Abstracts in English, Southern Sotho and Zulu / The primary objective of the study was to explore customers’ perceptions of the service quality provided in the hotel industry, in Pretoria. Considering the growth of the hotel industry in Pretoria, this study revealed that customers expect to receive a high level of service quality, which will lead to customer satisfaction and produce a positive perception of hotel service. An exploratory research design was adopted in this study and qualitative data were collected through interviewing customers of a hotel. In terms of limitations, this study was conducted at one selected hotel in Pretoria. Atlas.ti software was used to analyse collected data. The analysis of the data identified a number of specific themes that were relevant to shaping the perceptions of the respondents, in terms of service quality and their satisfaction with the service quality received. The themes supported existing literature in terms of the factors influencing perceptions of service and the specific influences within those themes were elaborated on, leading to recommendations for managing service quality perceptions in the hotel industry. / Maikemišetšomagolo a dinyakišišo e bile go utolla maikutlo a badiriši mabapi le boleng bja ditirelo tše di abiwago ka intastering ya dihotele ka Pretoria. Ka ge di hlokometše kgolo ya intasteri ya dihotele ka Pretoria, dinyakišišo tše di utollotše gore ba emetše go hwetša ditirelo tša boleng, tšeo di tlago feletša ka go kgotsofala ga badiriši le go tšweletša maikutlo a makaone a tirelo ya dihotele. Tlhamo ya dinyakišišo tša go utolla e dirišitšwe ka mo dinyakišišong tše gomme tshedimošo ya boleng e kgobokeditšwe ka go botšiša badiriši ba dihotele dipotšišo. Mabapi le mellwane, dinyakišišo tše di dirilwe ka hoteleng e tee yeo e kgethilwego ka Pretoria. Softewere ya Atlas.ti e šomišitšwe go sekaseka tshedimošo ye e kgobokeditšwego. Tshekatsheko ya tshedimošo e utollotše merero ye mmalwa ye itšego yeo e bego e le maleba mabapi le go beakanya maikutlo a baarabi, mabapi le boleng bja ditirelo le go kgotsofala ga bona mabapi le boleng bja ditirelo tšeo di hweditšwego. Merero e thekgile dingwalwa tše di lego gona mabapi le mabaka ao a huetšago maikutlo ka ga ditirelo gomme dikhuetšo tše itšego ka gare ga merero yeo di hlathollotšwe, gomme se sa feletša ka ditšhišinyo tša go laola maikutlo ka ga boleng bja ditirelo ka intastering ya dihotele. / Inhloso enkulu yalolu cwaningo kwakuwukuhlola imibono yamakhasimende ngekhwalithi yesevisi enikezwa embonini yamahhotela, ePitoli. Uma kubhekwa ukukhula komkhakha wamahhotela ePitoli, lolu cwaningo luveze ukuthi amakhasimende alindele ukuthola izinga eliphakeme lezinsizakalo, okuzoholela ekwanelisekeni kwamakhasimende futhi kuveze umbono omuhle wensizakalo yamahhotela. Lolu cwaningo oluchazayo lwamukelwe kanti lakhelwe phezulu kwemininingwane ebhekelele ubunjalo besimo yaqoqwa ngokuxoxisana namakhasimende asehhotela. Ngokwemikhawulo, lolu cwaningo lwenziwe ehhotela elilodwa elikhethiwe ePitoli. Kusetshenziswe isofthiweye noma uhlelo lokusebenza elibizwa nge-Atlas.ti ukuhlaziya imininingwane eqoqiwe. Ukuhlaziywa kwedatha kukhombe izingqikithi ezithile ebezifanele ukwakhela imibono yabaphenduli, ngokuya ngekhwalithi yesevisi nokweneliseka kwazo ngekhwalithi yesevisi etholakele. Izindikimba zisekele imibhalo ekhona ngokwezinto ezinomthelela emibonweni yesevisi kanye nemithelela ethize kulezo zingqikithi yachazwa kabanzi, okuholela ezincomweni zokuphatha imibono yekhwalithi yesevisi embonini yamahhotela. / Business Management / M. Com. (Business Management)

Abstract in English, Sepedi and Zulu / The people with the greatest stake in Orphan and Vulnerable Children (OVC) interventions are the children and their parents/guardians. Unfortunately, most OVC programmes are predesigned and implemented without considering beneficiaries’ perceptions when developing solutions (ALI 2007:15). The purpose of this study was to explore and describe the perceptions of orphans and vulnerable children’s parents/guardians about the effectiveness of Future Families’ children programme in Olievenhoutbosch. This study used a qualitative, explorative and descriptive design. Thirteen parents/guardians of children registered with the Future Families were interviewed on the effectiveness of the Future Families programme using a semi-structure interview guide. The study results suggested that parents/guardians were happy with Future Families’ services and believed the programme is effective in responding to their families’ needs / Abantu abathinteka kakhulu ekungeneleni kokuphathelene nezintandane kanye nabantwana abasengcupheni (ama-OVC) ngabantwana kanye nabazali noma abaqaphi. Ngeshwa, izinhlelo eziningi zama-OVC zenziwe futhi ziqala ukusetshenziswa ngaphandle kokucabangela imibono yalabo okumele bahlomule kwizisombululo zokuthuthukisa (ALI 2007: 15). Inhloso yalolu cwaningo kwakuwukuhlola nokuchaza imibono yabazali nabaqaphi bama-OVC mayelana nokusebenza kohlelo lwabantwana olunikezwa yiFuture Families e-Olievenhoutbosch. Kwasetshenziswa uhlelo oluhlolayo noluchazayo kulolu cwaningo. Abazali abayishumi nesishiyagalolunye noma abaqaphi babantwana ababhalisiwe kwaFuture Families, okuyinhlangano engenzi nzuzo ehlinzeka izinsizakalo kuma-OVC nakubantu abaneHIV/AIDS noma abahlukumezekayo ngenxa yalokho, babuzwa imibuzo kusetshenziwa umhlahlandela wemibuzo ehlelekile kwezinye izindawo ukuze baveze imibono yabo maqondana nokusebenza ngempumelelo kohlelo lweFuture Families. Imiphumela yalolu cwaningo iphakamise ukuthi abazali nabaqaphi bagculisekile ngemisebenzi ehlinzekwa yiFuture Families, futhi bakholwa ukuthi lolu hlelo lusebenza ngempumelelo ukubhekana nezidingo zemindeni yabo. / Batho ba ba nago le setseka se segolo go ditseno ka bogare tša Bana ba Ditšhiwana le bao ba lego Kotsing (OVC) ke bana le batswadi/bahlokomedi ba bona. Ka bomadimabe, mananeo a mantši a OVC a akanyetšwa pele le go phethagatšwa ntle le go tšeela šedi maikutlo a batho ba ba tlago holega ge go naganišišwa ditharollo (ALI 2007:15). Morero wa thuto ye e be e le go hlohlomiša le go hlaloša maikutlo a ditšhiwana le batswadi/bahlokomedi ba bana ba ba lego kotsing mabapi le go šoma gabotse ga lenaneo la bana la Malapa a ka Moso (FF) kua Olievenhoutbosch. Thuto ye e šomišitše moakanyetšo wa khwalitheithifi, wa go hlohlomiša le wa go hlaloša. Batswadi/bahlokomedi ba 13 ba bana ba ba ingwadišitšego le Malapa a ka Moso ba ile ba botšišwa dipotšišo mabapi le go šoma gabotse ga lenaneo la Malapa a ka Moso ka go šomiša mokgwa wa dinyakišišo wa go botšiša dipotšišo. Dipoelo tša thuto di šišintše gore batswadi/bahlokomedi ba be ba thabile ka ditirelo tša FF le go dumela gore lenaneo le šoma gabotse ka go iphetolela go dinyakwa tša malapa a bona. / Health Studies / M.P.H.

The purpose of this study was to investigate and improve reflective teaching in the Ethiopian Secondary School Teacher Education Institutions (TEIs). This study used a mixed methods research approach that employed a concurrent triangulation design. For data collection, the study utilized a structured questionnaire, a semi-structured individual and group interviews. The data collection instruments were utilized to solicit pre-service teachers’, teacher educators’, and cooperating teachers’ (mentors’) views on reflections and how reflective teaching in the pre-service teacher secondary school teacher education framework is being implemented. The study particularly aimed to investigate how the pre-service teachers view reflective teaching, identify the hindrances for effective reflective teaching practice, and discover strategies that could be used to improve the practice. Prominent reflective scholars’ theories and outlooks on reflective practice were reviewed and used to guide the study. The responses of the stakeholders on the nature and implementation of reflective practices were analyzed quantitatively and qualitatively. For the quantitative data analyses, both the descriptive statistics and inferential statistics were employed. On the other hand, narration was used to analyze the qualitative data. Triangulation of the study was observed by presenting and interpreting the qualitative data with reference of the quantitative data. The research questions were answered as the researcher analyzed the responses that the pre-service teachers hold to the reflective teaching, as well as the method, situation and issues of the reflective teaching practice in the pre- service teacher education curriculum framework. The study uncovered that secondary schools’ pre-service teachers in the existing teacher education programme were practicing few reflective teaching tools. The findings indicated that the pre-service teachers hold fair insights of reflective teaching, yet they felt less capable of doing reflective teaching critically. The findings indicated that the pre-service teacher education programme faced a number of barriers to effective reflective teaching practice. The findings also raised concerns over writing journals, instructional technology, teaching portfolios, and action research projects for reflective teaching in the pre-service teacher education programme. The study has identified key strategies that may be useful for the Ministry of Education, teacher educators, cooperating teachers, and teacher education institutions who are responsive for reflective teachers in Ethiopia. / Maikemišetšo a thuto ye e be e le go nyakišiša le go hlabolla thuto ya taetšo go Dihlongwa tša Thuto ya Borutiši Dikolong tša Ethiopia (TEI). Thuto ye e šomišwa mokgwa wa diphatišišo wa mekgwahlakantšho yeo e šomišago tlhamo ya go šoma mmogo ka ditsela tša go hlama khutlotharo. Go kgoboketša ya datha, thuto ye e šomišitše letlakalapotšišo la sebopego sa go ikgetha, dipoledišano tša mošomo la motho le sehlopha seo se hlamegilego gannyane. Didirišwa tša kgoboketša ya datha di šomišitšwe go hwetša barutiši ba pele ga kabo ya tirelo, barutiši ba go ruta, le barutiši ba go šomišana (baeletši’) ditaetšo le mmono ka ga ka fao thuto ya taetšo e phethagatšwago ka go tlhako ya thuto ya barutiši ba thuto ya sekolo se se phagamego. Thuto gabotse e nepile go nyakišiša ka fao barutiši ba ditirelo tša go thoma ba bonago thuto ya taetšo, go hlaola ditšhitišo tša tiragatšo ya maswanedi ya go ruta ka mokgwa wa ditaetšo le go lemoga maanotšhomo ao a ka kgonago go tlhabolla tiragatšo. Diteori tša baithuti ba maemo ba go diriša ditaetšo le mmono mo go tiragatšo ya taetšo di lebeletšweleswa le go šomišwa go hlahla thuto ye. Dikarabo tša baamegi go mohuta le phethagatšo ya tiragalo ya taetšo di lekotšwe ka dipalopalo le boleng. Go dikahlaahlo tša datha ya dipalopalo, bobedi dipalopalo tša go hlalosa le tša tšhupetšo di šomišitšwe. Ka letsogong le lengwe, tlhaloso e šomišitšwe go ahlaahla datha ya boleng. Go dira gore thuto e tšwe dikhutlotharo e lebeletšwe ka go ruta le go tlhathollela ka datha ya boleng go lebeletšwe datha ya dipalopalo. Dipotšišo tša diphatišišo di arabilwe bjalo ka ge monyakišiši a lekotše dikarabo tša barutiši ba pele ga tirelo go tliša thuto ya taetšo go tee le mokgwa, maemo le ditaba ka ga tshepedišo ya thuto ya taetšo ka go tlhako ya kharikhulamo ya thuto ya barutiši bja pele ga tirelo. Thuto e utullotše go re barutiši ba sekolo se se phagamego sa pele ga tirelo ka go lenaneo le le lego gona la thuto ya barutiši ba be ba diriša didirišwa tše nnyane tša taetšo ya thuto. Dipoelo di laeditše gore barutiši ba pele ga kabo ya tirelo ba bile le pono ka ga thuto ya taetšo, eupša ba be ba sa kwe ba kgona go ruta ka mokgwa wa taetšo. Dipoelo di laeditše go re lenaneo la thuto ya barutiši bja pele ga kabo ya tirelo ba lebane le ditšhitišo tše mmalwa go tshepedišo ya maleba ya thuto ya taetšo. Dipoelo gape di tlišitše kamego ka ga go ngwala ditšenale, thekenolotši ya go ruta, diphotefolio tša go ruta le diprotšeke tša tiro ya diphatišišo go fihlelela thuto ya taetšo ka go lenaneo la thuto ya tirelo ya go ruta. Thuto e hlaotše maanotšhomo a motheo ao a ka bago le mohola go Kgoro ya Thuto, barutiši, barutiši bja bašomišane le dihlongwa tša thuto ya barutiši tšeo di ikemišeditšego go hlahla barutiši ba go ikarabela go taetšo mo Ethiopia. / Die doel van hierdie studie was om besinnende onderrig aan Ethiopiese opleidingsinstellings vir hoërskoolonderwysers te ondersoek en te verbeter. Verskeie metodes en ‘n triangulasieontwerp is in hierdie studie gevolg. Data is deur middel van ‘n gestruktureerde vraelys en halfgestruktureerde individuele en groeponderhoude ingesamel. Studenteonderwysers, onderwyseropvoeders en medewerker-onderwysers (mentors) se siening van hoe besinnende onderrig in die raamwerk van hoërskoolonderwysers se opleiding neerslag vind, is verkry. Daar is in die besonder op studenteonderwysers se opvattings oor besinnende onderrig gekonsentreer. Struikelblokke in die weg van doeltreffende besinnende onderrigpraktyk en strategieë om dit uit die weg te ruim, is aangetoon. Die teorieë en gesigspunte van vooraanstaande kenners van besinnende onderrigpraktyk is bestudeer, en het rigting aan hierdie studie verleen. Belanghebbers se reaksie op die aard en inwerkingstelling van besinnende praktyke is kwantitatief en kwalitatief ontleed. Sowel die beskrywende as die afgeleide statistiek is in die ontleding van die kwantitatiewe data gebruik. Die kwalitatiewe data, daarteenoor, is met behulp van vertellings ontleed. Die kwalitatiewe data is met verwysing na die kwantitatiewe data vertolk te einde reg te laat geskied aan die triangulasie van die studie. Die navorsingsvrae is beantwoord namate die navorser die reaksie van studenteonderwysers op besinnende onderwys ontleed het asook die metode en situasie daarvan, en die probleme daarmee in die kurrikulum van studenteonderwysers. Daar is bevind dat weinig studente wat as hoërskoolonderwysers opgelei word, die tegnieke van besinnende onderwys toepas. Volgens die bevindings weet studente wel van besinnende onderwys, maar voel dat hulle nie tot kritiese besinnende onderwys in staat is nie. Daar was ʼn hele paar struikelblokke in die onderwysersopleidingprogram vir besinnende onderwyspraktyk. Die bevindings is kommerwekkend wat betref die skryf van joernale, onderrigtegnologie, onderwysportefeuljes en aksienavorsingsprojekte vir doeltreffende onderwys in die onderwysersopleidingsprogram. Verskeie strategieë is aangetoon wat van nut kan wees vir die ministerie van Onderwys, die opleiers van onderwysers, medewerker-onderwysers en instellings wat onderwysers oplei om sensitiewe, besinnende onderwysers in Ethiopië te word. / Curriculum and Instructional Studies / D. Ed. (Curriculum and Instructional Studies)

The aim of this study is to assess the multi-disciplinary approach in the investigation of corruption in the South African public service. Data was collected by means of in-depth interviews conducted with members of the Directorate for Priority Crime Investigation’s Anti-Corruption Task Team to gain a comprehensive understanding of their experiences regarding the effectiveness of the Anti-Corruption Task Team in the investigation of corruption within the public service. In addition, the researcher conducted a comprehensive literature study of local and international legislation to curb corruption, supplemented with various multi-disciplinary approaches employed internationally. Furthermore, various global Anti-Corruption Agencies were studied to comprehend their functions and efficacy. The findings of the research identified and described various impediments facing the Anti-Corruption Task Team’s effectiveness in investigating corruption within the public service. As a result, this study recommends the need to establish a single Anti-Corruption Agency with a comprehensive mandate to prevent, investigate, and educate on corruption, to critically safeguard the independence of the Anti-Corruption Task Team against political interference, as well as the allocation of adequate resources and budget for its effective operation. The research identified best practices globally to combat corruption, which can be used to amend the current anti-corruption practices to suit the South African public service. Consequently, this study contributes significantly towards effective anti-corruption investigation in the South African public service. / Maikemišetšo a dinyakišišo tše ke go lekola mokgwa wa go kopanya dikarolo tše mmalwa tša thuto go nyakišiša bomenetša ka ditirelong tša setšhaba tša Afrika Borwa. Data e kgobokeditšwe ka mokgwa wa dipoledišano tše di tletšego tšeo di dirilwego le maloko a Sehlophatšhomo sa Twantšho ya Bomenetša sa Ofisi ya Molaodimogolo wa Dinyakišišo tša Bosenyi bjo Bogolo go hwetša kwešišo ya maitemogelo a bona a go šoma ga Sehlophatšhomo sa Twantšho ya Bomenetša mo go nyakišišeng bomenetša mo ditirelong tša setšhaba. Go tlaleletše, monyakišiša o dirile dinyakišišo tše di tletšego tša dingwalwa tša peomolao ya gae le ya ditšhabatšhaba tšeo maikemišetšo a tšona e lego go fokotša bomenetša le mekgwa ya go kopanya dikarolo tše mmalwa tša thuto yeo e dirišwago ditšhabatšhabeng. Go tlaleletša, mekgatlo ya twantšho ya bomenetša bja lefase ya go fapana e nyakišišitšwe go kwešiša mešomo le mehola ya yona. Monyakišiši o utollotše le go hlaloša mapheko a go fapana go moholo wa dinyakišišo ka Sehlophatšhomo sa Twantšho ya Bomenetša mo bomenetšeng ka ditirelong tša mmušo. Ka lebaka leo, dinyakišišo di digela tlhokego ya go thoma mokgatlo o tee wa go lwantšha bomenetša wa taolela ye kgolo ya go thibela, go nyakišiša le go ruta ka ga bomenetša; go šireletša boikemelo bja sehlophatšhomo sa twantšho ya bomenetša le go thibela go tsenatsena ga dipolotiki; le go aba methopo yeo e lekanego le ditekanetšo gore e šome gabotse. Dinyakišišo di utollotše tirišo ye botse go feta ka moka lefaseng ka moka go lwantšha bomenetša, yeo e swanetšwego go mpshafatšwa go fihlelela dinyakwa tša ditirelo tša setšhaba tša Afrika Borwa. / Inhloso yalolu cwaningo ukuhlola inqubo ebandakanya amadisiplini ehlukene ukuphenyisisa ngenkohlakalo kwezezimali kumkhakha wabasebenzi bakahulumeni eNingizimu Afrika. Idata iqoqwe ngokwenza ama-interview ajulile enziwe nabethimba elilwisana nezinkohlakalo kwezezimali, i-Anti-Corruption Task team lwabophiko lwabenza uphenyiso lobugebengu obukhulu lwe-Directorate of Priority Crime Investigation ukuthola ukuqondisisa okujulile ngezipiliyoni zabo ngokusebenza ngendlela enomphumela kwethimba le-Anti-Corruption Task Team ekuphenyisiseni ngenkohlakalo kwezezimali kumkhakha wabasebenzi bakahulumeni. Nangaphezu kwalokho, umcwaningi uye wafunda ngokujulile ngemibhalo yocwaningo imibhalo yemithetho yezwe kanye nemithetho yamazwe omhlaba enenhloso yokulwisana nenkohlakalo kwezezimali, kanye nezinqubo ezihlanganisa amadisiplini ehlukene ezisetshenziswa kumazwe omhlaba. Nangaphezu kwalokho, ama-ejensi omhlaba alwa nezinkohlakalo nawo kwafundwa ngawo ukuqondisisa imisebenzi yawo kanye nemiphumela yemisebenzi yawo. Umcwaningi waphawula kanye nokuchaza izihibe ezihlukene maqondana nokusebenza ngendlela enomphumela kophenyisiso olwenziwa ngabethimba le-Anti-Corruption Task Team kwinkohlakalo kwezeziali emkhakheni wabasebenzi bakahulueni. Ngenxa yalokhu, ucwaningo luncoma isidingo sokuthi kusungulwe i-ejensi eyodwa enamagunya ajulile okuvimbela, ukuphenyisisa kanye nokufundisa ngezindlela zokulwa nenkohlakalo kwezezimali; ukuvikela ukuzimela kwethimba lokulwa nenkohlakalo kanye nokuvimbela ukuthi ithimba lingaphazanyiswa ngabezepolitiki; kanye nokuhlinzeka ngemithombo eyenele kanye namabhajethi ukuze ithimba lisebenze kahle ngendlela enomphumela. Ucwaningo luphawule izindlela ezingcono kuwo wonke umhlaba zokulwa nenkohlakalo kwezezimali, kanti futhi lezi zinqubo kumele zichitshiyelwe noma zihlelwe kabusha ukuhlangabezana nezidingo zomkhakha wabasebenzi bakahulumeni eNingizimu Afrika. Kanti-ke futhi emuva kwalokho, lolu cwaningo luthela esivivaneni kuphenyisiso olunomphumela lokulwa nenkohlakalo kwezezimali okwenziwa kumkhakha wabasebenzi bakahulumeni eNingizimu Afrika. / Criminology and Security Science / Ph. D. (Criminal Justice)

Abstracts and keywords in English, Afrikaans, Zulu and Northern Sotho / The main aim of this study is to obtain the MASTER OF ARTS degree. Secondly this study gives clarity on the study of long-term offenders in a maximum security prison. Offenders detained in maximum security prisons are given long-term imprisonment by the court of law. Long-term imprisonment goes along with high level of stress in correctional facilities. As a result, the development and treatment programs offered for inmates form part of the study. This study is important for the South African correctional system due to some of the categories of offenders in maximum security prisons. / Die hoofoogmerk van hierdie studie is om ʼn MAGISTER-graad te verwerf. Die studie gee tweedens duidelikheid oor die bestudering van langtermynoortreders in ʼn maksimumsekuriteittronk. Oortreders wat in maksimumsekuriteittronke aangehou word, word langtermyngevangenisstraf opgelê deur ʼn geregshof. Langtermyngevangenisstraf word geassosieer met hoë stresvlakke in korrektiewe fasiliteite. Die ontwikkeling- en behandelingprogramme wat aan gevangenes gebied word, vorm deel van hierdie studie. Hierdie studie is belangrik vir die Suid-Afrikaanse korrektiewe stelsel en sommige van die kategorieë van oortreders in maksimumsekuriteittronke. / Okuyiyona nhloso enkulu yalolu cwaningo ngukuthola iziqu zemiyezane ye-MASTER OF ARTS. Okwesibili, lolu cwaningo luyacacisa mayelana nokucwaninga ngezaphulamthetho ezingahle zibuye ziphinde (long-term offenders), ezisuke sisejele elinokuvikeleka okuseqophelweni eliphezulu. Izaphulamthetho eziboshelwe emajele anokuvikeleka okuseqophelweni eliphezulu zisuke zigwetshwe yinkantolo yomthetho ukuthi zihlale ejele isikhathi eside. Ezindaweni zokuhlumelelisa izimilo, ukuboshwa isikhathi eside kuhambelana namazinga aphezulu engcindezi (stress). Izinhlelo ezakhelwe ukuthuthukisa kanye nokwelapha iziboshwa ziyizinto eziyingxenye yalolu cwaningo. Lolu cwaningo lusemqoka maqondana nohlelo lwaseNingizimu Afrika lokuhlumelelisa izimilo kanye nakwezinye izigaba zezaphulamthetho emajele anokuvikeleka okuseqophelweni eliphezulu. / Maikemišetšo a magolo a nyakišišo ye ke go hwetša lengwalo la thuto la MASTASE (MA). Sa bobedi, nyakišišo ye e fa tlhaloso ka ga nyakišišo ya basenyi ba paka ye telele ka kgolegong ya bagolegwa bao ba lego kotsi kudu. Basenyi bao ba golegilwego ka dikgolegong tša bagolegwa bao ba lego kotsi kudu ba fiwa kahlolo ya paka ye telele ke kgorotsheko ya molao. Kahlolo ya paka ye telele e amantšhwa le maemo a godimo a kgatelelo ka gare ga mafelo a tshokollo. Mananeo a tshwaro le tshokollo ao a abelwago bagolegwammogo a bopa karolo ya nyakišišo. Nyakišišo ye e bohlokwa go mokgwa wa Afrika Borwa wa tshokollo le go magoro a mangwe a basenyi ka gare ga dikgolego tša bagolegwa bao ba lego kotsi kudu. / Corrections Management / M.A. (Corrections Management)

One of the most critical challenges facing South Africa is the shortage of skills. The Financial Services Sector, of which banks form part, is also affected by this problem and this poses a risk in achieving the targeted Gross Domestic Product (GDP). The quality and level of education offered in South African Higher Education Institutions is perceived as being insufficient to that which is required in the industry and is a possible contributing factor towards the skills shortage problem. The study was motivated by the concerns raised by some scholars concerning the relevance of the management accounting syllabus as compared with the technical skills required in the banking industry. Investigating this is important as the Financial Services Sector, which includes the banking industry, is one of the largest employers of management accountants in South Africa and there is a paucity of research in this area. The aim of the study was to determine whether management accounting technical skills provided by an ODeL University in South Africa meet banking employers’ expectations. A qualitative research approach was used to conduct interviews with nineteen participants from three banks and ten academics from the ODeL University and includes a qualitative documentary analysis to review and analyse the study material for four management accounting modules and the mapping of the management accounting syllabus to the SAICA competency framework. The results reflect the data obtained from the interviews. The analysis of the interviews is organised under five main themes as follows: Function of management accounting within the banking sector; recruitment of graduates and development of management accounting technical skills; identified technical skills lacking in new graduates employed by banks; bank specific training at an ODeL institution (an academic perspective) and strategies to bridge the gap. The results of the analysis conducted on the management accounting study material from the ODeL University are presented in four categories; Costing, Financial Management, Accounting Data Processing and the SAICA Competency Framework. The results indicate that bank employers acknowledge the work achieved by higher education institutions in providing students with basic management accounting skills, which enable them to start working in management accounting positions in banks. However, bank participants were concerned with graduates’ inability to link theory with practical application and further confirmed that graduates lack a number of relevant technical skills. Academics confirmed that the management accounting syllabus does not give much attention to banks and other financial service industries; it is dominated by activities and case studies related to manufacturing industries. The analysis of the prescribed study material supports this and indicates that there are insufficient activities related to service companies and very few references to financial services sector entities. Several recommendations were made by participants which, inter alia include incorporating relevant activities and case studies into the management accounting syllabus and greater reciprocity between the banking industry and universities. This study contributes to the literature on management accounting technical skills’ relevance to banks and by extension, the financial services sector. It provides insights on the management accounting technical skills that are currently lacking in graduates. Additional areas warranting further research are also identified. / Omnye weyona micelimngeni enobuzaza ojongene noMzantsi Afrika kukunqongophala kwezakhono. ICandelo leeNkonzo zezeMali, apho iibhanki ziyinxalenye zalo, nalo liyachaphazeleka yile ngxaki kwaye oku kubeka umngcipheko ekuphumezeni iMveliso yeKhaya ePheleleyo (iGDP). Umgangatho nenqanaba lemfundo ezinikezelwa kumaZiko eMfundo ePhakamileyo aseMzantsi Afrika zibonwa njengezingonelanga kwinto efunekayo kushishino, kwaye ibonwa iyinto enempembelelo kwingxaki yokunqongophalo lwezakhono. Uphando lwakhuthazwa yinkxalabo ephakanyiswe zezinye izifundiswa malunga nokuhambelana kolawulo lwesilabhasi yobalo-mali (accounting) xa kuthelekiswa nezakhono zobugcisa ezifunekayo kushishino lwebhanki. Ukuphanda oku kubalulekile njengeCandelo leNkonzo yezeziMali, nelibandakanya ishishini lebhanki, elingelinye labaqeshi abakhulu labacubunguli bobalo-mali eMzantsi Afrika, kwaye kukho ubuncinane bophando kulo mcimbi. Injongo yophando yayikukufumanisa ukuba ingaba izakhono zobuchule bokuphatha ezobalo-mali ezinikezwa yiYunivesithi ye-ODeL eMzantsi Afrika ziyahlangabezana nokulindelwe ngabaqeshi beebhanki. Inkqubo yophando esemgangathweni yasetyenziswa ukwenza udliwanondlebe nabathathi-nxaxheba abalishumi elinesixhenxe abaphuma kwiibhanki ezintathu kunye nabafundisi/abahlohli abalishumi kwiYunivesithi ye-ODeL, kwaye ibandakanya nokucazulula idotyhumentari esemgangathweni ukwenza isincomo-gxeko nokucazulula izixhobo zokufunda kwiimodyuli ezine zolawulo lwezobalo-mali kunye nokuzoba isilabhasi yolawulo lwezibalo-mali kwisakhelo sesikhokelo sezakhono kwi-SAICA. Iziphumo zibonisa idatha efunyenwe kudliwanondlebe. Ucazululo lodliwanondlebe luhlelwe phantsi kwezihloko ezihlanu eziphambili ngolu hlobo lulandelayo: Umsebenzi wolawulo lwezibalo-mali ngaphakathi kwecandelo lokulondoloza(banking); ukufunwa kwabafundi abathweswe izidanga kunye nokuphuhliswa kwezakhono zobalo-mali; ukuchongwa kwezakhono zobugcisa ezinqongopheleyo kubafundi abatsha abaqashwe ziibhanki; uqeqesho olukhethekileyo lwebhanki kwiyunivesithi ye-ODeL (umbono wemfundo) kunye nezicwangciso zokuvala isikhewu. Iziphumo zohlalutyo olwenziweyo kwizixhobo zokufunda zolawulo lwezobalo-mali kwiYunivesithi ye-ODeL zivezwa ngokwamanqanaba amane; Ukubiza indleko, ukuPhathwa kwezeMali, ukuPhathwa kweDatha yezoBalo-mali (Accounting) kunye neSakhelo sezakhono ze-SAICA. Iziphumo zibonisa ukuba abaqeshi bebhanki bawunika ingqalelo umsebenzi owenziweyo ngamaziko emfundo ephakamileyo ekuboneleleni ngezakhono zolawulo lwezemali, into eyenza abafundi ukuba bakwazi ukuqalisa ukusebenza kwizikhundla zobalo-mali kwiibhanki. Nangona kunjalo, abathathi-nxaxheba bebhanki babenenkxalabo yokungakwazi kwabafundi ukudibanisa i-thiyori kunye nendlela yokusebenza kwaye baphinda baqinisekisa ukuba abafundi abaphumeleleyo bayasilela kwizakhono ezininzi zobugcisa ezifanelekileyo. Abahlohli baqinisekisile ukuba isilabhasi yolawulo lobalo-mali ayiniki ngqalelo enkulu kwiibhanki nakwamanye amashishini enkonzo yezemali; ilawulwa yimisebenzi kunye nezifundo ezinxulumene nemizimveliso. Uhlalutyo lwezixhobo zokufunda ezimiselweyo ziyakuxhasa oku kwaye zibonisa ukuba ayonelanga imizekeliso esetyenziswayo enxulumene neenkampani zenkonzo kunye nezalathiso ezimbalwa kakhulu kumacandelo enkonzo yezemali. Izindululo ezininzi zaye zenziwa ngabathathi-nxaxheba bathi, phakathi kwezinye izinto zibandakanya ukongezwa kwemizekelo efanelekileyo kunye nezifundo zokufundwa (case studies) kwisilabhasi yolawulo lobalo-mali kunye nokusebenzisana okukuko phakathi kweshishini lebhanki neeyunivesithi. Olu phando lunegalelo kuncwadi lolawulo lwezakhono zobuchule bobugcisa bobalo-mali obufanelekileyo kwiibhanki nakwicandelo leenkonzo zezezimali jikelele. Lunika ingcaciso kwizakhono zolawulo zobalo-mali ezisasilelayo okwangoku kwabo banezidanga. Iindawo ezongeziweyo ezisafuna uphando olongeziweyo nazo zikwachongiwe. / Ye nngwe ya ditlhohlo tše di nyakago tekolo ka tlhokomedišišo tše Afrika Borwa e lebanego natšo ke tlhokego ya bokgoni. Lekala la Ditirelo tša Ditšhelete, leo dipanka di lego karolo ya lona, le lona le angwa ke bothata bjo gomme se se hlola tšhošetšo ya go fihlelela palomoka ya ditšhelete tša dithoto le ditirelo tšeo di tšweleditšwego nageng (GDP). Boleng le boemo bja thuto yeo e rutwago ka go Diinstitušene tša Thuto ya Godingwana tša Afrika Borwa di tšewa go ba tšeo di sa kgotsofatšego go ena le tše di nyakegago diintastering gape ke ntlha yeo e ka hlolago bothata bja tlhaelo ya bokgoni. Thutelo ye e hlohleleditšwe ke dipelaelo tšeo di hlagišitšwego ke baithuti ba bangwe malebana le maleba a lenaneothuto la tshekatsheko ya matlotlo a kgwebo go thuša bolaodi go dira diphetho ge go bapetšwa le bokgoni le tsebo tšeo di nyakegago go phethagatša mešongwana ye e itšeng intasering ya go panka ditšhelete. Go nyakišiša se go bohlokwa ka ge Lekala la Ditirelo tša Ditšhelete, le le akaretšago intasteri ya go panka ditšhelete, e le ye nngwe ya bathapi ba bantšintši ba batho bao ba fago khamphani datha le tshedimošo ka ditšhelete gore di dirišwe kgodišong ya kgwebo ya yona ka Afrika Borwa efela go na le dinyakišišo tšeo di sego tše ntši go sehlogo se. Maikemišetšo a thutelo ye e be e le go šupa ge eba bokgoni le tsebo tšeo di nyakegago go phethagatša tshekatsheko ya matlotlo a kgwebo go thuša bolaodi go dira diphetho bjoo bo rutwago ke yunibesithi ya ODeL ka Afrika Borwa bo kgotsofatša ditetelo tša bathapi ba dipankeng. Mokgwatebelelo wa nyakišišo ka go utolla mokgwa wa bophelo bja setšhaba se itšeng o dirišitšwe go phethagatša ditherišano le batšeakarolo ba lesomesenyane go tšwa dipankeng tše tharo le dirutegi tše lesome go tša yunibesithing ya ODeL gomme o akaretša tshekatsheko ya kanegelo ya ditiragalo ya go kwešiša mabaka le dikgopolo go lebelela le go sekaseka ditlakelo tša thuto tša mebotšulo ya tshekatsheko ya matlotlo a kgwebo go thuša bolaodi go dira diphetho le go tswalanya lenaneothuto la tshekatsheko ya matlotlo a kgwebo go thuša bolaodi go dira diphetho le tlhako ya botsebi ya SAICA. Dipoelo di laeditše datha yeo e hweditšwego go tšwa ditherišanong. Tshekatsheko ya ditherišano e beakantšwe go ya ka merero ye mene ka mo go latelago: Tiro ya tshekatsheko ya matlotlo a kgwebo go thuša bolaodi go dira diphetho ka go lekala go panka ditšhelete; kalatšo ya dialoga le kgodišo ya bokgoni le tsebo tšeo di nyakegago go phethagatša tshekatsheko ya matlotlo a kgwebo go thuša bolaodi go dira diphetho; bokgoni le tsebo tšeo di nyakegago go phethagatša mešongwana ye e itšeng tšeo di šupilwego tšeo di se nago dialoga tše mpsha tšeo di thapilwego ke dipanka; tlhahlo ye e lebanego go tša dipanka institušeneng ya ODeL (tebelelo ya borutegi) le maano a go tswalela sekgala seo. Dipoelo tša tshekatsheko yeo e phethagaditšwego go ditlakelo tša thuto tša tshekatsheko ya matlotlo a kgwebo go thuša bolaodi go dira diphetho go tšwa yunibesithing ya ODeL di hlagišitšwe ka magoro a mane; Kakanyatshenyegelo, Bolaodi bja ditšhelete, Phetolelo ya datha go popego yeo e ka dirišwago ka go Tšhupamatlotlo le Tlhako ya Botsebi ya SAICA. Dipoelo di bontšha gore bathapi ba dipankeng ba amogela modiro wo o fihleletšwego ke diinstitušene tša thuto ya godingwana wa go fa baithuti bokgoni bja motheo bja tshekatsheko ya matlotlo a kgwebo go thuša bolaodi go dira diphetho bjoo bo ba kgontšhago go thoma go šoma maemong a tshekatsheko ya matlotlo a kgwebo go thuša bolaodi go dira diphetho dipankeng. Le ge go le bjalo, batšeakarolo dipankeng ba be ba tshwenywa ke go se kgone ga dialoga go tswalanya teori le tirišo ya ka mehla gape ba tiiša gore dialoga di hloka bokgoni le tsebo tšeo di nyakegago go phethagatša mešongwana ye e itšeng. Dirutegi di tiišitše gore lenaneothuto la tshekatsheko ya matlotlo a kgwebo go thuša bolaodi go dira diphetho ga e fe šedi ye ntši go dipanka le diintasteri tše dingwe tša tirelo ya ditšhelete; go go dirwago gagolo ke ditiro le dithutelo tša ditiragalo tše itšeng tšeo di sepelelanago le diintasteri tša tšweletšo. Tshekatsheko ya ditlakelo tša thuto tše di kgethetšwego baithuti di thekga ntlha ye le go šupa gore go na le ditiro tšeo e sego tše ntši tšeo di tswalanego le go direla dikhamphani le ditšhupetšo tše mmalwa go dipopego ka boikemelo bja tšona tša lekala la ditirelo tša ditšhelete. Batšeakarolo ba file ditšhišinyo tše mmalwa tšeo ka morago , gare ga tše dingwe, di akaretšago ditiro tša maleba le dithutelo go ditiragalo tše di bilego gona ka go lenaneothuto la tshekatsheko ya matlotlo a kgwebo go thuša bolaodi go dira diphetho le go fana ka bogolwane gare ga intasteri ya go panka le diyunibesithi. Thutelo ye e na le seabe go sengwalwa ka ga maleba a dipanka go bokgoni le tsebo tšeo di nyakegago go phethagatša mešongwana ye e itšeng tša tshekatsheko ya matlotlo a kgwebo go thuša bolaodi go dira diphetho gapegape le go Lekala la Ditirelo tša Ditšhelete. E fa tshedimošo ka ga bokgoni le tsebo tšeo di nyakegago go phethagatša tshekatsheko ya matlotlo a kgwebo go thuša bolaodi go dira diphetho tšeo di hlaelago go dialoga. Mafelo a tlaleletšo ao a hlokago dinyakišišo tše dingwe le ona a šupilwe. / Finance, Risk Management and Banking / M. Ph. (Accounting Sciences)

Text in English with abstracts in English, Afrikaans and Tswana with keywords in English and Tswana / Displacement in the South African context is a complex and diverse phenomenon which is under-researched, particularly from the point of view of post-resettlement stress. The Meetse-a-tala community from Groenwater, Northern Cape, was resettled in 1964 and returned in 1999 to their ancestral land after a 25 year struggle to do so. The community anticipated that the land would present all the natural resources they had in 1964, but unfortunately, when they returned, the outlook seemed a lot different. / Verskuiwing in die Suid-Afrikaanse konteks is ‘n diverse en komplekse verskynsel wat nog nie voldoende nagevors is, veral vanuit die oogpunt van post-hervestigingsstres nie. Die Meetse-a-tala-gemeenskap van Groenwater in Noord-Kaap is in 1964 hervestig en het in 1999 teruggekeer na die land van hul voorouers na ‘n 25 jaarlange stryd om dit te bewerkstellig. Die gemeenskap het verwag dat die gebied weer al die natuurlike hulpbronne sou aanbied wat hulle in 1964 gehad het, maar ongelukkig, met hul terugkeer, het die vooruitsigte heel anders gelyk. / Tiragalo ya go fudusiwa ka dikgoka mo bokaong jwa Aforikaborwa e tlhagisa marara a a farologaneng ka ntlha ya dipatlisiso tse di lekanyeditsweng malebana le kgatelelo ya maikutlo e e amanang le morago ga go fudusiwa. Baagi ba Meetse-a-tala go tswa kwa Groenwater, kwa Kapabokone, ba itemogetse tiragalo ya go fudusiwa ka 1964 mme morago ga go kgaratlha dingwaga tse 25 go boela kwa lefatsheng la badimo ba bona, ba boetse ka 1999. Baagi ba ne ba solofetse gore lefatshe le tlaa ba neela ditlamelo tsotlhe tsa tlholego tse ba neng ba na natso fa ba tsamaya ka 1964, mme ka bomadimabe, e rile fa ba bowa, ba fitlhela le lebega le farologane thata. / Anthropology and Archaeology / M.A. (Anthropology)

Hazing is an ancient, universal practice. In past and modern societies, the need to join a group is an aspect of our humanity. The process of joining a group frequently includes the need to be hazed in order to legitimate full membership. This study uses the theoretical frameworks of Michel Foucault, Pierre Bourdieu’s perspectives of social order, Henri Tajfel and John Turner’s theory of social identity, and Albert Bandura’s theory of moral disengagement to look at individuals joining groups. In particular, the study has sought to ascertain why those who haze are motivated to act. A grounded theory has been developed through interviewing young adults, who while in positions of leadership as Grade 12 learners in Gauteng schools, planned hazing activities. The grounded theory shows that hazing while enacted by an individual is not solely driven by that person, but rather hazing is a means of cultural reproduction. The mechanism through which hazing occurs focuses on achieving a sense of belonging, conforming to a given culture and consenting to hazing. The hazer is motivated to pass on aspects of the school’s culture, namely school traditions, hierarchical structures, means and standards of discipline, and showing appropriate respect to others. The hazer believes that this can be achieved as those being hazed will comply if they can avoid being humiliated. The developed theory is grounded and was verified through interviewing stakeholders in the school community who had extensive knowledge of the school culture and of Grade 12 learners. / Ukufikisa kungumkhuba wasemandulo, owenziwa emhlabeni wonke. Emiphakathini yasendulo neyenamuhla, isidingo sokuhlanganyela neqembu elithile yinto eyingxenye yobuntu bethu. Inqubo yokuhlanganyela neqembu elithile kuvame ukufaka kukona isidingo sokufikiswa ukuze umuntu abe yilungu ngokuphelele. Lolu cwaningo lusebenzisa izinhlaka zemiqondo yezinzululwazi ezingoMichel Foucault noPeter Bourdieu wokuhleleka kwezenhlalakahle, umbono kaHenri Tajfel noJohn Turner wokuzibandakanya kwabantu kwezenhlalo kanye nombono ka-Albert Bandura wokuziphatha ngendlela engahambisani nemigomo yokulunga ukuze kubukwe abantu abajoyina amaqembu. Ngokusempeleni, ucwaningo lufuna ukubheka ukuthi labo abafikisayo bakhuthazwa yini. Umqondo wenzululwazi wakhiwa ngokuba kubuzwe intsha esencane imibuzo, intsha eyayihlela izinhlelo zokufikisa eyayisezikhundleni zokuhola abafundi ngenkathi yenza iBanga 12 ezikoleni zaseGauteng. Umbono wenzululwazi ozinzile uveza ukuthi ukufikiswa, yize kwenziwa umuntu oyedwa kusuke kungaholwa yilowo muntu kuphela, kodwa ukufikiswa kuyindlela yokukhiqiza kabusha ngokwesiko. Indlela okwenziwa ngayo lokhu kufikisa igxile ekufezeni umuzwa wokuba yingxenye yabathize, ukuguqukela osikweni nasekuvumeleni ukufikiswa. Lowo okunguye ofikisayo usuke efuna ukudlulisela phambili izingxenye zamasiko esikole, njengemikhuba, ukwakheka ngokushiyana kwamazinga, izindlela nemigomo yokuziphatha kahle, kanye nokubonisa inhlonipho kwabanye. Lowo okunguye ofikisayo ukholelwa ekutheni lokhu kungafezwa njengoba labo abafikiswayo bezokwenza lokho okuthiwa abakwenze inqobo nje uma bezogwema ukuhlukunyezwa. Umqondo wenzululwazi osunguliwe uzinzile futhi waqinisekiswa ngokufaka ababambiqhaza imibuzo emiphakathini yezikole eyayinolwazi olunzulu maqondana nesiko lesikole kanye nabafundi beBanga 12. / Thupiso ke mokgwa wa kgale, wa lefase ka bophara. Ditshabeng tsa kgale le tsa mehleng ye, tlhoko ya go tsenela sehlopha ke karolo ya botho bja rena. Tshepetso ya go tsenela sehlopha gantsi e akaretsa tlhoko ya thupiso go kgonthisisa boleloko bjo bo feletsego. Nyakisiso ye e somisa mahlamo a teori a Foucault, dipono tsa Pierre Bourdieu tsa thulaganyo ya setshaba, teori ya Henri Tajfel le John Turner ya boitshupo bja setshaba, le teori ya Albert Bandura ya tlogelo ya melawana ya boitshwaro go lekola batho ba ba tsenelago dihlopha. Ka kakaretso, nyakisiso ye e lekile go kgonthisisa gore gobaneng bao ba rupiswago ba hlohleletswa go tsea magato. Teori ya kgoboketso le tshekatsheko e tsweleditswe ka go botsisa baswa dipotsiso bao, ge ba sa le maemong a boetapele bjalo ka barutwana ba Mphato wa 12 dikolong tsa Gauteng, ba rulagantsego ditiro tsa go sira. Teori ya kgoboketso le tshekatsheko e laetsa gore thupiso bjale ka ge e diragatswa ke motho ga e susumetswe ke motho yoo a le nosi, eupsa thupiso ke mokgwa wa pusoloso ya setso. Mokgwa wo thupiso e diregago ka wona o tsepeletse go fihlelela boikwelo bja go amogelega, go latela setso se se filwego le go dumelelana le thupiso. Morupisi o hlohleletswa go fetisetsa dikarolo tsa setso tsa sekolo, e lego ditso tsa sekolo, dibopego tsa haerakhi, mekgwa le maemo a tayo, le go laetsa tlhompho ya maleba go ba bangwe. Morupisi o dumela gore se se ka fihlelelwa bjalo ka ge bao ba rupiswago ba obamela ge ba ka thibela go goboswa. Teori ye e hlabolotswego e kgobokeditswe le go sekasekwa gomme e ile ya tiiswa ka go ka botsisa bakgathatema dipotsiso sekolong sa setshaba bao ba nago le tsebo ye e tseneletsego ya setso sa sekolo le ya barutwana ba Mphato wa 12. / Educational Studies / D. Ed. (Comparative Education)