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Responsible use of social media by undergraduate student nurses / Ingrid van der WaltVan der Walt, Ingrid January 2014 (has links)
The background and problem statement centre on the evolution of technology within teaching and learning, which involves undergraduate student nurses, as well as the use of social media as interactive teaching and communication tool. While examining the background to this topic, the researcher recognised a need to gain a deeper understanding of responsible social media use by undergraduate student nurses to the benefit of all the stakeholders, namely the Nursing Education Institution (NEI), applicable health care facilities, the patients and the student nurses. The study starts off with a literature review to peruse what is known about social media and information communication technology by undergraduate student nurses within a Higher Education (HE) environment. Literature shows that nurses in their work environment are not excluded from social media interaction processes. Within this context, social media offers improved contact and communication in general and in the working environment through the internet. The aim of this study is to explore and describe responsible use of social media by undergraduate student nurses.
Methodology: The study followed a qualitative, explorative, descriptive and contextual design. All-inclusive, probable and purposive sampling (Brink, van der Walt & van Rensburg, 2006:134) was applied to select participants from a population of undergraduate student nurses (N=200, n=39). Prospective participants were informed by the researcher regarding the research by means of a Power Point slideshow and from there prospective participants had to make an informed decision to participate voluntarily in the research. Data was collected by means of an unstructured conversation between the researcher and participants via the real-time, online Chat Room of Sakai 2.9.1. Sakai 2.9.1 refers to an educational software platform which is a Java-based, service-oriented application used in an open source academic community. Sakai 2.9.1 is used within this context as a Course Management System and Virtual Learning Environment. The following questions were asked: “Tell me how you use your social media (e.g. Facebook™, Twitter™, WAYN™, LinkedIn™, WhatsApp™, etc.)”; “How do you access and on which device do you use social media?”, “What is your view of responsible social media use as a student nurse?” Although it was an all-inclusive sample and all members of the population were invited to participate, the sample size was established once the research reached data saturation (Brink et al., 2006:135).
Thirty-nine participants (n=39) participated and the analysed results were first confirmed in a focus group. Six (6) main themes where identified, namely: social media as a quick academic reference; the social communication uses of social media; social curiosity; multiple social media registrations, but limited social media use; student nurses’ need for guidelines regarding responsible social media use and a need to share photographs on social media. The final conclusion was that student nurses entered the nursing profession with established social media skill. Yet, student nurses need guidance to divert social media use from a social perspective to social media use within a professional capacity. Recommendations for enhanced responsible social media use by student nurses where formulated.
(Word count: 489) / MCur, North-West University, Potchefstroom Campus, 2014
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Depictions of diversity in the Curriculum Studies programme of the BEdHons degree within a higher education context / Jean Henry BlignautBlignaut, Jean Henry January 2015 (has links)
In this study I explored depictions of diversity in the Curriculum Studies programme of the
BEdHons degree course at North-West University in South Africa. South Africa was and is still is
facing the challenge of inequalities such as getting access to higher education institutions that
were previously dominated by a white Christian Afrikaans-speaking group. The first democratic
election in South Africa in 1994 brought about structural changes in society. These structural
changes included the merging of tertiary education institutions such as colleges of education,
technikons and universities. In view of South Africa’s history of divisions and injustices such as
patriarchy, mono-religiosity and mono-ethnicism, it therefore seemed valuable to explore how
diversity is depicted in higher education institutions.
In 2012 a task team was set up by the dean of the Faculty of Education Sciences at the
Potchefstroom Campus of North-West University. This team investigated how diversity was
expressed in selected study guides of the undergraduate BEd degree programme offered at the
Potchefstroom Campus to contact mode students. This study identified the need to explore how
diversity is depicted at a postgraduate degree level.
The primary purpose of my research was to explore empirically the extent to which diversity
nuances of gender, religion and ethnicity are depicted in the Curriculum Studies programme of
the BEdHons degree course. This involved exploring the depictions of diversity in study guides
of the modules presented in the Curriculum Studies programme of the BEdHons degree course.
In addition, I also looked into the depictions of diversity by lecturers presenting modules and
students enrolled for the Curriculum Studies programme of the BEdHons degree course.
The study was situated in a critical theory paradigm and utilised a qualitative research design
with a critical ethnographic methodology. Three sets of data generation methods were
employed: document research, semi-structured one-on-one interviews and focus group
interviews. The two campuses of North-West University offering this programme were
purposefully selected as my research environments. I employed purposeful sampling, and study
guides utilised by lecturers and students in the Curriculum Studies programme of the BEdHons
degree course formed the sample. Lecturers presenting modules and students enrolled for the
Curriculum Studies programme of the BEdHons degree course were participants. Critical
discourse analysis, underpinned by Fairclough’s (1992) three-dimensional conception of
discourse, was the method of analysis.
The conclusions were derived predominantly from the diversity nuances acculturation and
rationality. Some of the conclusions were also derived from diversity as a nuance but to a
limited extent. The conclusions vary from depictions on the chosen discourse of diversity, depictions relating to curricula and the multifaceted aspect of diversity. With regard to the
depictions on the chosen discourses of diversity, it was evident that some lecturer participants
were only fostering the aspects gender, religion and ethnicity of certain cultural groups, which
caused some groups to be invisible. Student participants’ depictions were ideologically
embedded as they preferred not to engage with diversity to eliminate certain issues. Lecturer
participants also tended to include disadvantaged minority/majority groups to such a limited
extent that they were almost non-existent. Furthermore, it appeared that lecturer participants
excluded diversity to foster inclusion. Separation was also emphasised by student participants
in that they were being forced to engage with diversity rather than wanting to or having a choice
to engage with diversity or not.
Reflecting on the conclusions arising from my study, I put forward a theoretical stance focusing
on curriculum-making for social justice. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015
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Responsible use of social media by undergraduate student nurses / Ingrid van der WaltVan der Walt, Ingrid January 2014 (has links)
The background and problem statement centre on the evolution of technology within teaching and learning, which involves undergraduate student nurses, as well as the use of social media as interactive teaching and communication tool. While examining the background to this topic, the researcher recognised a need to gain a deeper understanding of responsible social media use by undergraduate student nurses to the benefit of all the stakeholders, namely the Nursing Education Institution (NEI), applicable health care facilities, the patients and the student nurses. The study starts off with a literature review to peruse what is known about social media and information communication technology by undergraduate student nurses within a Higher Education (HE) environment. Literature shows that nurses in their work environment are not excluded from social media interaction processes. Within this context, social media offers improved contact and communication in general and in the working environment through the internet. The aim of this study is to explore and describe responsible use of social media by undergraduate student nurses.
Methodology: The study followed a qualitative, explorative, descriptive and contextual design. All-inclusive, probable and purposive sampling (Brink, van der Walt & van Rensburg, 2006:134) was applied to select participants from a population of undergraduate student nurses (N=200, n=39). Prospective participants were informed by the researcher regarding the research by means of a Power Point slideshow and from there prospective participants had to make an informed decision to participate voluntarily in the research. Data was collected by means of an unstructured conversation between the researcher and participants via the real-time, online Chat Room of Sakai 2.9.1. Sakai 2.9.1 refers to an educational software platform which is a Java-based, service-oriented application used in an open source academic community. Sakai 2.9.1 is used within this context as a Course Management System and Virtual Learning Environment. The following questions were asked: “Tell me how you use your social media (e.g. Facebook™, Twitter™, WAYN™, LinkedIn™, WhatsApp™, etc.)”; “How do you access and on which device do you use social media?”, “What is your view of responsible social media use as a student nurse?” Although it was an all-inclusive sample and all members of the population were invited to participate, the sample size was established once the research reached data saturation (Brink et al., 2006:135).
Thirty-nine participants (n=39) participated and the analysed results were first confirmed in a focus group. Six (6) main themes where identified, namely: social media as a quick academic reference; the social communication uses of social media; social curiosity; multiple social media registrations, but limited social media use; student nurses’ need for guidelines regarding responsible social media use and a need to share photographs on social media. The final conclusion was that student nurses entered the nursing profession with established social media skill. Yet, student nurses need guidance to divert social media use from a social perspective to social media use within a professional capacity. Recommendations for enhanced responsible social media use by student nurses where formulated.
(Word count: 489) / MCur, North-West University, Potchefstroom Campus, 2014
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An analysis of management skills within graded establishments in South Africa / Walter Johan WesselsWessels, Walter Johan January 2015 (has links)
The tourism industry is one of the biggest economic contributors in South Africa and it is predicted that the industry will grow significantly over the years to come. This growth pressures South Africa to stay competitive and adhere to the needs of the visitors. The latter being one of the core functions of any tourism establishment.
Labour structures in the tourism industry are constantly changing and to deliver quality products, employees should be well skilled and prepared for the demands of the industry. The accommodation sector, one of the biggest sectors in the tourism industry, provides a variety of services to tourists when visiting this country. It was determined in the literature review that the skills needed by an accommodation manager, to provide the expected services include flexibility, people skills, the ability to train other employees and the ability to explore the ever changing needs of the tourist.
Higher education organisations in South Africa educate potential tourism employees in a variety of skills and knowledge. However, some employees are still of the opinion that these students are not adequately prepared for the demands of the industry and therefore complain. Added to this, there is very little communication between the industry and higher education organisations. Therefore the tourism industry feels that students are not employable which creates challenges for students, higher education organisations and the tourism industry.
Education and skills development should contribute directly to the economic growth of South Africa and the government, a very important role player in the tourism industry, encourages education opportunities in South Africa. Therefore, the aim of this study is to determine, through industry participitation, what the management skills required within graded establishments in South Africa are.
To achieve this aim, the following objectives were set: To analyse the literature available regarding the managerial theories, managerial levels, managerial processes and universal skills needed by managers, to analyse the tourism industry and hospitality sector, identify the important role played by managerial skills within this sector and to identify higher education programmes available in South Africa that focus specifically on managerial skills development for the accommodation sector. Thirdly, to collect and analyse the perceptions of accommodation owners and managers regarding the managerial skills and knowledge required by graduate managerial employees and then to draw conclusions and make recommendations to higher education organisations to adapt tourism management qualification programmes.
This was achieved by making use of a quantitative research method by means of self-administered questionnaires, distributed to 254 Tourism Grading Counsil of South Africa’s (TGCSA) graded establishment managers in the nine (9) provinces of South Africa. The data, gathered from the questionnaire, was captured electronically by an online programme, SurveyMonkey. The data was then processed by means of SPSS and analysed. The descriptive results revealed that most of the responding accommodation establishments do employ graduates, but these graduates have to display certain characteristics. The top three characteristics for an accommodation manager included trustworthiness, responsibility and motivation in that order. Being ambitious, intelligent and sensitive rated the lowest.
A factor analysis revealed that there are 10 important factors that contributes to being an effective accommodation manager. These skills included: 1) Personal characteristics, 2) Forecasting skills, 3) Strategic management skills, 4) Human resource skills, 5) Problem solving and crisis management skills, 6) Communication skills, 7) Information technology skills, 8) Customer service skills, 9) Financial skills and 10) Marketing skills.
The comparisons (by means of ANOVA’s, t-tests and spearman rank order correlations) between skills needed by an accommodation manager and selected business characteristics (the province in which the accommodation establishment is located, the grading status, the size, the number of employees and the years that the accommodation establishment has been in operation) are unique to this study and various significant differences were identified. Comparisons have also been done between skills needed by an accommodation manager and selected personal characteristics (age, current position, duration of employment, level of higher education and the necessity of practical skills before employment of the respondent) which also revealed significant differences. The highest number of significant differences was identified for larger establishments, age, position of the respondents and the duration of employment. The results of this study can be used by higher education organisations to adapt their current tourism management qualifications, and by accommodation establishments to understand the training needs of employees. It did however voice the concerns of industry role players when it comes to new graduates and their employability. / MA (Tourism Management), North-West University, Potchefstroom Campus, 2015
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An analysis of management skills within graded establishments in South Africa / Walter Johan WesselsWessels, Walter Johan January 2015 (has links)
The tourism industry is one of the biggest economic contributors in South Africa and it is predicted that the industry will grow significantly over the years to come. This growth pressures South Africa to stay competitive and adhere to the needs of the visitors. The latter being one of the core functions of any tourism establishment.
Labour structures in the tourism industry are constantly changing and to deliver quality products, employees should be well skilled and prepared for the demands of the industry. The accommodation sector, one of the biggest sectors in the tourism industry, provides a variety of services to tourists when visiting this country. It was determined in the literature review that the skills needed by an accommodation manager, to provide the expected services include flexibility, people skills, the ability to train other employees and the ability to explore the ever changing needs of the tourist.
Higher education organisations in South Africa educate potential tourism employees in a variety of skills and knowledge. However, some employees are still of the opinion that these students are not adequately prepared for the demands of the industry and therefore complain. Added to this, there is very little communication between the industry and higher education organisations. Therefore the tourism industry feels that students are not employable which creates challenges for students, higher education organisations and the tourism industry.
Education and skills development should contribute directly to the economic growth of South Africa and the government, a very important role player in the tourism industry, encourages education opportunities in South Africa. Therefore, the aim of this study is to determine, through industry participitation, what the management skills required within graded establishments in South Africa are.
To achieve this aim, the following objectives were set: To analyse the literature available regarding the managerial theories, managerial levels, managerial processes and universal skills needed by managers, to analyse the tourism industry and hospitality sector, identify the important role played by managerial skills within this sector and to identify higher education programmes available in South Africa that focus specifically on managerial skills development for the accommodation sector. Thirdly, to collect and analyse the perceptions of accommodation owners and managers regarding the managerial skills and knowledge required by graduate managerial employees and then to draw conclusions and make recommendations to higher education organisations to adapt tourism management qualification programmes.
This was achieved by making use of a quantitative research method by means of self-administered questionnaires, distributed to 254 Tourism Grading Counsil of South Africa’s (TGCSA) graded establishment managers in the nine (9) provinces of South Africa. The data, gathered from the questionnaire, was captured electronically by an online programme, SurveyMonkey. The data was then processed by means of SPSS and analysed. The descriptive results revealed that most of the responding accommodation establishments do employ graduates, but these graduates have to display certain characteristics. The top three characteristics for an accommodation manager included trustworthiness, responsibility and motivation in that order. Being ambitious, intelligent and sensitive rated the lowest.
A factor analysis revealed that there are 10 important factors that contributes to being an effective accommodation manager. These skills included: 1) Personal characteristics, 2) Forecasting skills, 3) Strategic management skills, 4) Human resource skills, 5) Problem solving and crisis management skills, 6) Communication skills, 7) Information technology skills, 8) Customer service skills, 9) Financial skills and 10) Marketing skills.
The comparisons (by means of ANOVA’s, t-tests and spearman rank order correlations) between skills needed by an accommodation manager and selected business characteristics (the province in which the accommodation establishment is located, the grading status, the size, the number of employees and the years that the accommodation establishment has been in operation) are unique to this study and various significant differences were identified. Comparisons have also been done between skills needed by an accommodation manager and selected personal characteristics (age, current position, duration of employment, level of higher education and the necessity of practical skills before employment of the respondent) which also revealed significant differences. The highest number of significant differences was identified for larger establishments, age, position of the respondents and the duration of employment. The results of this study can be used by higher education organisations to adapt their current tourism management qualifications, and by accommodation establishments to understand the training needs of employees. It did however voice the concerns of industry role players when it comes to new graduates and their employability. / MA (Tourism Management), North-West University, Potchefstroom Campus, 2015
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Die lewenstyle en romantiese verhoudings van 'n groep adolessente meisies in Bishop LavisVan Wieling, Rene Andrea 14 1900 (has links)
Thesis (MPhil)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: The aim of the study is to investigate the. lifestyles and and romantic relationships of
adolescent girls in the Bishop Lavis community. The study also explores the 'taxi-queen'
phenomenon as a particular form of relationship. The study employed a qualitative
methodology. Data were collected by means of a combination of two methods: firstly, two
focus groups each consisting of seven high school learners between the ages of 16 and 18
years and secondly, in-depth interviews conducted with three adolescent girls between the
ages of 16 and 20 years who were identified as'taxi-queens'. Regarding lifestyles of the
young girls special attention was afforded to leisure activities, the role of the consumer
market, domestic circumstances and future expectations. In the case of romantic
relationships the study focused on the type of relationship the girls are involved in, reasons
for their involvement, the nature and functions of romantic emotions, adolescent dating
patterns, sexual behaviour and sexual violence. Regarding lifestyles findings indicate that
leisure activities as well as the consumer market playa central role in the lives of these
young girls. Leisure activities not only provide pleasure but also function as an escape
mechanism from parental supervision, rules and interference. Young girls tend to
experience romantic relationships as particularly positive and within these relationships
sexuality represents a central component. Sexual activities appear to cornmense during
earlier stages of the dating process. Furthermore, such activities are kept secret from
parents due to fear of negative reactions and sex-related topics are seldom discussed with
parents. Sexual violence often forms a component of romantic relationships between
adolescent girls and boys. In conclusion the 'taxi-queen' relationship as a relatively unique
form of romantic relationship is demonstrated with reference to the experiences of three
young girls involved in such relationships. Recommendations for future research are made
on the basis of the findings of this study. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om ondersoek in te stel na die lewenstyle en romantiese
verhoudings van 'n groep adolessente meisies in die Bishop Lavis gemeenskap. Die studie
skenk ook aandag aan die 'taxi-queen' verskynsel as 'n besonderse vorm van romantiese
verhouding. 'n Kwalitatiewe metodologiese benadering is gevolg. Data insameling het 'n
kombinasie van twee metodes behels: eerstens, twee fokusgroepe bestaande uit sewe
hoerskoolmeisies elk tussen die ouderdomme van 16 en 18 jaar en tweedens, in-diepte
onderhoude met drie adolessente meisies tussen die ouderdom van 16 en 20 jaar wat as
'taxi queens' geidentifiseer is. Wat lewenstyle vanjong meisies betrefis daar veral gefokus
op vryetydsbesteding, die rol van die verbruikersmark, huishoudelike omstandighede en
toekomsverwagtinge van die groep meisies. Met betrekking tot romantiese verhoudings is
daar hoofsaaklik op die volgende aspekte gefokus: die tipe verboudings waarin die meisies
betrokke is, die redes vir hul betrokkenheid, die aard en funksies van romantiese emosies;
adolessente hofmakery, die voorkoms van seksuele gedrag, seksuele geweld en dwang. Die
studie bevind dat vryetydbesteding en die verbruikermark 'n sentrale rol in die lewe van
hierdie meisies speeL Benewens die plesier wat daaruit geput word, funksioneer
vryetydbesteding as 'n ontsnappingsmeganisme van ouerlike toesig, reels en inmenging
van die kant van ouers. Die studie bevind verder dat jong meisies romantiese verhoudings
as besonder positief beleef. Binne sodanige verhoudings verteenwoordig seksualiteit 'n
sentrale komponent en seksuele aktiwiteite neem in aanvang tydens 'n vroee stadium in die
proses van hofinakery. Betrokkenheid by seksuele aktiwiteite word vir ouers geheim gehou
uit vrees vir negatiewe evaluering en jong meisies kommunikeer selde met hul ouers oor
sekverwante onderwerpe. Verder is bevind dat seksuele geweld dikwels 'n komponent
vorm van romantiese verhoudings tussen adolessente meisies en seuns. Ten slotte word die
besonderse aard van die sogenaamde 'taxi-queen' verhouding beklemtoon aan die hand van
die ervaringe van drie jong meisies betrokke by sodanige verhoudings. Op grond van die
studie word daar aanbevelings vir verdere navorsing gemaak.
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Studente se belewenis van 'n hulpgroep in 'n eerstejaarsmodule in Finansiële Rekeningkunde.De Jager, Eloise 03 1900 (has links)
Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2010. / AFRIKAANSE OPSOMMING: Agtergrond tot die studie: As gevolg van die druk wat op die sukses van
eerstejaarstudente by hoëronderwysinstellings geplaas word, word ‘n hulpgroep in ‘n
eerstejaarsmodule, Finansiële Rekeningkunde, in die B.Rekeningkunde graadprogram by
die Universiteit van Stellenbosch aangebied. Die hulpgroep is daarop gemik om studente,
in besonder die voorheen-benadeelde eerstejaarstudente, te help om sukses te behaal in
Finansiële Rekeningkunde. Die hulpgroep het verskeie kenmerke. Daar is byvoorbeeld 6
lesings per week in plaas van die normale 4 lesings en bywoning van die lesings is
verpligtend. Die hulpgroep grootte word beperk tot ‘n maksimum van 70 studente om
aktiewe leer aan te moedig. Op Vrydae is daar ‘n tutoriaalklas waar studente ‘n vraag
uitwerk in die klas met die hulp van studente-assistente.
‘n Verskeidenheid bystandsprogramme en hulp word jaarliks aangebied om die
deurvloeikoerse van eerstejaarstudente te verhoog en ook om vir studente ‘n positiewe
eerstejaarservaring te verseker. Die probleem is dat al hierdie bystand en hulp baie tyd en
spesiale insette van dosente en die departement verg, sodat die vraag ontstaan of dit
werklik waarde toevoeg. ‘n Verdere kwessie behels die studente se belewenis van so ‘n
hulpgroep. Dit was dus noodsaaklik om hierdie en soortgelyke vrae te ondersoek en vas te
stel of ‘n hulpgroep beantwoord aan die doel waarvoor dit geskep is.
Opsomming van die werk: Daar is gebruik gemaak van ‘n gevallestudie-ontwerp. Die
doel van die studie was om vas te stel wat studente se belewenisse van ‘n hulpgroep by
die eerstejaarsmodule in Finansiële Rekeningkunde is. ‘n Kombinasie van die kwalitatiewe
en kwantitatiewe navorsingsbenadering is in die ondersoek gebruik deur middel van
vraelyste, onderhoude en die analise van prestasiepunte.
Gevolgtrekking: Die algehele gevolgtrekking wat uit die ondersoek voortgevloei het, is
dat die hulpgroep positief deur die studente beleef word. Verskeie implikasies en
voorstelle om die hulpgroep van Finansiële Rekeningkunde aan die Universiteit van
Stellenbosch meer doeltreffend te maak, het uit die studie voortgevloei. Voorstelle vir
verdere navorsing is ook gemaak. / ENGLISH ABSTRACT: Background to the study: Due to the pressures that are being placed on the success of
first year students at higher education institutions, a support group was established in a
first year module, Financial Accounting, in the B.Accounting degree programme at the
University of Stellenbosch. The support group is aimed at helping students, in particular
previously disadvantaged first-year students, to achieve success in Financial Accounting.
The support group has various features. There are, for example, 6 lectures per week
instead of the normal 4 lectures and attendance of the lectures is compulsory. The size of
the support group is limited to a maximum of 70 students in order to promote active
learning. On Fridays there are tutorial classes where students work on a question in class
with the help of student assistants.
A variety of support programmes and help are offered annually to increase the pass rates
of first year students and also to ensure a positive first year experience. The problem is
that all this support and help is very time consuming and requires special inputs from
lecturers and the department. This raises the question if it actually adds value. Another
issue that was considered is how students experience being part of such a support group.
It was thus necessary to investigate this as well as related questions to establish whether
a support group meets the purpose for which it was created.
Summary of the work: A case study design was used. The purpose of the study was to
establish the experiences of the students of a support group at the first year module in
Financial Accounting. A combination of qualitative and quantitative data was used in the
study, generated by means of questionnaires, interviews and the analysis of performance
marks.
Conclusion: The overall conclusion that resulted from this study is that the support group
is experienced positively by the students. Various implications and suggestions on how to
improve the efficiency of the support group in Financial Accounting at the University of
Stellenbosch were a direct result of this study. Suggestions for further research were also
made.
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Subjekvorming deur literatuuronderrig aan universiteite in Suid-Afrika sedert 1994 / Gerda DullaartDullaart, Anna Gertruida January 2002 (has links)
Hierdie studie ondersoek die beroepsgeleenthede vir literatuurgraduandi in postapartheid Suid-Afrika.
Die subjekvorming van literatuurstudente en -dosente word ondersoek deur
ideologie-kritiese analises van akademiese en politieke diskoers.
Uit die analises blyk 'n kloof tussen die wêreld van werk en die akademiese ivoortoring, tussen
brood en boeke. Dit blyk dat diskoers uit die beroepswêreld nie die ivoortoring deurdring en die
literêr-akademiese diskoers insemineer nie. Die kloof word toegeskryf aan akademiese
magsverhoudings wat subjekvorming reguleer, en aan die ideologiese prosesse waarmee
literatore gemarginaliseer word in die "regte wêreld".
As 'n eerste stap ondersoek die studie die akademie as 'n kerngesin en pas Luce lrigaray se
feministiese psigoanalise toe op die verhouding tussen dosente en studente. Die gevolgtrekking
is dat literatuurdosente die ekonomiese potensiaal van literatuurgraduandi uitsluit, om so hulle eie
subjek nisse as houers van simboliese kapitaal vol te staan.
Subjekvorming is 'n beweging vanaf die (akademiese) kerngesin in die wyer wêreld in. Daarom
ondersoek die studie in 'n tweede stap hoe literatuurgraduandi se subjekvorming plaasvind in die
drie ideologiese staatsapparate (ISA's) van Althusser (ekonomie, onderwys en politiek). Hieruit
spruit insigte oor identiteitsvorming in die spanningsvelde tussen kapitalisme, postkolonialisme,
neokolonialisasie en globalisasie.
Dit blyk dat literatuurgraduandi goed kan vaar in ruwe nuwe ekonomiese terreine soos
ontwikkelingswerk, omgewingsonderwys, kennisbestuur en elektroniese joernalistiek. Hulle is
egter nie bewus van hierdie beroepsgeleenthede nie, as gevolg van die kloof tussen brood en
boeke. Om die kloof te oorbrug, beveel die studie in 'n derde stap aan dat
literatuuronderrigdoelstellings eksplisiet vertaal moet word tot beroepsvaardighede.
Om literatuurdosente te help om doelstellings te formuleer wat begeerlik is op die arbeidsmark, is
'n interaktiewe rekenaarprogram ontwikkel as deel van die studie. Dit is beskikbaar op die internet
by http://www.smartt.co.za/wizz/wizz.htm
Literatuurdosente kan die kloof ook oorbrug deur studente te bemagtig deur middel van die
dialogiese onderrigmetode, soos ontwikkel deur bevrydinspedagoog Paulo Freire. Verder kan
dosente die magsverhoudings van die akademie dekonstrueer en as radikale dosent onderrig
bied in dissent en diskursiewe vaardighede.
Dissent en diskursiewe vaardighede is ook kosbaar op die arbeidsmark, en aktiveer
literatuurdosente en -studente se vryheid en verantwoordelikheid om hulle eie subjek nisse te
bepaal en etiese plekke in te neem as kritiese en revolusionêre intellektueles. / Thesis (Ph.D. (Applied Language and Literary Studies))--Potchefstroom University for Christian Higher Education, 2002
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Subjekvorming deur literatuuronderrig aan universiteite in Suid-Afrika sedert 1994 / Gerda DullaartDullaart, Anna Gertruida January 2002 (has links)
Hierdie studie ondersoek die beroepsgeleenthede vir literatuurgraduandi in postapartheid Suid-Afrika.
Die subjekvorming van literatuurstudente en -dosente word ondersoek deur
ideologie-kritiese analises van akademiese en politieke diskoers.
Uit die analises blyk 'n kloof tussen die wêreld van werk en die akademiese ivoortoring, tussen
brood en boeke. Dit blyk dat diskoers uit die beroepswêreld nie die ivoortoring deurdring en die
literêr-akademiese diskoers insemineer nie. Die kloof word toegeskryf aan akademiese
magsverhoudings wat subjekvorming reguleer, en aan die ideologiese prosesse waarmee
literatore gemarginaliseer word in die "regte wêreld".
As 'n eerste stap ondersoek die studie die akademie as 'n kerngesin en pas Luce lrigaray se
feministiese psigoanalise toe op die verhouding tussen dosente en studente. Die gevolgtrekking
is dat literatuurdosente die ekonomiese potensiaal van literatuurgraduandi uitsluit, om so hulle eie
subjek nisse as houers van simboliese kapitaal vol te staan.
Subjekvorming is 'n beweging vanaf die (akademiese) kerngesin in die wyer wêreld in. Daarom
ondersoek die studie in 'n tweede stap hoe literatuurgraduandi se subjekvorming plaasvind in die
drie ideologiese staatsapparate (ISA's) van Althusser (ekonomie, onderwys en politiek). Hieruit
spruit insigte oor identiteitsvorming in die spanningsvelde tussen kapitalisme, postkolonialisme,
neokolonialisasie en globalisasie.
Dit blyk dat literatuurgraduandi goed kan vaar in ruwe nuwe ekonomiese terreine soos
ontwikkelingswerk, omgewingsonderwys, kennisbestuur en elektroniese joernalistiek. Hulle is
egter nie bewus van hierdie beroepsgeleenthede nie, as gevolg van die kloof tussen brood en
boeke. Om die kloof te oorbrug, beveel die studie in 'n derde stap aan dat
literatuuronderrigdoelstellings eksplisiet vertaal moet word tot beroepsvaardighede.
Om literatuurdosente te help om doelstellings te formuleer wat begeerlik is op die arbeidsmark, is
'n interaktiewe rekenaarprogram ontwikkel as deel van die studie. Dit is beskikbaar op die internet
by http://www.smartt.co.za/wizz/wizz.htm
Literatuurdosente kan die kloof ook oorbrug deur studente te bemagtig deur middel van die
dialogiese onderrigmetode, soos ontwikkel deur bevrydinspedagoog Paulo Freire. Verder kan
dosente die magsverhoudings van die akademie dekonstrueer en as radikale dosent onderrig
bied in dissent en diskursiewe vaardighede.
Dissent en diskursiewe vaardighede is ook kosbaar op die arbeidsmark, en aktiveer
literatuurdosente en -studente se vryheid en verantwoordelikheid om hulle eie subjek nisse te
bepaal en etiese plekke in te neem as kritiese en revolusionêre intellektueles. / Thesis (Ph.D. (Applied Language and Literary Studies))--Potchefstroom University for Christian Higher Education, 2002
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Integrated customer experience management at the North-West University / A.A. le RouxLe Roux, Abraham Albertus January 2011 (has links)
Higher education institutions (HEIs) are facing greater challenges in the modern era as a result of globalization, advancement in new technologies and the worldwide recession. As a result of these factors, as well as a decrease in government subsidies, marketing departments at HEIs find it more difficult to recruit and retain quality students. It is therefore necessary to establish what factors can contribute towards creating more satisfied and loyal students using the principles of relationship marketing, with the aim (in theory) to produce more customer advocates that will further their own studies, and actively promote their HEI to other prospective students.
This study aimed to determine the customer experience levels of undergraduate students of the North-West University (NWU) in an administrative environment by using a quantitative approach. A questionnaire was distributed to students from ten different modes of delivery and campuses by using primarily a systematic random sampling technique, and self selective sampling to a lesser degree in the ten different learning models and campuses of the NWU. The total population of related administrative staff also received questionnaires, while qualitative, structured interviews were conducted with the registrars of the NWU. The data was analysed and interpreted by using the SPSS software, and frequency tables, reliability tests, factor analysis, correlations and the determination of the statistical analysis in an effort to answer the five research questions.
A total of 1,299 students (4,2% of the population), 107 administrative staff members (73,2% of the population) and all four registrars participated in the study. There were significant differences found in the customer experience levels on the different campuses and modes of delivery especially in the direct interactions at service points. A strong positive correlation was reported between a positive customer experience as encountered by students, and their loyalty, as well as their intentions to continue their studies at the NWU, and their intention to actively endorse or promote the NWU to friends and family members (customer advocacy). There was also a strong positive correlation between staff members‘ intention to deliver satisfactory customer experience levels and also between it, their own loyalty and own customer advocacy levels. There was, however, no significant difference in the perceived customer experience levels between younger, on-campus students and older, off-campus students. Lastly, the NWU-PERF service quality tool was found to be a reliable and valid instrument to determine participants‘ perceptions about customer service levels at the NWU in the academic administration environment.
Four of the five research questions could therefore be answered from the finding of this study, with only the expected differences in the perceived customer experience levels between younger, on-campus students and older, off-campus students proved as incorrect. It could therefore be concluded that all student populations therefore have the same customer experience desires. Several recommendations were made, including the further development, testing and usage of the NWU-PERF instrument to consistently improve service levels at the NWU, the establishing of policy documents to establish an awareness of a customer-centric approach, the development and use of appropriate technologies, the improvement of service experiences, a central customer service centre, adequate administrative staff, centralized support for off-campus programmes, and a broader, more active alumni association. / Thesis (Ph.D. (Marketing Management)--North-West University, Potchefstroom Campus, 2011.
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