Communication is a critical success factor to information systems development (ISD) projects. Intercultural communication involves two or more people from diverse cultures communication and using different worldviews and context transmit messages to each other. The aim of this study is to gain an understanding on the influence of the intercultural communication on the performance of an ISD team. In order to achieve this aim one needs to understand information systems research and to justify the selection of the chosen research methodology; to understand information systems development and ISD teams; to understand culture and communication; to understand what affects communication has between different cultures; to discover how cultural misunderstandings impact upon ISD team performance and to discover the steps taken to eliminate miscommunication due to cultural issues in organizations. The interpretive research was carried out in several organizations in Gauteng province of South Africa that develop or has a department that develops information systems. A multiple case study using interviews and content analysis as research methods were instrumental in coming to the conclusion of the research. A multicultural dyad conducted interviews in three participating organizations. Diverse information systems development team members participated in this study. The results of the study describe how intercultural communication influences ISD teams in a South African environment. They also provide an understanding on culture and communication. The results of the study also report on culture and personality as determinants of behaviour, and also on different perceptions of culture. The different ISD team dynamics may be affected by team members’ culture and personality. The results also report on intercultural communication in information systems development teams and how it is affected by the different cultural context. / Thesis (MSc (Computer Science))--North-West University, Potchefstroom Campus, 2013.

The adolescent developmental phase has encouraged many research studies as a result of the diversity and dynamics of this period of life. This phase is characterised by a range of challenges on an intrapersonal level, in family life, peer group settings and school settings. Various studies confirm that every aspect of adolescent development is influenced by experiences at school. Secondary school (Grades 8 to 12) is also considered to be a critical time for creating healthy and cohesive societies, since it forms the link between primary education and higher education, and the labour market. However, in low and middle income countries, such as Namibia, many adolescents grow up in conditions of poverty, which present them with fewer opportunities, experiences, resources and services that are essential for them to become healthy and productive adults. Educational opportunities are limited, while most of the learning resources or learning opportunities are unaffordable. In Namibia, the educational system has made progress since Independence in 1990. However, there remains a lack of instructional materials, a high proportion of unqualified teachers, and a scarcity of pre-primary education programmes. In the township of Mondesa in Swakopmund, the schools are overcrowded and children reach Grade 8 with literacy and numeracy skills far below the required level. The need for interventions in improving education and alleviating constraints, such as overcrowded classes, unqualified teachers and lack of resources the system is facing is evident and this has resulted in programmes attempting to make a difference in this sector. The Mondesa Youth Opportunities (MYO) Programme is one such initiative, aiming at providing educational assistance to underprivileged students drawn from disadvantaged schools in Swakopmund. They present learners with free afternoon education with classes in English, mathematics and reading. Classes for computer skills, life skills, music and sport are also included, to provide the learners with a stimulating environment and exposure to a variety of activities to expand their life world and experience. The board members of MYO have not yet attempted a comprehensive evaluation to judge and justify the efforts of the programme, since this would be a complex and costly endeavour. This study aimed at exploring the experiences of alumni adolescents on the contribution of the programme. The results could possibly form a basis for future more comprehensive evaluations of the programme and make the possibility of such an endeavour more feasible. This is a qualitative study and data was gathered through focus groups of adolescents who are currently in Grades 9 to 12 and who have previously attended the programme. After thematic analysis the findings of the study pointed out various contributions the programme experienced by the adolescents, pointing out themes that possibly provides a platform for starting future research on the effectiveness of the programme. The adolescents experienced various benefits as a result of attending the programme. This included enhancement of academic performance, cognitive development, provision of resources, and introduction to unfamiliar content, such as sports and music that taught them new skills, and helped them to find their own talents. The life skills classes provided them with useful knowledge for everyday life. The findings also suggest that the adolescents experienced an influence in their intrapersonal skills by gaining more confidence in their abilities, becoming more independent and learning to take responsibility. On a social level, the programme provided them with opportunities to make friends. The relationships they had with some of the teachers at MYO proved to be invaluable as a source of emotional support. These findings have contributed to an understanding of the adolescents’ experiences of the programme, and have highlighted positive experiences and various challenges adolescents faced in terms of the implementation of the programme, such as the amount of effort and time required to participate in the programme. Conclusions were made to provide MYO management with valuable feedback and suggestions for further research. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

Communication is a critical success factor to information systems development (ISD) projects. Intercultural communication involves two or more people from diverse cultures communication and using different worldviews and context transmit messages to each other. The aim of this study is to gain an understanding on the influence of the intercultural communication on the performance of an ISD team. In order to achieve this aim one needs to understand information systems research and to justify the selection of the chosen research methodology; to understand information systems development and ISD teams; to understand culture and communication; to understand what affects communication has between different cultures; to discover how cultural misunderstandings impact upon ISD team performance and to discover the steps taken to eliminate miscommunication due to cultural issues in organizations. The interpretive research was carried out in several organizations in Gauteng province of South Africa that develop or has a department that develops information systems. A multiple case study using interviews and content analysis as research methods were instrumental in coming to the conclusion of the research. A multicultural dyad conducted interviews in three participating organizations. Diverse information systems development team members participated in this study. The results of the study describe how intercultural communication influences ISD teams in a South African environment. They also provide an understanding on culture and communication. The results of the study also report on culture and personality as determinants of behaviour, and also on different perceptions of culture. The different ISD team dynamics may be affected by team members’ culture and personality. The results also report on intercultural communication in information systems development teams and how it is affected by the different cultural context. / Thesis (MSc (Computer Science))--North-West University, Potchefstroom Campus, 2013.

This study follows a three–pronged approach to investigate the effects of the global financial crisis on the South African retail credit market (using Woolworths as subject). These three prongs, or areas, include a literature study, step–by–step credit scoring guide and an application of this guide in an empirical study. To achieve this goal, credit scoring was selected as the quantitative tool to illustrate these effects. Two different periods were chosen to supply a snapshot of the retail credit industry, namely the retail credit situation before and during the global financial crisis. To correctly define and understand the mechanics affecting South Africa's retail credit industry, a literature review was conducted to investigate the global financial crisis, the South African retail credit market and credit scoring itself. The literature investigation explains the global financial crisis and identifies some of the primary drivers behind it. These drivers included the US housing bubble, the introduction of subprime loans and the securitisation of these loans (mortgage backed securities). The study found that these drivers, especially the securitisation of subprime loans, were the vehicle used to enable the crisis to spread globally. The ultimate goal of the study was to provide the individual, and companies, with an understanding of the global financial crisis' effects on the consumer specifically through their credit worthiness and retail credit behaviour. Through the use of credit scoring, the study found that at least one retailer (Woolworths) in the retail industry was affected. Woolworths placed a stronger emphasis on reducing their credit exposure whilst consumers were steadily increasing their facility utilisation. / Thesis (M.Com. (Risk management))--North-West University, Potchefstroom Campus, 2012.

The reading skill is the most important skills for the 21st century. The Progress in International Reading Literacy Study (PIRLS) found that nearly 80% of South African students haven’t mastered the basic reading skills at Grade 5 level. If the learner hasn’t mastered the skill of reading, his/her progression at school will be severely inhibited and learning problems will result. Reading consists of certain basic skills, namely receiving messages, perceptual skills, decoding the message and learning. A reading programme that stimulates the learner visually, auditory and tactually promotes learning and memory, is the key to reading success. There are a variety of reading methods, but in the scope of this study the multisensory reading approach is regarded as the most suitable reading approach for the Foundation Phase. The literacy study found that the human being is a multisensory creature that uses all senses to explore his/her environment. Multisensory approaches to learning have been applied with success to learners for longer than a century and are supported by the latest neuro images scientific research. During a multisensory approach, the emphasis is on phonological awareness, decoding, spelling and comprehension. In this study, the Orton-Gillingham approach is used where sounds are linked with the written symbol through visual, auditory and tactile stimuli. A quantitative pre-experimental two group pre-test, post-test research design was followed. 42 Grade 2 Afrikaans-speaking students participated in the intervention programme. The degree to which the students reading improved in the five week period determined to which extent the intervention programme influenced the reading abilities of the learners. The data analysis of pre-and post-reading revealed that after application of the multisensory reading programme a significant improvement regarding reading speed, word recognition and reading comprehension occurred. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011

The reading skill is the most important skills for the 21st century. The Progress in International Reading Literacy Study (PIRLS) found that nearly 80% of South African students haven’t mastered the basic reading skills at Grade 5 level. If the learner hasn’t mastered the skill of reading, his/her progression at school will be severely inhibited and learning problems will result. Reading consists of certain basic skills, namely receiving messages, perceptual skills, decoding the message and learning. A reading programme that stimulates the learner visually, auditory and tactually promotes learning and memory, is the key to reading success. There are a variety of reading methods, but in the scope of this study the multisensory reading approach is regarded as the most suitable reading approach for the Foundation Phase. The literacy study found that the human being is a multisensory creature that uses all senses to explore his/her environment. Multisensory approaches to learning have been applied with success to learners for longer than a century and are supported by the latest neuro images scientific research. During a multisensory approach, the emphasis is on phonological awareness, decoding, spelling and comprehension. In this study, the Orton-Gillingham approach is used where sounds are linked with the written symbol through visual, auditory and tactile stimuli. A quantitative pre-experimental two group pre-test, post-test research design was followed. 42 Grade 2 Afrikaans-speaking students participated in the intervention programme. The degree to which the students reading improved in the five week period determined to which extent the intervention programme influenced the reading abilities of the learners. The data analysis of pre-and post-reading revealed that after application of the multisensory reading programme a significant improvement regarding reading speed, word recognition and reading comprehension occurred. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011

This study follows a three–pronged approach to investigate the effects of the global financial crisis on the South African retail credit market (using Woolworths as subject). These three prongs, or areas, include a literature study, step–by–step credit scoring guide and an application of this guide in an empirical study. To achieve this goal, credit scoring was selected as the quantitative tool to illustrate these effects. Two different periods were chosen to supply a snapshot of the retail credit industry, namely the retail credit situation before and during the global financial crisis. To correctly define and understand the mechanics affecting South Africa's retail credit industry, a literature review was conducted to investigate the global financial crisis, the South African retail credit market and credit scoring itself. The literature investigation explains the global financial crisis and identifies some of the primary drivers behind it. These drivers included the US housing bubble, the introduction of subprime loans and the securitisation of these loans (mortgage backed securities). The study found that these drivers, especially the securitisation of subprime loans, were the vehicle used to enable the crisis to spread globally. The ultimate goal of the study was to provide the individual, and companies, with an understanding of the global financial crisis' effects on the consumer specifically through their credit worthiness and retail credit behaviour. Through the use of credit scoring, the study found that at least one retailer (Woolworths) in the retail industry was affected. Woolworths placed a stronger emphasis on reducing their credit exposure whilst consumers were steadily increasing their facility utilisation. / Thesis (M.Com. (Risk management))--North-West University, Potchefstroom Campus, 2012.

Thesis (doctoral)--Erasmus Universiteit Rotterdam, 1996. / "NUGI 672/681"--T.p. verso. Includes bibliographical references (p. 141-146).

Thesis (doctoral)--Erasmus Universiteit Rotterdam, 1996. / "NUGI 672/681"--T.p. verso. Includes bibliographical references (p. 141-146).

Thesis (doctoral)--Uppsala universitet, 1990. / Includes bibliographical references (p. 163-172).