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Considering the point that existing WIL programmes are somewhat amorphous and do not optimally utilise available technologies, the TUT decided to embrace a technology-based WIL framework for improving its WIL programmes. Inspired by the fact that assessment is fundamental to the success of any WIL programme, the researcher wanted to attend to e-assessment within the context of WIL. Hence, this study intended to identify and examine the factors that should be included in the development of e-assessment as component of WIL. In addition, it was also aimed at determining the resultant experiences, emanating from the determined factors, of the implementation of e-assessment as component of WIL. By conducting a literature and an empirical study, the purpose of the study was realised. Based on the literature study, the importance and relevance of WIL as authentic learning experience was described, while e-assessment was explained, discussed and justified within the context of WIL. For the empirical study, a sequential, embedded mixed-methods research design, anchored in an exploratory case study, was executed in two phases. In Phase 1, the factors that should be included in the development of e-assessment as component of WIL were determined by means of individual interviews with institutional WIL coordinators and a document study of relevant TUT documents. From the data obtained in this phase of the study, a prototype of e-assessment as component of WIL was developed and implemented. In Phase 2, online questionnaires and online individual interviews, supplemented by face-to-face focus group interviews, were used to uncover the experiences of workplace mentors and WIL students of the implementation of the prototype of e-assessment as component of WIL. The key findings of the empirical study confirmed that assessment is fundamental to the success of WIL. Although optimism about the implementation of e-assessment was revealed, the empirical data further indicated that a variety of factors needs to be considered for its successful implementation. Amongst others, it was suggested that e-assessment should be institutionally driven; that special care should be taken to ensure access to and availability of appropriate technology; that all stakeholders should be subjected to proper orientation and training regarding e-assessment, and that collaboration between the workplace and the academic institution should be improved. It was furthermore suggested that assessment tasks should meaningfully relate to the realities of the workplace; that the development of assessment tasks should be meticulously done and that such tasks should be regularly revised and that attention should be given to constructive feedback to enable student growth and development. By considering the experiences regarding the implementation of the prototype of e-assessment, a more sophisticated version was proposed. The study concluded by indicating its limitations and suggested areas for further research. In the final analysis it was resolved that this study laid the foundation for exploring e-assessment in the context of WIL more vigorously, since e-assessment shows remarkable potential to benefit students, academic departments and workplace environments. / PhD (Learning and Teaching)--North-West University, Vaal Triangle Campus, 2015

Considering the point that existing WIL programmes are somewhat amorphous and do not optimally utilise available technologies, the TUT decided to embrace a technology-based WIL framework for improving its WIL programmes. Inspired by the fact that assessment is fundamental to the success of any WIL programme, the researcher wanted to attend to e-assessment within the context of WIL. Hence, this study intended to identify and examine the factors that should be included in the development of e-assessment as component of WIL. In addition, it was also aimed at determining the resultant experiences, emanating from the determined factors, of the implementation of e-assessment as component of WIL. By conducting a literature and an empirical study, the purpose of the study was realised. Based on the literature study, the importance and relevance of WIL as authentic learning experience was described, while e-assessment was explained, discussed and justified within the context of WIL. For the empirical study, a sequential, embedded mixed-methods research design, anchored in an exploratory case study, was executed in two phases. In Phase 1, the factors that should be included in the development of e-assessment as component of WIL were determined by means of individual interviews with institutional WIL coordinators and a document study of relevant TUT documents. From the data obtained in this phase of the study, a prototype of e-assessment as component of WIL was developed and implemented. In Phase 2, online questionnaires and online individual interviews, supplemented by face-to-face focus group interviews, were used to uncover the experiences of workplace mentors and WIL students of the implementation of the prototype of e-assessment as component of WIL. The key findings of the empirical study confirmed that assessment is fundamental to the success of WIL. Although optimism about the implementation of e-assessment was revealed, the empirical data further indicated that a variety of factors needs to be considered for its successful implementation. Amongst others, it was suggested that e-assessment should be institutionally driven; that special care should be taken to ensure access to and availability of appropriate technology; that all stakeholders should be subjected to proper orientation and training regarding e-assessment, and that collaboration between the workplace and the academic institution should be improved. It was furthermore suggested that assessment tasks should meaningfully relate to the realities of the workplace; that the development of assessment tasks should be meticulously done and that such tasks should be regularly revised and that attention should be given to constructive feedback to enable student growth and development. By considering the experiences regarding the implementation of the prototype of e-assessment, a more sophisticated version was proposed. The study concluded by indicating its limitations and suggested areas for further research. In the final analysis it was resolved that this study laid the foundation for exploring e-assessment in the context of WIL more vigorously, since e-assessment shows remarkable potential to benefit students, academic departments and workplace environments. / PhD (Learning and Teaching)--North-West University, Vaal Triangle Campus, 2015

Published Article / In universities of technology there is much confusion regarding the concept cooperative education and related terminology. The aim of this article is to offer a conceptual alternative for cooperative education, based on findings from the literature, workshops conducted institutionally and nationally in universities of technology and supported by a PhD study conducted by the first author. The findings suggest an alternative approach towards the conceptual understanding of cooperative education and its associated components. In addition, the proposed conceptual framework provides a directive towards structural development and managing applicable learning types in a university of technology environment with regard to work-integrated learning and service learning.

The purpose of this research was to determine the value derived from leadership development programmes by line managers. This research was useful in that its findings would add value to organizations and learning institutions that offered leadership development programmes. A qualitative research methodology was used. Convenience sampling technique was used as data gathering was based on the researchers personal contacts and their referrals. This technique is known to be the least reliable. But this was taken into account in interpreting the results. Content analysis was used to analyze data. Themes were identified in the literature review upfront and analyzed in the findings as per the priori content analysis technique. Four main themes were identified from the data. The first theme looked at the maturity level of organizations. Feedback on organizations behaviour during a recession was on of the factors used to determine their maturity level. The second theme focused on factors identified as contributing to the failure of leadership development efforts. The third theme discussed factors that result in the success of leadership development programmes. The last theme looked at the value derived by managers from leadership development programmes. Also considering how managers measured this value. The outcomes of the research were largely aligned to the literature review, with few instances where findings did not reveal any evidence to support or dispute some points. / Dissertation (MBA)--University of Pretoria, 2012. / Gordon Institute of Business Science (GIBS) / unrestricted

The study sought to investigate the nature of learning that occurs in two different approaches (integrated and non-integrated) to an artist-in-residency program. The program was conducted in middle phase schooling, and adopted the principles of authentic learning. Two year five classes and their teachers participated in the study. The residency provided learning experiences that connected to the curriculum unit theme for one year five class (integrated), but not for the other year five class (non-integrated). These experiences were designed to relate to the learner's lived experiences and promote higher-order thinking processes. The study sought to explore the potential for visual arts residencies to foster more 'authentic' modes of learning. The study examined children's ability to transfer knowledge, gained through the visual and verbal analysis of images, by manipulating and integrating diverse information and ideas. Grounded Theory was deemed to be an appropriate research methodology for this study as it involves gathering data in field settings and applying inductive methods to analyze this data. Diverse data collection strategies were implemented including: teacher stories, interviews, student reflection, researcher observations and student artworks. LeximancerTM software was selected as an instrument for analyzing data. This software was considered appropriate as it fosters a descriptive and interpretive approach to analysis. The findings of the study indicated that children who participated in the integrated artist-in-school's curriculum program demonstrated more evidence of higher-order thinking processes than children who participated in the non-integrated program. The participants undertaking the integrated approach were able to establish relatively complex relationships between the central residency concepts, demonstrating an ability to use visual and verbal codes of communication to articulate their ideas, knowledge and experiences. A further important finding identified positive student behavioural outcomes, where the integrated residency approach appeared to connect group members as small supportive learning communities. The study also identified a transition in the teacher's perspectives on teaching and learning after participating in the integrated approach. This research project has significance both nationally and internationally by investigating current practices in artist-in-schools programs that both enhance and hinder educational outcomes. The study has significance to the broader educational community in terms of its focus on the role of visual arts specialist adjuncts in maximising learning outcomes. The findings of this study could provide insight into the interrelationship between visual arts and other curriculum areas to heighten student learning outcomes. The findings of the study illustrate how particular approaches to visual art in education can enhance children's learning and development. These insights can assist artists undertaking residencies in schools, and the teachers involved, to provide richer learning experiences. The findings provide ifirther evidence to support an approach that involves close collaboration between resident artists and educators. It is recommended that the residency learning experiences are connected to the children's lived experiences and that there is social support from teachers, parents and peers. It is also argued that for a residency to be considered 'authentic', the approach requires a number of essential and valuable attributes. These essential and valuable attributes have two tiers of application which coalesce to contribute to the efficacy of a school art residency.

Magister Pharmaceuticae - MPharm / Background In recent years the focus of pharmacy practice has changed from being primarily ‘drugcentred to’ one which is ‘patient-centred’ (El-Awady et al., 2006, p.1). Developments in pharmacy curricula worldwide are reflecting this change. Pharmacy courses no longer concentrate primarily on theoretical content, but increasingly on the ability of students to apply their theoretical knowledge in practice.The South African Pharmacy Council (SAPC) requires that pharmacy education and training in South Africa equips pharmacists for the roles they will take on in practice. In order to accomplish this, the SAPC has prescribed competency unit standards for entry level pharmacists which may serve as a guide for pharmacy educators. A significant challenge in pharmacy education is the application of theory in practice settings(Bucciarelli et al., 2007), which possibly affects the ability of entry-level pharmacists to meet the SAPC unit standard competencies. The dire shortage of pharmacists in public sector health settings further emphasizes the need for a level of competency of entry level pharmacists so that they may enter the workplace ready to serve the medicine related needs of society.Service-learning is defined as experiential learning in which students engage in structured activities that address community needs and promote learning. The purpose of this study was to design, implement and evaluate a Service-learning in Pharmacy (SLIP) intervention which is intended to serve as a generic model which can be used in tertiary hospital pharmacies. The SLIP intervention aimed to promote student learning by providing opportunities for students to engage in structured activities, while simultaneously alleviating pharmacy workload.Methods: The study was directed to UWC final year pharmacy students and pharmacists employed at a hospital pharmacy. Qualitative and quantitative research methods were used in evaluating this pre- and post-intervention enquiry. Qualitative evaluation methods included pre- and post- focus group discussions with students to assess student knowledge and expectations of SLIP. Covert observation of pharmacists was used to assess current views and receptivity toward student activities during the SLIP course. Quantitative evaluation methods included pre- and post-intervention student competency assessments in areas of hospital pharmacy practice (compounding, dispensing and clinic/ward pharmacy), and pre- and post-intervention questionnaires which assessed pharmacists’ views and receptivity toward SLIP. Results Students (n=16) and pharmacists (n=9) who were involved in the intervention comprised the study cohort.Qualitative: Pre-intervention, students indicated a lack of confidence and apprehension toward SLIP. Pharmacy managers were anxious about lack of time and space and the additional burden of training students. Post- intervention, students experienced a sense of professionalism and could connect with varied theoretical knowledge. They were both enthusiastic about this style of learning (“saw the pharmacy profession with new eyes”) and realized the need for more skills development in clinical pharmacy. Pharmacists’ receptivity to SLIP increased once student contribution to service delivery became evident.Quantitative: Student competency in areas of hospital pharmacy practice increased as a result of their participation in the Tygerberg SLIP model. Students also made a valuable contribution to service delivery at Tygerberg hospital pharmacy. This was quantified as the total number of services in compounding (n= 807), dispensing (n=2090) and clinic/ward services (n= 37). Conclusion:The SLIP intervention resulted in improved perceptions and receptivity of pharmacists to service learning initiatives. Students’ level of competency increased in hospital pharmacy practice and they contributed to service delivery at Tygerberg hospital pharmacy. Further studies are needed to evaluate the impact of the SLIP model on patient care and health outcomes.

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Poster presentation from the Living the Future 6 Conference, April 5-8, 2006, University of Arizona Libraries, Tucson, AZ. / This poster session describes building an Integrated Library System (ILS) for Afghanistan academic libraries using open source software. We will present our approaches in software selection, improvements, and modifications such as Persian language support and users interface.

Magister Commercii (Industrial Psychology) - MCom(IPS) / The dominant influence of Western and European psychology on the African educational system brought about a specific point of view for the teaching curriculum (Heleta, 2016), which also spilled over into the workplace and job training practices. The present study gave a brief review of the history and development of the Industrial Psychology curriculum in South African higher education institutions. It also highlighted the dominant influence of Western and European psychology on the African educational system that brought about a non-African (i.e. Western scientific model) psychological discipline in the teaching curriculum. The study sought to examine the contextual relevance of Industrial Psychology training at a University in the Western Cape. Furthermore, the study investigated how the concepts and frameworks of Euro-Western Industrial Psychology affect graduates entering into a multi-cultural work context. The need was found for a teaching and learning curriculum that prepares students with multi-cultural knowledge, thus enabling graduates to embrace a diverse work environment. The researcher followed a qualitative research design with semi-structured interviews to collect data. The method of thematic analyses was used and the themes identified manually from the transcribed interviews. The researcher followed a qualitative research design with semi-structured interviews to collect data. The method of thematic analyses was used and the themes identified manually from the transcribed interviews. The researcher followed a qualitative research design with semi-structured interviews to collect data. The method of thematic analyses was used and the themes identified manually from the transcribed interviews. The researcher followed a qualitative research design with semi-structured interviews to collect data. The method of thematic analyses was used and the themes identified manually from the transcribed interviews. These themes were analysed to provide findings from which relevant conclusions could be drawn. The findings varied due to diverse groups of participants with differing workplace expectations. However, participants agreed on the need for introducing more African examples in the teaching and learning of Industrial Psychology, to ensure the curriculum is applicable to a work context of a developing country such as South Africa. Ethical considerations of the study did adhere to the guidelines from the Ethics Committee of the particular University. Recommendations were made to help other universities in South Africa see the need for not only contextualising the curriculum of Industrial Psychology, but redefining teaching techniques in line with expectations from the industry. Ethical considerations of the study did adhere to the guidelines from the Ethics Committee of the particular University. Recommendations were made to help other universities Ethical considerations of the study did adhere to the guidelines from the Ethics Committee of the particular University. Recommendations were made to help other universities in South Africa see the need for not only contextualising the curriculum of Industrial Psychology, but redefining teaching techniques in line with expectations from the industry. These themes were analysed to provide findings from which relevant conclusions could be drawn. The findings varied due to diverse groups of participants with differing workplace expectations. However, participants agreed on the need for introducing more African examples in the teaching and learning of Industrial Psychology, to ensure the curriculum is applicable to a work context of a developing country such as South Africa. Ethical considerations of the study did adhere to the guidelines from the Ethics Committee of the particular University. Recommendations were made to help other universities in South Africa see the need for not only contextualising the curriculum of Industrial Psychology, but redefining teaching techniques in line with expectations from the industry. Ethical considerations of the study did adhere to the guidelines from the Ethics Committee of the particular University. Recommendations were made to help other universities Ethical considerations of the study did adhere to the guidelines from the Ethics Committee of the particular University.Ethical considerations of the study did adhere to the guidelines from the Ethics Committee of the particular University. Recommendations were made to help other universities in South Africa see the need for not only contextualising the curriculum of Industrial Psychology, but redefining teaching techniques in line with expectations from the industry. The researcher followed a qualitative research design with semi-structured interviews to collect data. The researcher followed a qualitative research design with semi-structured interviews to collect data. The method of thematic analyses was used and the themes identified manually from the transcribed interviews. Ethical considerations of the study did adhere to the guidelines from the Ethics Committee of the particular University. Recommendations were made to help other universities in South Africa see the need for not only contextualising the curriculum of Industrial Psychology, but redefining teaching techniques in line with expectations from the industry. Recommendations were made to help other universities in South Africa see the need for not only contextualising the curriculum of Industrial Psychology, but redefining teaching techniques in line with expectations from the industry.