Bartlett’s test, Cronbach’s alpha test, spearman’s rho, Levene’s test for equality of variance and non-parametric correlations. Main findings: While companies apply different project management methodologies to virtual and distributed projects, it is other factors (which include lack of face-to-face communication, different geographical locations and different cultures) which influence the use and effectiveness of the project management methodologies as well as the success of the virtual and distributed projects. In some cases it is how the project management methodology is used as some only apply certain parts of it while others report not having enough time to apply the project management methodology. Principal conclusion: Project management methodologies are useful and effective in virtual and distributed projects when they are effectively applied and followed. Issues caused by lack of face to face communication, different geographical areas and different cultures also have to be addressed as they influence the results on the virtual and distributed projects’ success. This is further discussed in this study and proposed solutions are given to the issues caused when using project management methodologies in virtual and distributed projects. / MSc (Computer Science), North-West University, Potchefstroom Campus, 2014

The aim of this study was to evaluate the "beautification of schools" programme as an environmental management tool with a view to facilitating the improvement thereof wherever necessary. An in-depth literature review on theoretical perspectives in environmental management indicated that these partially addressed the problem of the study, namely, to comply with some principles of environmental management system, but not to implement them fully. The theory developed from the literature review facilitated the development of an empirical research. Qualitative research was conducted to evaluate the "beautification of schools" programme as an environmental management tool with a view to facilitating the improvement thereof wherever necessary. It emerged from the findings of the research, that some schools do not have environmental policies. Those schools with environmental policies lack environmental policy objectives. They do not have time frames according to which environmental programmes of action need to be reviewed. Although some schools have used the environmental management strategies in the "beautification of schools" campaign as a management tool, they have never taken proactive measures to better manage the environment of their schools. / Thesis (M. Environmental Management)--North-West University, Potchefstroom Campus, 2005.

A lot of changes have occurred in the Department of Education (DoE) since 1994. These changes require teachers to study, implement and assess learner outcomes while providing meaningful, engaged learning for a diverse learner population. To enable teachers to cope with changes in the education system, training and retraining of educators has become a major focus of the Department of Education (DoE). The Department of Education needs to ensure that training provided equips teachers with new knowledge and skills and thus enable them to provide education of high quality. Through the decentralization policy that characterises the new education dispensation in South Africa, School Management Teams (SMT) are required to see to it that training of teachers yields the desired results. To this end the School Management Team (SMT) should facilitate transfer of training among educators by providing ongoing support and coaching to trained educators. Ongoing coaching represents the concrete involvement of managers (principals) and supervisors (heads of department) in work–related transfer efforts. It appears, however, that SMTs are experiencing problems in facilitating transfer of training among educators in schools. These problems emanate from three key members of the training partnership, viz., managers, trainees and trainers. In general, problems seem to be related to trainee characteristics, work environmental factors, and training design and delivery. As a result, a research was undertaken to investigate the perceptions of SMTs about the seriousness of problems that they experience in facilitating transfer of training with the major aim of coming up with suggestion about how these problems can be eliminated. A cross–sectional empirical survey design using a questionnaire was used to collect data from 70 SMT members in 10 schools. The major findings from the research show that SMTs experience serious to very serious problems in the areas of providing time for professional development activities within the regular school day, giving incentives to educators for practicing skills learned in training, and providing resources that educators need to apply their newly gained skills. The major recommendation from this research concerns the training of SMTs in facilitating transfer of training prior to training of teachers. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.

A lot of changes have occurred in the Department of Education (DoE) since 1994. These changes require teachers to study, implement and assess learner outcomes while providing meaningful, engaged learning for a diverse learner population. To enable teachers to cope with changes in the education system, training and retraining of educators has become a major focus of the Department of Education (DoE). The Department of Education needs to ensure that training provided equips teachers with new knowledge and skills and thus enable them to provide education of high quality. Through the decentralization policy that characterises the new education dispensation in South Africa, School Management Teams (SMT) are required to see to it that training of teachers yields the desired results. To this end the School Management Team (SMT) should facilitate transfer of training among educators by providing ongoing support and coaching to trained educators. Ongoing coaching represents the concrete involvement of managers (principals) and supervisors (heads of department) in work–related transfer efforts. It appears, however, that SMTs are experiencing problems in facilitating transfer of training among educators in schools. These problems emanate from three key members of the training partnership, viz., managers, trainees and trainers. In general, problems seem to be related to trainee characteristics, work environmental factors, and training design and delivery. As a result, a research was undertaken to investigate the perceptions of SMTs about the seriousness of problems that they experience in facilitating transfer of training with the major aim of coming up with suggestion about how these problems can be eliminated. A cross–sectional empirical survey design using a questionnaire was used to collect data from 70 SMT members in 10 schools. The major findings from the research show that SMTs experience serious to very serious problems in the areas of providing time for professional development activities within the regular school day, giving incentives to educators for practicing skills learned in training, and providing resources that educators need to apply their newly gained skills. The major recommendation from this research concerns the training of SMTs in facilitating transfer of training prior to training of teachers. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.

Proefschrift Universiteit Maastricht. / Met lit. opg. - Met samenvatting in het Engels.

OPSOMMING Die doel van die navorsingstudie is om die voorkoms en hantering van werksres by maatskaplike werkers in die Paarl-omgewing te ondersoek ten einde aanbevelings aan die bestuur van welsynsorganisasies te maak met die oog op die bevordering van effektiewe stresbestuur by maatskaplike werkers. Elf welsynsorganisasies in die Paarl-omgewing is in die ondersoek betrek en twintig maatskaplike werkers het aan die ondersoek deelgeneem. Na aanleiding van die empiriese ondersoek is daar tot die gevolgtrekking gekom dat maatskaplike werkers in die Paarl-omgewing wel werkstres ervaar en dat die meerderheid welsynsorganisasies in die Paarl-omgewing nie oor programme vir streshantering vir hul maatskaplike werkers beskik nie. Daar word onder meer aanbeveel dat beide die maatskaplike werker en die bestuur van die welsynsorganisasie mede-verantwoordelikheid moet neem vir die maatskaplike werker se effektiewe stresbestuur deur middel van individuele- en organisatoriese streshanteringstrategieë. SUMMARY The purpose of this research study is to investigate the occurrence and management of work stress by social workers in the Paarl-vicinity in order to make recommendations to the management of welfare organisations regarding the promotion of effective stress management of social workers. Eleven welfare organisations in the Paarl-vicinity were involved in the investigation while twenty social workers participated in the investigation. With reference to the empirical study, it was concluded that social workers in the Paarl-vicinity do experience work stress and that the majority of the welfare organisations in the Paarl-vicinity do not have programmes for stress management available for their social workers. Based on these conclusions it was recommended that both the social worker and the organisations must take co-responsibility for the social workers effective stress management by utilizing individual- and organisational stress management strategies. / Social work / M.Diac.

OPSOMMING Die doel van die navorsingstudie is om die voorkoms en hantering van werksres by maatskaplike werkers in die Paarl-omgewing te ondersoek ten einde aanbevelings aan die bestuur van welsynsorganisasies te maak met die oog op die bevordering van effektiewe stresbestuur by maatskaplike werkers. Elf welsynsorganisasies in die Paarl-omgewing is in die ondersoek betrek en twintig maatskaplike werkers het aan die ondersoek deelgeneem. Na aanleiding van die empiriese ondersoek is daar tot die gevolgtrekking gekom dat maatskaplike werkers in die Paarl-omgewing wel werkstres ervaar en dat die meerderheid welsynsorganisasies in die Paarl-omgewing nie oor programme vir streshantering vir hul maatskaplike werkers beskik nie. Daar word onder meer aanbeveel dat beide die maatskaplike werker en die bestuur van die welsynsorganisasie mede-verantwoordelikheid moet neem vir die maatskaplike werker se effektiewe stresbestuur deur middel van individuele- en organisatoriese streshanteringstrategieë. SUMMARY The purpose of this research study is to investigate the occurrence and management of work stress by social workers in the Paarl-vicinity in order to make recommendations to the management of welfare organisations regarding the promotion of effective stress management of social workers. Eleven welfare organisations in the Paarl-vicinity were involved in the investigation while twenty social workers participated in the investigation. With reference to the empirical study, it was concluded that social workers in the Paarl-vicinity do experience work stress and that the majority of the welfare organisations in the Paarl-vicinity do not have programmes for stress management available for their social workers. Based on these conclusions it was recommended that both the social worker and the organisations must take co-responsibility for the social workers effective stress management by utilizing individual- and organisational stress management strategies. / Social work / M.Diac.