Thesis (M.A.)--Eastern Illinois University. / Includes vita. Includes bibliographical references (leaves 40-46).

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Please read the abstract in the dissertation. Copyright / Dissertation (MA)--University of Pretoria, 2013. / Psychology / unrestricted

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In this dissertation a study is undertaken of personnel evaluation of lecturing personnel at tertiary educational institutions. References are made to other tertiary educational institutions, but for reasons of confidentiality specific references are made to the Port Elizabeth Technikon in the text of the research document. This dissertation is based on the assumption that no uniform method exists for personnel evaluation for lecturing personnel at the Port Elizabeth Technikon. This assumption was strengthened during conversations with various academic personnel members on different post levels on the subject of personnel evaluation for lecturing personnel at tertiary educational institutions and during which a degree of negativity was detected about this subject. As it is known that various authors in the field of Personnel Administration regard personnel evaluation as an essential part of the personnel administration process, it was decided to embark on a research project on the subject of personnel evaluation for lecturing personnel at tertiary educational institutions. The complexity of the subject of personnel evaluation of professional employees, such as lecturing personnel, was duly recognised from the outset, and as a result thereof it was decided in consultation with the supervisors to do a normative study only, and to design and propose a normative model for evaluating lecturing personnel at tertiary educational institutions. In view of the importance of personnel evaluation in the development and motivation of personnel in organisational structures, it was decided to utilise the potential respondents currently available at the Port Elizabeth Technikon for an empirical study in order to research current attitudes on personnel evaluation at the Port Elizabeth Technikon. Firstly, however, a literature search was embarked upon, describing a theoretical framework for personnel evaluation. Certain normative criteria were extracted from the literature surveyed, and those were used in the empirical survey among lecturing personnel at the Port Elizabeth Technikon that followed the literature search. The research findings of the empirical survey were statistically analysed and reported, and a normative model for evaluating lecturing personnel at tertiary educational institutions was constructed. Certain recommendations were made regarding the research, and possibilities for further study into the subject under discussion were pointed out. / Thesis (MPA)-University of Durban-Westville, 1993.

Aims: Empirical evidence demonstrates successful expert nurses appointed as nurse lecturers in higher education find themselves as 'newcomers' to the role and organisation. New nurse lecturers often find their transition to higher education confusing and challenging. Using the conceptual framework of communities of practice, this study aims to provide original research into what induction means for new nurse lecturers, and gain an in-depth understanding of their perceptions and experiences of their induction into working in a multi-sited university. Method: A qualitative research methodology was employed, using the theoretical approach of Interpretive Phenomenological Analysis (IPA) developed by Smith, Flowers, and Larkin (2009). Eight lecturers, with between one to three years' experience as nurse lecturers, were recruited from one university in the North West of England. Purposive sampling was utilised and data was obtained through one-toone semi-structured interviews. Verbatim transcripts were analysed following the principles of IPA. Findings: Three super-ordinate themes emerged (partial transition, dual communities of practice, introduction), along with six sub-ordinate themes (expectations of the nurse educator role, career change, contextual influences, location and culture of sites, tick box exercise, and the limited role of the mentor). New nurse lecturers found transition stressful: key aspects included the culture shock and the career change of adopting their new academic identity. Changing identity from a nurse to an educator, working across the boundaries of both practice and academia, was a struggle, particularly in participants with visiting lecturer experience who had mistakenly perceived this would prepare them for the role. Early role preparation was essential to understanding the different cultures and processes within the university. Formal mentoring supported development of self-confidence, but its value was undermined due to the mentors' workload and lack of understanding of their role, which affected relationship building. Supportive heads of department, and informal mentoring and peer support, were essential in developing new academic identities. Conclusion: This study contributes to practice through the development of an induction framework for new nurse educators. This framework acknowledges the relevance of maintaining a dual community of practice for new nurse educators, in supporting their new identity and their dual continuing professional development. Practical outcomes include: development of an informational resource for new lecturers (including visiting lecturers); development of a community of learning with facilitated workshops and online information resources; development of mentor training and resources for mentors; and mentors being thoughtfully designated by heads of department, with hours attached to their workload for mentoring. A long term online community of practice is needed for new staff to keep in touch and share information. Heads of department need to take ownership of inductions to ensure that their staff feel welcomed and supported in their new environment, with regular evaluation taking place.

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Thesis submitted in fulfilment of the requirements for the degree MEd education in the faculty of education at the Cape Peninsula University of Technology / Teaching methods in the higher education sector has changed over the years from traditional teaching methods (also known as talk and chalk) to that of a more participatory level. The private higher education institution that I selected to do my study at was of the opinion that it is in order to appoint lecturers who have completed a degree and have the necessary industry experience in the field of the programme (course) to be taught at the institution. Very few, if any, lecturers have completed an education qualification such as a post graduate certificate in education or have little or no teaching experience. Moving with the challenges that education sets for educators today, it became clear that the students at this institution were no longer satisfied with the teaching methods that the lecturers used to present their classes. This information was gathered from the quarterly lecturer evaluations that were done at the institution. It is done by means of criteria in the form of a questionnaire to all students. This questionnaire was drawn up by professional educators in management and was piloted and adjustments were made before it was handed to the students. One student asked the question in the additional comment box whether the lecturers at the institution were ready for the first cohort of students who matriculated with the outcomes based education system. This was discussed with the management team of the institution and a decision was made to do a research project on the teaching methods currently used by lecturers at this institution and to underpin the study with the activity theory that originated with Vygotsky. The institution gave me the necessary ethical clearance to do the study in the business faculty. Only the business faculty and not the art, design and information technology faculty was considered when gathering information from the quarterly questionnaires issued to the students. The reason being that the feedback indicated that there were problems regarding teaching methods in only the business faculty and not in the art, design and technology information faculty. The aim and objectives of this study were to determine (1) what teaching methods are currently used by lecturers in the business faculty; (2) what the perception is of the lecturers and students towards teaching methods currently being used in theoretical subjects in the business faculty; and (3) could participatory (active) teaching methods possibly bring about the emancipation of students in the business faculty. The research methodology used to collect this information was of a quantitative and qualitative nature. Section A of the questionnaires to the lecturers and questions in section A for the focus group interviews for the students were used as quantitative data collection. Qualitative data collection was gathered from section B and C in the questionnaires for the lecturers and section B which contained the questions asked to the students in the focus group interviews. To triangulate the data collected from the lecturers (questionnaires) and that of the students (focus group interviews), observation as a qualitative method of data collection was used where at least one lecture of each lecturer who participated in this study was observed. All lecturers in the business faculty were asked to participate in this study. The total number of lecturers who participated in the study was 9 (n=9). The total number of students in the business faculty at the time of the study was 241 of which four students (n=4) from the business management programme, eleven students (n=11) from the secretarial studies programme, eleven (n=11) from the event management programme and five (n=5) from the business marketing programme were selected to form part of the focus group interviews. All questionnaires and observation sheets were piloted before the study took place and the necessary adjustments were made. All lecturers and students were assured of their anonymity and no one’s names will be revealed to the management team of this institution. It was found that some lecturers in fact do use participatory teaching methods and one lecturer in particular made use of a method that could be likened to the flipped classroom concept. However, from the results of the questionnaire it was evident that the teaching methods of two staff members in particular were cause for. There is therefore scope for staff training to improve the teaching methods at this institution to deliver a far better service to its clients: the students, parents and industry. Recommendations for staff development as well as an improved induction programme for the novice students will be given to the management team of the institution.

Magister Curationis - MCur / Background: Written feedback from lecturers to their students, in higher education institutions, plays an important role in improving students’ performance. However, students’ perceptions of written feedback on assessments could influence its utilization to improve their performance. Despite the high priority placed on written feedback, to date, insufficient research studies have been conducted on the student nurses’ perceptions of written feedback. Purpose and Objective: The purpose of this descriptive study is to describe student nurses’ perceptions of written feedback on assessments at a university in the Western Cape. The objective of this study is to determine student nurses’ perceptions of written feedback on assessment. Methodology: A quantitative descriptive survey research design was employed to conduct this study at a university in the Western Cape. The target population for this study was 106 student nurses registered in the nursing foundation programme for the year 2015. This study employed all-inclusive sampling of foundation student nurses registered in the year 2015. A questionnaire was used to collect data from the participants. A total of 74 participants were available for the study, of whom, 69 submitted their questionnaires, resulting to a response rate of 93.2%. The data was analyzed by using the Statistical Package for the Social Sciences (SPSS) version 23 and was presented in frequency tables, percentages and bar graphs. Ethics approval was obtained from the Senate Higher Degree and the Senate Research Committees of the institution under study, before commencing. Permission was also obtained from the Dean of Research and Head of the School of Nursing, before the commencement of the study. The purpose of the study was explained, and a consent form was signed, before the questionnaires were administered to participants. Findings: The findings of this study indicated that students receive feedback on assessment, were in line with the assessment criteria. The study also found that students perceived receiving plenty of quality written feedback in good time to be useful. The results of this study indicated that the inability to understand written feedback, the limited opportunity to clarify feedback and negatively written comments, hinders the use of written feedback. Recommendations: There is the need for lecturers to provide written feedback that could be useful for students to improve on their performance. There is also the need for written feedback to be delivered to students electronically. Lecturers need to discuss written feedback with their students after delivery. The need for a qualitative study to be conducted on student’s and lecturers experiences on written feedback on assessment is recommended.

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