Athletic scholarships are approved by the athletic department and awarded by the University Office of Scholarships and Financial Aid. The athletic business manager was not actively involved in this procedure. The athletic business manager is the individual directly accessible to the financial figures of an athletic department. The process of approving and awarding an athletic scholarship needed to be designed. A computer program was created to aid the athletic business manager in maintaining athletic scholarship information. The computer program is flexible to allow information to be entered or deleted concerning athletic scholarships. Budget allocations for each sport, agreed upon by the athletic business manager and the Director of Athletics, are programmed into the computer. Each time information is entered, adjustments concerning total scholarship expenditures and variances between budget allocations and scholarship expenditures are made. The computer program is a good tool for the athletic business manager in justifying, maintaining, and controlling scholarship costs. The program is capable of generating numerous financial reports. The financial reports may aid the athletic business manager and the A.D. in developing budgets for future athletic scholarships. / Master of Science

Employing Museus’ (2014) Culturally Engaging Campus Environment framework, this mixed-method exploratory study sought to ascertain what prospective (proTSCC) and current transfer students from community colleges (TSCC) knew about nationally competitive awards and to identify factors that influenced their decision to apply. Beginning with phenomenological interviews of transfer students and alumni, their responses informed the development of an Access to Nationally Competitive Awards Scale, which was then disseminated to currently enrolled community college students who indicated intentions of transferring to a four-year institution. Transfer students from community colleges (TSCC) make up approximately 19% of enrollment at four-year institutions, yet research has shown that TSCC frequently feel unsupported and lost during and after the transfer process (Schmertz, & Carney, 2013; Tobolowsky & Cox, 2012). Nationally competitive awards (NCAs) fund a variety of opportunities, including study abroad, research, graduate school, and more (Cobane & Jennings, 2017). Currently, there is a dearth of research on NCAs, specifically in relation to access and awareness of these opportunities (Terri Heath et al., 1993). Furthermore, many NCAs require campus support, generally in the form of an institutional endorsement or nomination letter (National Association of Fellowship Advisors, n.d., Guidelines for Institutions section), which places access directly in the hands of institutions. Findings show that TSCC and proTSCC were mostly unaware of NCAs, yet they were eligible for at least one of the study exemplars and highly interested in learning more about these opportunities. Moreover, specific external, individual, and campus environment factors influenced their motivation to apply.

This exploratory case study investigated the Graduate Assistant (GA) Scholarship Programme at Technikon Natal (TN) as a staff development mechanism. Although GA programmes are not a new concept and have been used internationally for decades as a means to develop academic staff, the programme at TN has some differences. This programme was initiated to address the development of young Black, and in the main African, academics in order to assist with meeting future employment equity requirements. The programme in its simplest form offers the GA the opportunity to gain teaching experience while studying for a post graduate qualification. Between 1995 and 2000, fifty GAs were involved in the programme at TN, with the majority of GAs studying at the BTech qualification level. This case study identified the juxtaposition of two perspectives of influence, those of the institutional and the individual issues. The institutional issues identified were categorised into policy and procedural issues and the individual issues focused on staff development and mentorship issues. Although the findings cannot be generalised, significant issues have been identified which could prove of value to a wider audience. In addition to developing Black academics, the programme makes a significant contribution to increasing the achievement of higher qualifications from the technikon sector. This is desirable in order to produce the technological foundation for South Africa's future economy. The study identified great potential in the GAs and in the community at TN who have embraced this opportunity to develop young academics of the future. Although there are a number of issues to be addressed, the key stakeholders of this study; the GAs and their Heads of Departments, are well supported by the management and relevant units at TN. / Thesis (M.Ed.) - University of Natal, Durban, 2000.

Thesis (PhD)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This study investigated the challenges for journalism education and training (JE&T) in a post-1994 transforming South Africa. Prior to 1994, South Africa had three distinct university systems with different ideological orientations, namely historically Afrikaans-language universities, historically English-language universities, and historically “black” universities. The consequence of these orientations in the university system caused a paradigmatic schism in the field of JE&T. The advent of democracy in 1994 necessitated the questioning of this division in higher education. One could assume that there was need to transform the JE&T curricula so that it could address the challenges of a society in transformation. This study, therefore, aimed to establish whether JE&T curricula in three selected tertiary institutions in post-1994 South Africa have transformed in line with the transformation process in the country. The post-colonial theory, developmental journalism model and Ubuntu philosophy were deemed the most appropriate theoretical points of departure from which to analyse the curricula. A collective case study was used as a research design. To collect data, a mixedmethod approach, which utilised both qualitative and quantitative approaches, was used. Qualitative data were collected through use of programme documents from the selected journalism tertiary institutions and a semi-structured questionnaire, which was distributed to programme coordinators. Quantitative data were obtained through the structured questionnaire which was completed by students in the selected programmes. The qualitative data obtained were analysed using qualitative content analysis, while quantitative data were analysed using the statistical package SPSS version 18. The data were then analysed and discussed in terms of the selected theories. The analysis revealed that the three programmes are highly dependent on Western epistemologies. The programmes have a close relationship with the media industry, a relationship which at times can be a double-edged sword. The findings also show that the programme coordinators of these programmes are not averse to the transformation of curricula provided the process takes into cognisance Western epistemologies. The results also showed that in terms of gender and race, transformation has either been insignificant or non-existent. Lastly, all three programmes do not teach their students to report in indigenous languages. The final conclusion of the study is that JE&T in the selected programmes are not yet addressing the challenges of a transforming post-1994 South Africa. / AFRIKAANSE OPSOMMING: Hierdie studie het die uitdagings aan joernalistieke opvoeding en opleiding (JO&O) in ’n post-1994, transformerende Suid-Afrika ondersoek. Voor 1994 het Suid-Afrika drie verskillende universiteitstelsels met verskillende ideologiese oriëntasies gehad, naamlik historiese Afrikaanse universiteite, historiese Engelse universiteite en historiese “swart” universiteite. Die gevolg van hierdie oriëntasies in die universiteitstelsel het ’n paradigmatiese skisma in die veld van JO&O veroorsaak. Die koms van demokrasie in 1994 het die bevraagtekening van hierdie skeiding in hoër onderwys genoodsaak. Die aanname kon gemaak word dat daar ’n behoefte was om JO&O kurrikula te transformeer sodat dit aan die uitdagings van ’n samelewing in oorgang kon beantwoord. Hierdie studie het dus beoog om vas te stel of JO&O kurrikula in drie geselekteerde tersiêre inrigtings in ’n post-1994 SuidAfrika saam met die landgetransformeer het. Die postkoloniale teorie, ontwikkelingsjoernalistiek-teorie en Ubuntu-filosofie is geoordeel om die mees toepaslike teoretiese vertrekpunte te wees om die kurrikula mee te evalueer. ’n Kollektiewe gevallestudie is as navorsingsontwerp gebruik. As dataversamelingsmetodologie is ’n gemengde metodesbenadering gevolg, waarin kwalitatiewe en kwantitatiewe metodologieë gebruik is. Kwalitatiewe data is deur’n analise van die programdokumente van die geselekteerde tersiêre instellings versamel, asook deur ’n semi-gestruktureerde vraelys aan die programkoördineerders. Kwantitatiewe data is verkry danksy ’n gestruktureerde vraelys wat deur studente in die onderskeie programme voltooi is. Die kwalitatiewe data is geanaliseer deur kwalitatiewe inhoudsanalise, terwyl die kwantitatiewe data geanaliseer is deur die statistiese pakket SPSS weergawe18. Die data is daarna aan die geselekteerde teorieëgetoets en daarvolgens geëvalueer. Die analise het getoon dat die drie programme sterk steun op Westerse epistemologieë. Die drie programme het stewige verhoudings met die mediabedryf, ’n verhouding wat soms ’n tweesnydende swaard kan wees. Die bevindinge toon ook dat die koördineerders van die programme nie onwillig oor die transformasie van kurrikula is nie, met dien verstande die proses neem Westerse epistemologieë in aanmerking. Die resultate het ook aangetoon dat transformasie onbeduidend of nie-bestaande was in terme van geslag en ras. Die drie programme bied ook geen onderrig in inheemse Afrika-tale aan nie. Die finale slotsom van die studie was dat JO&O in die geselekteerde programme nog nie die uitdagings van ’n transformerende post-1994 Suid-Afrika aanspreek nie. / University of Venda