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

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

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

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

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

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.

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.

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

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

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.