51 |
Die toepassing van totale kwaliteitsbestuur aan graadwaardige tersiêre onderriginstellings / The application of total quality management at degree-level tertiary educational institutionsVan Der Watt, Hendrik Herculas 06 1900 (has links)
Summaries in Afrikaans and English / Die noodsaaklikheip om produktiwiteit en kwaliteit in hoer onderwys te verbeter, het
aanleiding gegee tot die relatief nuwe totale kwaliteitbestuur (TQM)-beweging by
tersiere onderriginstellings soos universiteite en technikons.
Die integrering van die totale kwaliteitverwante konsepte van strategiese TOM
-intensie, eksterne omgewingsfaktore, bestuur se reaksie, kwaliteitstelseleffektiwiteit
en deurlopende verbetering in 'n model, dui die gekombineerde gevolge
van genoemde konsepte op die institusionele verbetering van technikons en •
universiteite aan. Die belangrikste veranderlikes (binne bogenoemde dimensies van
die model) wat vir institusionele verbetering by onderskeidelik universiteite en
technikons verantwoordelik is, toon ooreenstemming - universiteite en technikons
verskil egter ten opsigte van ander minder belangrike veranderlikes.
Die funksionering van die model is soos volg: Die bestuur (akademies en
administratief) van die tersiere onderriginstelling identifiseer en erken, onderhewig
aan aspekte soos leierskap, kennis, ervaring, en aanvaarding, sekere eksterne
omgewingsfaktore wat verband hou met die klientebehoeftes (ekstern en intern) en
institusionele verbetering. Gegewe genoemde beperkings en faktore besluit bestuur
op die (suboptimale) strategiese TQM-intensie om aan klientebehoeftes te voldoen.
Die strategiese TQM-intensie sal nou saam met bestuur se reaksie (deur die
toepassing van die TQM-beginsels en -filosofie) wat die effektiwiteit van die
kwaliteitstelsel bepaal, bepaal op watter kwaliteitvlak die instelling sal opereer. Die
kwaliteitstelsel bestaan uit die bestuur-, tegniese. en sosiale stelsel, en is weer eens
I
aan deurlopende verbetering onderhewig. (Die bestuurstelsel dien as integreerder
van die ander twee stelsels.) Die eindresultaat van die toepassing van die TQMfilosofie
en -beginsels is institusionele verbetering.
Verder kan die model en die resultate van hierdie studie deur universiteite en
technikons gebruik word by die verbetering/implementering van hulle eie, unieke
totale kwaliteitimplementeringsmodel(le) - 'n uitgebreide implementeringsmodel is vir
die rede voorgehou.
Laastens kan die (verkorte) meetinstrumente wat vir universiteite en technikons
onderskeidelik bepaal is, gebruik word om die sukses met die implementering van
TQM by 'n individuele instelling te meet. / The necessity to improve productivity and quality in higher education has resulted in
the relatively new movement of Total Qua~ity Management(TQM) at tertiary
institutions such as universities and technikons.
The integration of the total quality-related concepts of_ strategic TQM intent,
external environmental factors, reaction of management, effectiveness of the quality
system and continuous improvement in a model, can be used to indicate their
combined results on the institutional improvement of technikons and universities.
The most important variables (within the above-mentioned dimensions of the model)
responsible for institutional improvement at universities and technikons respectively,
correspond - however, universities and technikons differ regarding the less
important variables.
The functioning of the model is. as follows: The management (academic and
administrative) of the tertiary educational institution identifies and recognises,
subject to aspects such as leadership, knowledge, experience and acceptance,
certain external environmental factors which are related to the client's requirements
(external and internal) and institutional improvement. Given the above restrictions
and factors, management decides on the (sub-optimal) strategic TQM intent to satisfy client requirements. The strategic TOM intent together with the reaction of
the management (by the application of the TOM principles and philosophy) which
determines the effectiveness of the quality system, will determine on which quality
level the institution will operate. The quality system comprises the management,
technical and social system, and is again subject to continuous improvement. (The
management system serves as an integrator of the other two systems). The end
result of the application of the TOM philosophy and principles is institutional
improvement.
The model and results of the study can further be used by universities and
technikons for the improvement\implementation of their own, unique, total quality
implementation model(s) - for this reason an extended implementation model was
presented.
Lastly, the (abridged) measuring instruments established for universities and
technikons respectively, can be used to measure the success with the
implementation of TQM at an individual institution. / Business Management / D.B.L.
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52 |
Die toepassing van totale kwaliteitsbestuur aan graadwaardige tersiêre onderriginstellings / The application of total quality management at degree-level tertiary educational institutionsVan Der Watt, Hendrik Herculas 06 1900 (has links)
Summaries in Afrikaans and English / Die noodsaaklikheip om produktiwiteit en kwaliteit in hoer onderwys te verbeter, het
aanleiding gegee tot die relatief nuwe totale kwaliteitbestuur (TQM)-beweging by
tersiere onderriginstellings soos universiteite en technikons.
Die integrering van die totale kwaliteitverwante konsepte van strategiese TOM
-intensie, eksterne omgewingsfaktore, bestuur se reaksie, kwaliteitstelseleffektiwiteit
en deurlopende verbetering in 'n model, dui die gekombineerde gevolge
van genoemde konsepte op die institusionele verbetering van technikons en •
universiteite aan. Die belangrikste veranderlikes (binne bogenoemde dimensies van
die model) wat vir institusionele verbetering by onderskeidelik universiteite en
technikons verantwoordelik is, toon ooreenstemming - universiteite en technikons
verskil egter ten opsigte van ander minder belangrike veranderlikes.
Die funksionering van die model is soos volg: Die bestuur (akademies en
administratief) van die tersiere onderriginstelling identifiseer en erken, onderhewig
aan aspekte soos leierskap, kennis, ervaring, en aanvaarding, sekere eksterne
omgewingsfaktore wat verband hou met die klientebehoeftes (ekstern en intern) en
institusionele verbetering. Gegewe genoemde beperkings en faktore besluit bestuur
op die (suboptimale) strategiese TQM-intensie om aan klientebehoeftes te voldoen.
Die strategiese TQM-intensie sal nou saam met bestuur se reaksie (deur die
toepassing van die TQM-beginsels en -filosofie) wat die effektiwiteit van die
kwaliteitstelsel bepaal, bepaal op watter kwaliteitvlak die instelling sal opereer. Die
kwaliteitstelsel bestaan uit die bestuur-, tegniese. en sosiale stelsel, en is weer eens
I
aan deurlopende verbetering onderhewig. (Die bestuurstelsel dien as integreerder
van die ander twee stelsels.) Die eindresultaat van die toepassing van die TQMfilosofie
en -beginsels is institusionele verbetering.
Verder kan die model en die resultate van hierdie studie deur universiteite en
technikons gebruik word by die verbetering/implementering van hulle eie, unieke
totale kwaliteitimplementeringsmodel(le) - 'n uitgebreide implementeringsmodel is vir
die rede voorgehou.
Laastens kan die (verkorte) meetinstrumente wat vir universiteite en technikons
onderskeidelik bepaal is, gebruik word om die sukses met die implementering van
TQM by 'n individuele instelling te meet. / The necessity to improve productivity and quality in higher education has resulted in
the relatively new movement of Total Qua~ity Management(TQM) at tertiary
institutions such as universities and technikons.
The integration of the total quality-related concepts of_ strategic TQM intent,
external environmental factors, reaction of management, effectiveness of the quality
system and continuous improvement in a model, can be used to indicate their
combined results on the institutional improvement of technikons and universities.
The most important variables (within the above-mentioned dimensions of the model)
responsible for institutional improvement at universities and technikons respectively,
correspond - however, universities and technikons differ regarding the less
important variables.
The functioning of the model is. as follows: The management (academic and
administrative) of the tertiary educational institution identifies and recognises,
subject to aspects such as leadership, knowledge, experience and acceptance,
certain external environmental factors which are related to the client's requirements
(external and internal) and institutional improvement. Given the above restrictions
and factors, management decides on the (sub-optimal) strategic TQM intent to satisfy client requirements. The strategic TOM intent together with the reaction of
the management (by the application of the TOM principles and philosophy) which
determines the effectiveness of the quality system, will determine on which quality
level the institution will operate. The quality system comprises the management,
technical and social system, and is again subject to continuous improvement. (The
management system serves as an integrator of the other two systems). The end
result of the application of the TOM philosophy and principles is institutional
improvement.
The model and results of the study can further be used by universities and
technikons for the improvement\implementation of their own, unique, total quality
implementation model(s) - for this reason an extended implementation model was
presented.
Lastly, the (abridged) measuring instruments established for universities and
technikons respectively, can be used to measure the success with the
implementation of TQM at an individual institution. / Business Management / D.B.L.
|
53 |
The effect of technology assisted therapy for adults with intellectual and visual impairment suffering from separation anxiety and challenging behaviour / Nadia HoffmanHoffman, Nadia January 2015 (has links)
The purpose of this study was to investigate the effect of a new intervention method, Technology Assisted Therapy for Separation Anxiety (TTSA), on the psychosocial functioning and quality of life of persons with intellectual and visual disability who experience separation anxiety and exhibit challenging behaviour. A pre-experimental within group design was used with randomised multiple baselines and staggered intervention start points. The data was collected at an institution in the Netherlands that provides long-term care and residence for persons with intellectual disability and visual impairment. Six participants took part in this study.
This research was informed by Bowlby‟s attachment theory, which conceptualises the tendency of human beings to forge strong emotional bonds with others and explains how the disturbance of this bond might lead to various forms of emotional distress and personality disturbances. The interplay of separation anxiety and challenging behaviour with respect to the formation of attachment relationships provides the specific theoretical context in which this study is grounded.
The results indicate that both the separation anxiety experienced and the challenging behaviour exhibited by the participants decreased significantly after the implementation of TTSA. Their psychosocial functioning and quality of life also increased significantly.
This study demonstrates the first successful application of TTSA to treat separation anxiety and challenging behaviour in persons with intellectual and visual disability. TTSA therefore has the potential to be a valid intervention to address these disorders. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2015
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54 |
The effect of technology assisted therapy for adults with intellectual and visual impairment suffering from separation anxiety and challenging behaviour / Nadia HoffmanHoffman, Nadia January 2015 (has links)
The purpose of this study was to investigate the effect of a new intervention method, Technology Assisted Therapy for Separation Anxiety (TTSA), on the psychosocial functioning and quality of life of persons with intellectual and visual disability who experience separation anxiety and exhibit challenging behaviour. A pre-experimental within group design was used with randomised multiple baselines and staggered intervention start points. The data was collected at an institution in the Netherlands that provides long-term care and residence for persons with intellectual disability and visual impairment. Six participants took part in this study.
This research was informed by Bowlby‟s attachment theory, which conceptualises the tendency of human beings to forge strong emotional bonds with others and explains how the disturbance of this bond might lead to various forms of emotional distress and personality disturbances. The interplay of separation anxiety and challenging behaviour with respect to the formation of attachment relationships provides the specific theoretical context in which this study is grounded.
The results indicate that both the separation anxiety experienced and the challenging behaviour exhibited by the participants decreased significantly after the implementation of TTSA. Their psychosocial functioning and quality of life also increased significantly.
This study demonstrates the first successful application of TTSA to treat separation anxiety and challenging behaviour in persons with intellectual and visual disability. TTSA therefore has the potential to be a valid intervention to address these disorders. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2015
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55 |
The significance and status of Social Impact Assessment (SIA) in a South African context / Leandri HildebrandtHildebrandt, Leandri January 2012 (has links)
Social Impact Assessment (SIA) identifies the intended and unintended impacts that proposed projects or developments are likely to have on a community or individuals and suggest mitigation measures to prevent these impacts and enhance the positive impacts. The main aim of this dissertation is to explore the significance and the status of SIA in a South African context. EIA is currently in its third era of mandatory practice and with an increasing number of SIAs, it is essential that the practice of SIA should be investigated.
The aim of this dissertation was firstly reached by exploring the perspectives of SIA practitioners in South Africa through a questionnaire. The practitioners’ perspectives showed that despite distinct weaknesses in the practice of SIA, i.e. the lack of a fixed set of guidelines and a shortage of SIA skill in the practitioner community, SIA practice has improved since 1997 with the promulgation of ECA, although there is still room for improvement. Secondly a quality review was conducted on a sample of SIARs in South Africa using an adapted review package. The results revealed relatively weak report quality compared to EIA report quality, but with an improvement, in report quality since 1997. The quality review findings appear to confirm the perspectives of the practitioners regarding the state of SIA practice in South Africa. Despite the weaknesses in the SIA process, it appears that the SIA practitioner community is driven by best practice considerations, and that SIA practice is in line with international trends.
It appears therefore that despite the observed weaknesses, SIA practice in South Africa is relatively healthy. It is recommended that instead of seeking to strengthen SIA practice by means of regulation and guidelines, SIA practitioners should rather ensure that SIA delivers what it is intended to deliver by ongoing pursuance of best practice, and by improved training and skills development. / Thesis (MSc (Geography and Environmental Studies))--North-West University, Potchefstroom Campus, 2013
|
56 |
The significance and status of Social Impact Assessment (SIA) in a South African context / Leandri HildebrandtHildebrandt, Leandri January 2012 (has links)
Social Impact Assessment (SIA) identifies the intended and unintended impacts that proposed projects or developments are likely to have on a community or individuals and suggest mitigation measures to prevent these impacts and enhance the positive impacts. The main aim of this dissertation is to explore the significance and the status of SIA in a South African context. EIA is currently in its third era of mandatory practice and with an increasing number of SIAs, it is essential that the practice of SIA should be investigated.
The aim of this dissertation was firstly reached by exploring the perspectives of SIA practitioners in South Africa through a questionnaire. The practitioners’ perspectives showed that despite distinct weaknesses in the practice of SIA, i.e. the lack of a fixed set of guidelines and a shortage of SIA skill in the practitioner community, SIA practice has improved since 1997 with the promulgation of ECA, although there is still room for improvement. Secondly a quality review was conducted on a sample of SIARs in South Africa using an adapted review package. The results revealed relatively weak report quality compared to EIA report quality, but with an improvement, in report quality since 1997. The quality review findings appear to confirm the perspectives of the practitioners regarding the state of SIA practice in South Africa. Despite the weaknesses in the SIA process, it appears that the SIA practitioner community is driven by best practice considerations, and that SIA practice is in line with international trends.
It appears therefore that despite the observed weaknesses, SIA practice in South Africa is relatively healthy. It is recommended that instead of seeking to strengthen SIA practice by means of regulation and guidelines, SIA practitioners should rather ensure that SIA delivers what it is intended to deliver by ongoing pursuance of best practice, and by improved training and skills development. / Thesis (MSc (Geography and Environmental Studies))--North-West University, Potchefstroom Campus, 2013
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57 |
Student satisfaction in open distance learning in a BEd Hons programme / Mdakane M.Mdakane, Marry January 2011 (has links)
Many students in South Africa are unable to cope with the academic demands of tertiary
education as they are not fully prepared for Higher Education (HE). Various inefficiencies in
the South African HE system have been identified, including low throughput rates, student
dissatisfaction, unsatisfying graduation rates, learner dropouts, learner repetition, motivation,
self–efficacy, attitude, personality differences, maturation, the retention of failing learners and
unit costs. Student performance and satisfaction cause concern for the government and the
HE sector.
The purpose of this study is to understand student satisfaction amongst Open Distance
Learning BEd Hons students. It further aims to improve student satisfaction and quality in
the programme by recognising the context sensitive needs, expectations and experiences of
students from different cultural–language groups, as well as constructing guidelines to
improve satisfaction. The purposeful sampling consisted of Second year BEd Hons teacherstudents
enrolled for open distance learning at the School for continuing teacher education
(SCTE). A total of 34 students participated in the study. This number comprised of fifteen
students from the focus–group interviews and nineteen students who completed open–ended
questionnaires. Students were chosen according to three criteria dimensions: major
language groups, gender and number of years teaching experience. This study followed a
qualitative investigation of two semi–structured, open–ended focus–group interviews in the
format of conversations, as well as documentary analysis of the teaching and learning policy
of the North West University (NWU), and an open–ended questionnaire. The data were taperecorded
for accurate transcription and analysed by using Atlas.ti. Through the use of
Atlas.ti, I constructed categories of recurring patterns in the dataset, and explored the
relationships of these categories. Different strategies were used to enhance validity and
reliability respectively.
The findings indicated that students’ satisfaction with HE environment is influenced by the
quality of the programmes offered to them, communication between lecturers/facilitators and
students, environment at the learning centres and the support that students received from
HEI. The students in their capacity as clients with Higher education institutions (HEIs) are
influenced by the support they receive from their work environment, as well as the level of
appreciation they receive from HEI regarding their own culture and values. They also value
iii
the environment they experience during course facilitations at the HEIs. The various student
attributes also play a significant part in their satisfaction levels towards the HEIs.
Findings also highlighted that students were not satisfied with the support they received from
the Open distance learning (ODL) unit. It is clear that the students’ perception of the quality
of the programme influences their level of satisfaction. Students are mostly satisfied with the
quality of the programme but they feel the communication as well the support from HEI and
ODL is not adequate. The students indicated that HEI and ODL do not display sufficient
understanding and concern for students. They feel there should be a greater commitment
from HEI and ODL to understand and consider the profiles of the students. HEI and ODL
should actively consider the background, culture, values, attributes, and personal, as well as
domestic circumstances of their students. The BEd Hons programme is a valuable and
popular programme, but the responsibility rests with both HEI and ODL to ensure that both
the quality and delivery of this programme are enhanced and improved so as to guarantee
higher levels of satisfaction amongst students. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2012.
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58 |
Management strategies to improve job satisfaction of principals in primary schools / Khumalo M.G.Khumalo, Mapula Gertrude. January 2012 (has links)
The aim of this study is to optimise aspects of job satisfaction in the work environment to improve the effectiveness of primary school principals. Job dissatisfaction seems to be a worldwide problem in the education sector, even in South Africa a number of researches were conducted on job satisfaction.
In this research the focus is on the following research questions: What is the nature of job satisfaction? Which factors contribute to the job satisfaction/dissatisfaction of primary school principals? To what extent do primary school principals experience job satisfaction? Do certain biographical variables relate to primary school principals’ job satisfaction? How can the job satisfaction of primary school principals be improved through management strategies?
The research method used was a quantitative research method by using statistical methods that began with the collection of data based on theory, followed by the application of a descriptive or inferential statistical method. Descriptive statistical techniques were used to organise, analyse and interpret the quantitative data. Information was obtained to determine whether a relationship exists between the independent variables and the dependent variable (job satisfaction of the participants).
Management strategies with aims, goals and action steps were drawn in order to assist primary school principals to improve their strong points and turn their weak points into strengths. The management strategies drawn also aimed to improve the job satisfaction of the primary school principals. In general the majority of participants in this study reported that they were satisfied to some and a great extent with the aspects that contribute to their job satisfaction. Although the majority of the participants were satisfied with the aspects of job satisfaction there were some factors that affected them negatively. The negative factors are to be turned into strengths and the existing strengths be optimised. / Thesis (PhD (Education Management))--North-West University, Potchefstroom Campus, 2012.
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59 |
Student satisfaction in open distance learning in a BEd Hons programme / Mdakane M.Mdakane, Marry January 2011 (has links)
Many students in South Africa are unable to cope with the academic demands of tertiary
education as they are not fully prepared for Higher Education (HE). Various inefficiencies in
the South African HE system have been identified, including low throughput rates, student
dissatisfaction, unsatisfying graduation rates, learner dropouts, learner repetition, motivation,
self–efficacy, attitude, personality differences, maturation, the retention of failing learners and
unit costs. Student performance and satisfaction cause concern for the government and the
HE sector.
The purpose of this study is to understand student satisfaction amongst Open Distance
Learning BEd Hons students. It further aims to improve student satisfaction and quality in
the programme by recognising the context sensitive needs, expectations and experiences of
students from different cultural–language groups, as well as constructing guidelines to
improve satisfaction. The purposeful sampling consisted of Second year BEd Hons teacherstudents
enrolled for open distance learning at the School for continuing teacher education
(SCTE). A total of 34 students participated in the study. This number comprised of fifteen
students from the focus–group interviews and nineteen students who completed open–ended
questionnaires. Students were chosen according to three criteria dimensions: major
language groups, gender and number of years teaching experience. This study followed a
qualitative investigation of two semi–structured, open–ended focus–group interviews in the
format of conversations, as well as documentary analysis of the teaching and learning policy
of the North West University (NWU), and an open–ended questionnaire. The data were taperecorded
for accurate transcription and analysed by using Atlas.ti. Through the use of
Atlas.ti, I constructed categories of recurring patterns in the dataset, and explored the
relationships of these categories. Different strategies were used to enhance validity and
reliability respectively.
The findings indicated that students’ satisfaction with HE environment is influenced by the
quality of the programmes offered to them, communication between lecturers/facilitators and
students, environment at the learning centres and the support that students received from
HEI. The students in their capacity as clients with Higher education institutions (HEIs) are
influenced by the support they receive from their work environment, as well as the level of
appreciation they receive from HEI regarding their own culture and values. They also value
iii
the environment they experience during course facilitations at the HEIs. The various student
attributes also play a significant part in their satisfaction levels towards the HEIs.
Findings also highlighted that students were not satisfied with the support they received from
the Open distance learning (ODL) unit. It is clear that the students’ perception of the quality
of the programme influences their level of satisfaction. Students are mostly satisfied with the
quality of the programme but they feel the communication as well the support from HEI and
ODL is not adequate. The students indicated that HEI and ODL do not display sufficient
understanding and concern for students. They feel there should be a greater commitment
from HEI and ODL to understand and consider the profiles of the students. HEI and ODL
should actively consider the background, culture, values, attributes, and personal, as well as
domestic circumstances of their students. The BEd Hons programme is a valuable and
popular programme, but the responsibility rests with both HEI and ODL to ensure that both
the quality and delivery of this programme are enhanced and improved so as to guarantee
higher levels of satisfaction amongst students. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2012.
|
60 |
Management strategies to improve job satisfaction of principals in primary schools / Khumalo M.G.Khumalo, Mapula Gertrude. January 2012 (has links)
The aim of this study is to optimise aspects of job satisfaction in the work environment to improve the effectiveness of primary school principals. Job dissatisfaction seems to be a worldwide problem in the education sector, even in South Africa a number of researches were conducted on job satisfaction.
In this research the focus is on the following research questions: What is the nature of job satisfaction? Which factors contribute to the job satisfaction/dissatisfaction of primary school principals? To what extent do primary school principals experience job satisfaction? Do certain biographical variables relate to primary school principals’ job satisfaction? How can the job satisfaction of primary school principals be improved through management strategies?
The research method used was a quantitative research method by using statistical methods that began with the collection of data based on theory, followed by the application of a descriptive or inferential statistical method. Descriptive statistical techniques were used to organise, analyse and interpret the quantitative data. Information was obtained to determine whether a relationship exists between the independent variables and the dependent variable (job satisfaction of the participants).
Management strategies with aims, goals and action steps were drawn in order to assist primary school principals to improve their strong points and turn their weak points into strengths. The management strategies drawn also aimed to improve the job satisfaction of the primary school principals. In general the majority of participants in this study reported that they were satisfied to some and a great extent with the aspects that contribute to their job satisfaction. Although the majority of the participants were satisfied with the aspects of job satisfaction there were some factors that affected them negatively. The negative factors are to be turned into strengths and the existing strengths be optimised. / Thesis (PhD (Education Management))--North-West University, Potchefstroom Campus, 2012.
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