Submitted in accordance with the requiremerts for the degree of Doctor of Philosophy (D. Phil) in the subject Psychology in the FACULTV OF ARTS at the UNIVERSllY OF ZULULAND, 2006. / The study investigates counselling interventions used by staff at the Centre for Guidance and Counselling (CGC) from 1977 to 2006. Both location and situation of the University of Zululand (Unizul) in the rural north coast of KwaZulu-Natal, where poverty and political intolerance once reigned, presents unique challenges to students and staff, particularly the Student Representative Council (SRC) and Management. A number of significant discoveries were made as revealed by research techniques used i.e. narratives, selected qualitative and quantitative research methods and case studies. After the 1976 national riots and communication breakdown between students and management, the University established a department to serve as a communication conduit between the two structures (Bengu, 2005). It is with that background that the Student Services Department (SSD) was conceived at Unizul. In spite of interruptions and difficulties from one period to another, there is evidence of hard work from previous headships. Unforeseen circumstances in each case prevented formal hand over. It is only recently, in 2003 that Unizul began to make provisions for change management strategy. For the purposes of this study a survey on student experiences on campus life was conducted. From randomly selected members of the university community it is concluded that, all is not well with student life at Unizul. Further, attitudes of students and staff in Student Services Department (SSD) were explored as they impact on service delivery (Ludeman, 1998; 1997; Worthen, 1987). The genera! view is that problems of de-motivation and academic indifference, political intolerance and domination, mob spirit and group-think are excessive between and amongst students. Student politics rules student affairs. Executive appointments in sports, societies and clubs are dominated by political placements of individuals that serve interests of political groupings. Over the years, the operations of the SRC, Student Parliament and Senate, All Sports and Student Housing Committees have taken political stands. By accommodating and sometimes nursing political squabbles of students, management and staff are perceived to be aligned to one of two main political rivals in the country. SSD is faced with an ongoing responsibility of diffusing tensions to establish a healthy working relationship amongst students, and also between student governing structures and management. The University is faced with challenges of normalizing conditions to enable effective teaching and learning to take place. A systematic, multi-pronged approach to deal with problems of political intolerance and domination, poverty and academic indifference is recommended. As problems will not vanish on their own, a need for an effective, well-thought management strategy and psychological intervention are strongly recommended.

張慧眞. / 論文(博士)--香港中文大學, 1999. / 參考文獻 (p. 245-260) / 中英文摘要. / Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Zhang Huizhen. / Lun wen (Bo shi)--Xianggang Zhong wen da xue, 1999. / Can kao wen xian (p. 245-260) / Zhong Ying wen zhai yao.

Doctorat en sciences sociales, politiques et économiques / info:eu-repo/semantics/nonPublished

At the best of times, education policy implementation is a difficult and uncertain process. Taking this as a point of departure, the researcher advanced the hypothesis that education policy implementation in a society in transition: is accompanied by a fragmentation of the pre-transition coherence in interpersonal relations among policy actors; is affected by a heightening of value conflicts and the emergence of competing interpretive schemes; is influenced by the perceived self-interest of policy actors; is affected by changing power relationships and structural adjustments; and reflects a general weakening of interpersonal, cultural, and structural linkages that had evolved in pre-transition years. The Indian education system in South Africa was studied as an exemplar of a system located in a society in transition. The data collated by means of three research strategies - historical report, questionnaire, and structured interview - gave strong support to the hypothesis. In addition, they pointed to the significance of variables such as policy content and policy quality, political interference and pressure, bias and favouritism among senior officials, religious, sectional, and language loyalties of participants, and loss of job satisfaction and morale among policy actors. These findings were discussed against the background of relevant literature. This concluded in the development_gf a theoretical model to explain education policy implementation in a society in transition. Basically, the model suggests that socio-political struggles in the larger society tend. to be replicated in the micro-contexts of the education system, producing fundamental alterations in the interpersonal, cultural, and structural aspects of the system, a general weakening of system linkages, and a progressive de-coupling of system components. All these changes recursively impact on and are impacted on by policymaking and policy implementation processes and outcomes. These impacts, however, tend to occur in a non-standard, nonlinear manner. The theoretical underpinnings of the model emerge from general systems theory, modern social systems theory, chaos/ complexity theory, conflict theory, structuration theory, organisation change theory, and loosely coupled systems theory. Finally, the study concludes with general propositions relating to education policy implementation in a society in transition and a set of research and management-oriented recommendations. / Educational Leadership and Management / D. Ed. (Educational Management)

Text in English, abstract in English and Afrikaans / Dramatic changes in Newfoundland's environment and global developments during the past decade, significantly influenced growing demands for restructuring the education system of Newfoundland. Responding to these demands, Newfoundland educators succeeded in creating a single unified non-denominational education system which became fully operational at the beginning of the 1998/99 school year. This achievement has been hailed by the majority of Newfoundlanders as a monumental landmark in the provinces' lengthy experience with denominational education. As well, it is viewed as pivotal in achieving educational excellence and ensuring that children receive a relevant education that will prepare them for the demands of the next century. The former education system (which consisted of four separate denominational school systems operated jointly by the church and the state) had become too cumbersome and inefficient, thus adversely affecting the quality of education. This thesis looks in particular at the contextual realities and perspectives that influenced the demands for changing the system. Such factors as the declining school population, economic conditions, technological developments, as well as legal and political issues have distinctly changed the Newfoundland society during the past number of years, hence the necessity to restructure the education system. The thesis furthermore discusses the proposed government model for restructuring the system and highlights the proposals for improving education. It also focuses briefly on the minority rights issue in Canada, as this has bearing on the legal rights of the church to educate in Newfoundland and its current role within the new structure. An evaluation of Newfoundland's educational reform initiatives (which includes the views of key educators in Newfoundland on these issues), deals with some of the problem areas which currently exist within the new system. However, the focus centres mainly on the obvious improvements in such areas as management, organization, parent involvement, curriculum development, educational achievement and accountability. The impact of these reforms on the social, educational and political dimensions of the Newfoundland society will only become evident in time, yet they hold the promise of having a lasting impact on educational achievement. The remarkable feature of the whole reform process is, that it was achieved from within. / Die ingrypende veranderings wat die Newfoundlandse gemeenskap oor die afgelope dekade ondergaan het, tesame met ontwikkelings op wereldvlak, het aanleiding gegee tot toenemende eise om die onderwysstelsel van Newfoundland te herstruktureer. Gevolglik onderneem die Newfoundlandse regering 'n omvattende herondersoek van die onderwys wat lei tot die vorming van 'n enkele, openbare, ge'integreerde onderwysstelsel wat aan die begin van die skooljaar 1998/99 in werking tree. Hierdie prestasie word as 'n besondere keerpunt in die onderwys deur Newfoundlanders beskou, aangesien die behoud en vooruitgang van die Newfoundlandse gemeenskap en onderwys daardeur verseker word. Voorheen het die onderwysstelsel uit vier afsonderlike kerkskoolstelsels bestaan wat gesamentlik deur die staat en kerk op alle vlakke beheer en bestuur is. Hierdie eiesoortige struktuur het die onderwys al hoe meer belemmer en opvoedkundiges genoodsaak om dit te hersien. Hierdie studie kyk eerstens na die vergestaltende faktore en lewensbeskouings wat die onderwys in Newfoundland ten diepste raak. Faktore soos dalende geboortegetalle, ekonomiese toestande, tegnologiese en staatkundige ontwikkelings dra veral by tot die veranderde leefwereld van die Newfoundlander en noop die regering om die onderwysstelsel daarby aan te pas en 'n onderwysmodel vir die toekoms te ontwerp. Hierdie onderwysmodel wat alle komponente asook die struktuur van die onderwysstelsel aanraak, word vervolgens ontleed. Aandag word ook gewy aan die kwessie van minderheidsregte in Kanada, omdat dit die kerk se reg om onderwys in Newfoundland te bedryf, raak. Laastens word die onderwyshervormings vanuit sekere perspektiewe in oenskou geneem en die standpunte van sommige Newfoundlandse opvoedkundiges word gestel. In die slotbeskouing word ook enkele probleme ge'identifiseer. Die bespreking word egter hoofsaaklik gewy aan aspekte van die onderwys wat alreeds verbetering toon soos onder andere onderwysbeheer en onderwysorganisasie, ouerbetrokkenheid, curriculumontwikkeling en onderwyskundige ontwikkeling. Die toekoms sal bepaal hoe hierdie omvangryke en omvattende onderwysveranderings die sosio-kulturele dimensies van die Newfoundlandse gemeenskap sal be'invloed, terwyl dit die belofte inhou om 'n dinamiese verbetering te bewerkstellig. / Educational Studies / D. Ed. (Comparative Education)

Thesis (MPhil)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: Since 1995, despite the consultative processes with regards to Rationalisation and Redeployment, many stakeholders did not accept, nor understand the rationale behind the government's drive to redistribute human resources. It is widely known that there existed immense tensions and conflicts between educators and bureaucrats on the issue, which played itself out in the Grove Primary School case, as well as the withdrawal of regulations because of a 'threatened strike', due to government's disregard for participatory democracy. Using a case study, within the Gauteng province, this research investigated the experiences and perceptions of key policy actors on the policy planning and implementation processes by tracking the development of social dialogue during this process. The conceptual framework for this study was provided in the work of Cheng and Cheung (1995), who provided a generic empirical education policy analysis model, which tracks the policy processes within linear phases. Fifty indicators were identified, which were used to measure the efficacy of the policy-making process, as well as the evolution of social dialogue in the policy discourse. This study argues that in an endeavour to implement redress and equity, the policy employed had its inherent weaknesses. The researcher used a structured questionnaire to measure key policy actors (formulators and implementers), experiences and perceptions of the process employed. The qualitative methodology, which was supported by the quantitative data analysis approach, exposed that bureaucratic attitude towards socio-political participation, a technocratic approach to educational imperatives, strong union organisation, empowered parents, and the lack of capacity at certain levels of administration to deal with resistance directly and indirectly, contributed to the ambiguous success of this policy intervention. The purpose of this research was to assist in improving the efficacy of the policy pathways, by proposing a modified strategy, which includes dialogue with all relevant role players. In focusing primarily on the analysis of the Rationalisation and Redeployment Policy process, the findings of this empirical research have therefore shown how opinions and perceptions about the efficacy of a policy process are directly linked to the experiences of policy actors with regards to social dialogue during the process. As any interventionist policy is a negotiated responsibility of all educational role players, in order to promote an enabling educative environment, the consultative, as well as the policy processes proposed in this study, are based on principles grounded in research which makes optimal use of existing structures. / AFRIKAANSE OPSOMMING: Sedert 1995, ten spyte van die konsultatiewe proses rakende rasionalisasie en her-ontplooing, het min van die rolspelers die proses aanvaar, of die rasionaal agter die regering se poging om menslike hulpbronne te herversprei verstaan. Dit is alombekend dat daar reuse spanning en konflik tussen opvoeders en burokrate, gesentreer rondom die Grove Primêre Skool saak, bestaan het. Dit het saamgegaan met die ontrekking van regulasies -as gevolg van 'n beoogde staking weens die regering se miskenning van deelnemende demokrasie. Hierdie studie maak gebruik van 'n gevalle studie in die Gauteng provinsie. Hiervolgens is daar 'n ondersoek na die ervarings en persepsies van sleutel beleidsrolspleers ten opsigte van beleidsbeplanning en implementeringsprosesse. Die hoofidee is om die ontwikkeling van die sosiale dialoog binne die provinsiale onderwys na te spoor. Die konsepsuele raamwerk word verskaf deur Cheng and Cheung (1995), wie se werk 'n generiese empiriese onderwysbeleidsontleding model voortgebring het. Hierdie model volg die beleidsproses binne liniêre fases. Vyftig aanwysers word geïdentifiseer, wat gebruik word om die effektiwiteit van die beleidsformuleringproses sowel as die evolusie van sosiale dialoog te meet. Hierdie studie voer aan dat in die poging om herverspreding en gelykberegtiging te implementeer, die rasionalisasie en her-ontplooing proses opsigself inherente swakhede gehad het. "n Gestruktueerde vraelys, om sleutel rolspelers se ervarings en persepsies van die beleidsproses te meet, is gebruik. Hierdie navorsing bring na vore die feit dat burokratiese houdings jeens sosiopolitiese deelname, "n tegnokratiese benadering tot opvoedkundige imperatiewe, sterk vakbondorganisasie, bemagtigde ouers, en bestuursvlak se onvermoë om weerstand te hanteer, bygedra het tot die dubbelsinnige sukses van hierdie beleidsintervensie. Die doel van die navorsing is om die effektiwiteit van die beleidsweë te verbeter. Dit word gedoen deur die voorstel van 'n gewysigde strategie, wat die dialoog van alle relevante rolsplers insluit. Deur primêr te fokus op die rasionalisasie en her-ontplooing proses, wys die navorsing dat opinies en persepsies rondom die effektiwiteit van 'n beleidsproses direk gekoppel is aan die ervarings van beleidsrolspelers met betrekking tot sosiale dialoog. Die konsultatiewe sowel as die beleidsprosesse wat voorgestel word in hierdie studie is gebaseer op beginsels wat opsigself gefundeer is in navorsing wat van die bestaande strukture optimaal gebruik maak.

Transformation of the higher education system has come under the spotlight recently. At the core of this debate are issues pertaining to access and throughput rates at universities. Although access has improved significantly, throughput rates remain relatively low especially amongst black students (Council on Higher Education, 2017). The current study aims to explore the learning experiences and academic performance of postgraduate black students at the university of South Africa. Through a qualitative approach that included interviews, a phenomenological research design and critical race theory to gain an insiders perspective. This approach is chosen for its ability to generate rich descriptive and interpretive accounts of events based on the participant’s narratives. The findings revealed that the variation in learning experiences and academic performance was accounted for by background factors rather than student’s own intellectual or academic competencies. / Psychology / M.A. (Psychology with specialisation in Research Consultation)

At the best of times, education policy implementation is a difficult and uncertain process. Taking this as a point of departure, the researcher advanced the hypothesis that education policy implementation in a society in transition: is accompanied by a fragmentation of the pre-transition coherence in interpersonal relations among policy actors; is affected by a heightening of value conflicts and the emergence of competing interpretive schemes; is influenced by the perceived self-interest of policy actors; is affected by changing power relationships and structural adjustments; and reflects a general weakening of interpersonal, cultural, and structural linkages that had evolved in pre-transition years. The Indian education system in South Africa was studied as an exemplar of a system located in a society in transition. The data collated by means of three research strategies - historical report, questionnaire, and structured interview - gave strong support to the hypothesis. In addition, they pointed to the significance of variables such as policy content and policy quality, political interference and pressure, bias and favouritism among senior officials, religious, sectional, and language loyalties of participants, and loss of job satisfaction and morale among policy actors. These findings were discussed against the background of relevant literature. This concluded in the development_gf a theoretical model to explain education policy implementation in a society in transition. Basically, the model suggests that socio-political struggles in the larger society tend. to be replicated in the micro-contexts of the education system, producing fundamental alterations in the interpersonal, cultural, and structural aspects of the system, a general weakening of system linkages, and a progressive de-coupling of system components. All these changes recursively impact on and are impacted on by policymaking and policy implementation processes and outcomes. These impacts, however, tend to occur in a non-standard, nonlinear manner. The theoretical underpinnings of the model emerge from general systems theory, modern social systems theory, chaos/ complexity theory, conflict theory, structuration theory, organisation change theory, and loosely coupled systems theory. Finally, the study concludes with general propositions relating to education policy implementation in a society in transition and a set of research and management-oriented recommendations. / Educational Leadership and Management / D. Ed. (Educational Management)

Text in English, abstract in English and Afrikaans / Dramatic changes in Newfoundland's environment and global developments during the past decade, significantly influenced growing demands for restructuring the education system of Newfoundland. Responding to these demands, Newfoundland educators succeeded in creating a single unified non-denominational education system which became fully operational at the beginning of the 1998/99 school year. This achievement has been hailed by the majority of Newfoundlanders as a monumental landmark in the provinces' lengthy experience with denominational education. As well, it is viewed as pivotal in achieving educational excellence and ensuring that children receive a relevant education that will prepare them for the demands of the next century. The former education system (which consisted of four separate denominational school systems operated jointly by the church and the state) had become too cumbersome and inefficient, thus adversely affecting the quality of education. This thesis looks in particular at the contextual realities and perspectives that influenced the demands for changing the system. Such factors as the declining school population, economic conditions, technological developments, as well as legal and political issues have distinctly changed the Newfoundland society during the past number of years, hence the necessity to restructure the education system. The thesis furthermore discusses the proposed government model for restructuring the system and highlights the proposals for improving education. It also focuses briefly on the minority rights issue in Canada, as this has bearing on the legal rights of the church to educate in Newfoundland and its current role within the new structure. An evaluation of Newfoundland's educational reform initiatives (which includes the views of key educators in Newfoundland on these issues), deals with some of the problem areas which currently exist within the new system. However, the focus centres mainly on the obvious improvements in such areas as management, organization, parent involvement, curriculum development, educational achievement and accountability. The impact of these reforms on the social, educational and political dimensions of the Newfoundland society will only become evident in time, yet they hold the promise of having a lasting impact on educational achievement. The remarkable feature of the whole reform process is, that it was achieved from within. / Die ingrypende veranderings wat die Newfoundlandse gemeenskap oor die afgelope dekade ondergaan het, tesame met ontwikkelings op wereldvlak, het aanleiding gegee tot toenemende eise om die onderwysstelsel van Newfoundland te herstruktureer. Gevolglik onderneem die Newfoundlandse regering 'n omvattende herondersoek van die onderwys wat lei tot die vorming van 'n enkele, openbare, ge'integreerde onderwysstelsel wat aan die begin van die skooljaar 1998/99 in werking tree. Hierdie prestasie word as 'n besondere keerpunt in die onderwys deur Newfoundlanders beskou, aangesien die behoud en vooruitgang van die Newfoundlandse gemeenskap en onderwys daardeur verseker word. Voorheen het die onderwysstelsel uit vier afsonderlike kerkskoolstelsels bestaan wat gesamentlik deur die staat en kerk op alle vlakke beheer en bestuur is. Hierdie eiesoortige struktuur het die onderwys al hoe meer belemmer en opvoedkundiges genoodsaak om dit te hersien. Hierdie studie kyk eerstens na die vergestaltende faktore en lewensbeskouings wat die onderwys in Newfoundland ten diepste raak. Faktore soos dalende geboortegetalle, ekonomiese toestande, tegnologiese en staatkundige ontwikkelings dra veral by tot die veranderde leefwereld van die Newfoundlander en noop die regering om die onderwysstelsel daarby aan te pas en 'n onderwysmodel vir die toekoms te ontwerp. Hierdie onderwysmodel wat alle komponente asook die struktuur van die onderwysstelsel aanraak, word vervolgens ontleed. Aandag word ook gewy aan die kwessie van minderheidsregte in Kanada, omdat dit die kerk se reg om onderwys in Newfoundland te bedryf, raak. Laastens word die onderwyshervormings vanuit sekere perspektiewe in oenskou geneem en die standpunte van sommige Newfoundlandse opvoedkundiges word gestel. In die slotbeskouing word ook enkele probleme ge'identifiseer. Die bespreking word egter hoofsaaklik gewy aan aspekte van die onderwys wat alreeds verbetering toon soos onder andere onderwysbeheer en onderwysorganisasie, ouerbetrokkenheid, curriculumontwikkeling en onderwyskundige ontwikkeling. Die toekoms sal bepaal hoe hierdie omvangryke en omvattende onderwysveranderings die sosio-kulturele dimensies van die Newfoundlandse gemeenskap sal be'invloed, terwyl dit die belofte inhou om 'n dinamiese verbetering te bewerkstellig. / Educational Studies / D. Ed. (Comparative Education)

Les réformes de l'enseignement supérieur européen reconfigurent en profondeur les missions et l'organisation des universités. L'objet de notre thèse est de décrire les caractéristiques de la « nouvelle université capitaliste » telle qu’elle émerge progressivement par la mise en application du « modèle » de l’université de marché.<p>Dans une première partie, nous questionnons l'origine de ce modèle d'université de marché, en le confrontant aux différents "modèles historiques" qui ponctuent l'histoire des universités modernes. Nous étudions alors l'évolution des missions de recherche et d'enseignement des universités.<p>Afin d'interroger la description ainsi offerte de la nouvelle université capitaliste à l'aune de constat empiriques, nous interrogeons dans la seconde partie les différentes manières par lesquelles elle contribue à reproduire les inégalités sociales, à produire des héritiers et des « miraculés ». Cela nous permet de raffiner la description et de montrer quelques propriétés particulières de l'université en cours d'avènement.<p> / Doctorat en Sciences politiques et sociales / info:eu-repo/semantics/nonPublished