To a student, postgraduate research is often characterised as a very emotional process, more often associated with negative emotion that may hinder successful and speedy completion of the postgraduate degree. The supervisory relationship may impact greatly on the emotion the student experiences. Emotional labour is the induction or suppression of emotion in order to sustain an outward appearance. Being bound in a professional and often subordinate relationship, the student may not be willing, or able to, outwardly display their emotions. Yet, the existence of, and experience of emotional labour on students in a postgraduate supervisory relationship have not been studied to date. The purpose of the study is to explore the meaning and existence of emotional labour within the postgraduate supervisory relationship from a student’s perspective. By using a qualitative, descriptive approach, in-depth information has been gathered by means of three focus groups. The focus groups consisted of students at different stages of the postgraduate supervisory process. The study resulted in the linking of a student’s perspective of the supervisory process to the emotional labour process. It was found that emotional labour is indeed present in the postgraduate supervisory process, but is dependent on the relationship between the supervisor and the student. Since emotional labour has limitedly been explored in the academic environment, it is believed that supervisors as well as students can benefit from this exploration in this fresh context. This linking of emotional labour to the supervisory process is only the first stage in this research and seeks only to describe the process. / Dissertation (MCom)--University of Pretoria, 2012. / Human Resource Management / unrestricted

Within postgraduate studies, learning is assessed through the examination of modules making up a taught programme and the writing of a dissertation. However, research, nationally and internationally, has shown that although students are generally able to complete the modules making up a postgraduate programme successfully, often difficulty arises in the writing of the dissertation which begins with the conceptualising and writing of the research proposal. It seems that students are considered poorly equipped for postgraduate study, which puts their academic success and completion of their studies in jeopardy, particularly those for whom English is not a first language. Since 1994 with wider access to higher education, a concern has arisen about National figures for postgraduate throughput rates, which on average, are quite low. This current research originated with concern about the unpreparedness of some postgraduate students in a specific master‟s programme in a Faculty of Education at a South African university and about offering them the foundations for the development of their academic research writing, an aspect so vital to achieve success at this level. It seems that programmes which incorporate academic writing are put into place in some honours programmes (see Henning, Gravett & van Rensburg, 2005; Thomson, 2008 for South African programmes) but once the student progresses to master‟s or doctoral level, this does not seem to be the case. The main aim of this study was to obtain insight and understanding of the demands of academic writing at postgraduate level and to develop an effective intervention to assist in the development of proficient academic research writing. Thus, the development of an academic research writing intervention deemed most appropriate for postgraduates in education was designed and developed to assist students during the first stages of their research, that of conceptualising, writing and successfully defending the research proposal. The premise is that during this first year of study, acquiring and developing academic literacies, in order to become competent academic writers would provide the scaffolding1 for the move into the second phase of the research process, that of academic research writing. Design Research was considered most appropriate for this research as it is interventionist, iterative, process-focused, utility-oriented and theory-driven (Van den Akker, Gravemeijer, McKinney & Nieveen, 2006, p.5) and in addition, requires the involvement of practitioners (Plomp, 2013, p. 20). The sample for this study was drawn from a specific master‟s programme in education and consisted of students, the supervision team and the academic research writing practitioner. A mixed methods approach was used where data comprised quantitative data (questionnaire, evaluations and assessments) and qualitative data (personal writing, evaluative writing, interviews and assessments). Findings emerging from the context of this particular master‟s programme point to a set of design principles that inform the development of a model for academic research writing which appears promising for supporting the postgraduate student effectively. It is hoped that the findings emerging from the research will fill a gap in the literature and add to the body of knowledge on postgraduate academic research writing. / Thesis (PhD)--University of Pretoria, 2014. / lk2014 / Science, Mathematics and Technology Education / PhD / Unrestricted

Das lnteruniversitäre Doktorandenseminar Wirtschaftsinformatik ist eine gemeinschaftliche Veranstaltung der Universitäten Chemnitz, Dresden, Freiberg, Halle, Ilmenau, Jena und Leipzig. Anlässlich des regelmäßig stattfindenden Seminars präsentieren Doktorandinnen und Doktoranden ihre Dissertationsvorhaben und stellen sich einer kritischen Diskussion der teilnehmenden Professorinnen und Professoren sowie der Doktorandinnen und Doktoranden. Auf diese Weise erhalten die Promovierenden wertvolle Anregungen und Hinweise zu vorgehen, Methodik und inhaltlichen Aspekten ihrer Arbeit, welches sie für die weitere Arbeit an ihrer Promotion und darüber hinaus nutzen können. Außerdem bietet das lnteruniversitäre Doktorandenseminar Wirtschaftsinformatik eine Gelegenheit zur fachlichen Auseinandersetzung mit aktuellen Themen und sich ankündigenden Trends in der Forschung der Wirtschaftsinformatik. Zudem wird ein akademischer Diskurs über die Grenzen der jeweils eigenen Schwerpunkte der Professur hinaus ermöglicht. Das nunmehr 21. Doktorandenseminar fand in Leipzig statt. Der hieraus entstandene vorliegende Tagungsband enthält sieben Beiträge aus den Bereichen Vorgehensweisen (Prozessharmonisierung fusionierter Dienstleistungsunternehmen, Gestaltung digitaler Transformation, Datenschutzmodell für E-Commerce), Anwendung (intelligente Tutoringsysteme, Social CRM) und Technik (dezentrales Cloud-Netzwerk, Referenzarchitektur für Cloud Computing) sowie einen Gastbeitrag (systematische Widerverwendung) und vermittelt dadurch interessante Einblicke in ausgewählte Themen der aktuellen Forschung der Wirtschaftsinformatik.:1. Prozessharmonisierung von fusionierten Dienstleistungsunternehmen im Zeitalter Quality 4 .0 - DSR Ansatz zur Entw'icklung einer Methode 2. Dezentrales Cloud-Netzwerk: Forschungsergebnisse und Evaluation 3. Konzeption eines Datenschutzmodells im E-Commerce 4. Mit systematischer Wiederverwendung von der Forschung in die Wirtschaft (und ein bißchen zurück) 5. Intelligent Tutoring Systems für wenig frequentierte Lernsituationen 6. Customer Context in Social CRM - Concept and Use Cases 7. Die Digitale Transformation gestalten - Ein Reifegradmodell zur Entwicklung von Datenkompetenz im Kontext des Capability Ansatzes 8. Cloud Computing Referenzarchitektur - IT-Dienstleistungszentren der öffentlichen Verwaltung in der Ebenen-übergreifenden Verzahnung digitaler lnfrastrukturen

There is currently little research focusing specifically on the emotional labour and regulation of academic staff in higher education institutions. This study provides insight into the emotional labour regulation strategies that academic staff use within the higher education context. This research both explores and describes the emotional regulatory strategies that lecturers (including senior lecturers, associate professors and professors) use in a research-intensive academic institution in the South African context. Although previous research has shown that emotional labour is relevant in the higher education context for academic staff, little research has been conducted to uncover which regulation strategies academic staff use and why these strategies are employed. This study was conducted using a qualitative method, in which a combination of snowball, convenience and purposive sampling strategies was used to gain access to the intended sample of fifteen participants. Face-to-face semi-structured interviews were the source of data collection and thematic analysis was used to analyse the data collected. Emotional labour has been shown to affect the well-being of professionals in their workplace. Therefore, monitoring and controlling emotional labour is of paramount importance for a healthy workforce. In a higher education environment, the well-being of students is directly influenced by the well-being of the staff and the overall effectiveness of service delivery by the organisation (in terms of research outputs as well as teaching and learning). Evidently, the emotional labour and regulation thereof of the individual academic staff member may have far-reaching effects. This study confirmed that emotional labour is experienced by academic staff within the university context. Moreover, the academic work context of academic staff involves a high degree of interaction with people that includes a range of diverse job tasks. The perceived display rules of the university were defined and described in this study. The emotional labour regulation strategies that academic lecturing staff utilise are those of deep, genuine and surface acting. However, the use of these strategies is not straightforward, as academic lecturing staff apply a range of these regulation strategies based on several reasons or rationales. These rationales further determine when an individual will select one or a combination of regulation strategies. / Dissertation (MCom)--University of Pretoria, 2019. / Human Resource Management / MCom / Unrestricted

Dieser Beitrag reflektiert den E-Learning-Einsatz in der postgradualen Weiterbildung aus der Perspektive des hochschulübergreifenden Strategie- und Unterstützungsprojektes Q2P (Qualitätssicherung und Qualitätsmanagement in der postgradualen Weiterbildung). Ausgehend von der regionalen Bestandsaufnahme hinsichtlich der E-Learning-Nutzung im akademischen Weiterbildungsbereich werden die Zielstellungen und Leistungsbereiche des Projekts vorgestellt. Die zentralen Projekterfahrungen werden in Form von begründeten Hypothesen präsentiert und sollen somit das gegenwärtige und zukünftige Handlungsfeld von E-Learning- und Weiterbildungsakteuren bereichern.

There has been a movement across South Africa's education sector to widen access and participation in higher education (HE). Recognition of Prior Learning (RPL) programmes offer an opportunity to do so by providing access to HE to those who do not necessarily have the prerequisite requirements. There is still much to learn regarding RPL programmes and the unique needs and challenges of RPL students, as most of these programmes are still in the pilot stage. This study is specifically concerned with the transition of RPL students into postgraduate HE, as little research has been conducted on this topic. To gain a deeper understanding of RPL student transition, the researcher followed a case-study approach in which the experiences of RPL students enrolled in an online postgraduate diploma programme in management in marketing (PgDipMM) at a South African university were investigated. The programme piloted a novel RPL assessment and selection process which aimed to address criticisms of previous models. Qualitative data was obtained through eight open-ended, in-depth interviews with RPL students enrolled in the programme. Using a thematic analysis approach, nine key themes were identified as possible mechanism that facilitated RPL students' successful transition into the postgraduate diploma and six themes that did not. Findings indicated that, to a large extent, the novel RPL assessment and selection process appeared to have facilitated RPL students' successful transition into a postgraduate diploma through technical preparation and building students' confidence in their abilities. Possible enablers and barriers to RPL students' successful transition were also identified and discussed. In short, the enablers included learner maturity, transference of prior knowledge and skills, social support, sense of belonging, access to effective resources and financial security. Conversely, the barriers included academic difficulties, under preparedness for the intensity of HE and time restrictions. The study had theoretical and practical implications in that it contributed to our understanding of RPL student transition to HE and provided suggestions for ways in which their successful transition can be facilitated

Das zum neunten Male durchgeführte interuniversitäre Doktorandenseminar der Universitäten Halle-Wittenberg, Jena und Leipzig repräsentiert eine Kooperation mehrerer Wirtschaftsinformatik-Professoren. Es hat sich als Forum des fruchtbaren Austausches zu Forschungsthemen etabliert, die gemäß der Brückenfünktion der Wirtschaftsinformatik ein breites Spektrum zwischen Betriebswirtschaft und Technik aufspannen.:1 Die Bedeutung von Logistik-Netzwerken 2 Eine Analyse von hindernisberücksichtigenden Spatial Clustering Verfahren 3 Multivariate Analyse postoperativer Schmerzdaten 4 Gestaltung Serviceorientierter Architekturen in Finanznetzwerken - Vorgehensmodell und Referenzservicearchitektur 5 Qualitätsindikatoren in der Wikipedia 6 Gestaltungsbereiche und funktionale Anforderungen des überbetrieblichen CRM 7 Untersuchung der Robustheit des Sporas-Reputationssystems auf Basis eines evolutionären Bewertungsansatzes

Das zum dreizehnten Male durchgeführte interuniversitäre Doktorandenseminar der Universitäten Chemnitz, Dresden, Freiberg, Halle-Wittenberg, Jena und Leipzig repräsentiert eine Kooperation mehrerer Wirtschaftsinformatik-Professoren. Es hat sich als Forum des fruchtbaren Austausches zu Forschungsthemen etabliert, die gemäß der Brückenfünktion der Wirtschaftsinformatik ein breites Spektrum zwischen Betriebswirtschaft und Technik aufspannen.:1. Model Driven Logistics Integration Engineering 2. Using Semantic Web Technologies for Classification Analysis in Social Networks 3. RealTime and Anytime Supply Chain Planning 4. Zeitplanung für Patientenpfade unter Berücksichtigung von Betten-, Behandlungskapazitäten und Fairnesskriterien 5. Automatic Editing Rights Management in Wikipedia 6. Konzeption eines Auswahlverfahrens zur Datenanalyse im Einzelhandel am Beispiel einer Einkaufsverhaltensanalyse im Lebensmitteleinzelhandel 7. Generating Graphical User Interfaces for Software Product Lines: A Constraint-based Approach

Das zum dreizehneten Male durchgeführte interuniversitäre Doktorandenseminar der Universitäten Chemnitz, Dresden, Freiberg, Halle-Wittenberg, Jena und Leipzig repräsentiert eine Kooperation mehrerer Wirtschaftsinformatik-Professoren. Es hat sich als Forum des fruchtbaren Austausches zu Forschungsthemen etabliert, die gemäß der Brückenfünktion der Wirtschaftsinformatik ein breites Spektrum zwischen Betriebswirtschaft und Technik aufspannen.:1. Model Driven Logistics Integration Engineering 2. Using Semantic Web Technologies for Classification Analysis in Social Networks 3. RealTime and Anytime Supply Chain Planning 4. Zeitplanung für Patientenpfade unter Berücksichtigung von Betten-, Behandlungskapazitäten und Fairnesskriterien 5. Automatic Editing Rights Management in Wikipedia 6. Konzeption eines Auswahlverfahrens zur Datenanalyse im Einzelhandel am Beispiel einer Einkaufsverhaltensanalyse im Lebensmitteleinzelhandel 7. Generating Graphical User Interfaces for Software Product Lines: A Constraint-based Approach

Masters of Art / Libraries use technology to improve the management of scholarly information and to provide faster access to information elsewhere. Over time, an important change was perceived in collection development policies and practices of libraries. Printed materials were increasingly replacing electronic forms of information. This research investigated the use of electronic resources by Postgraduate certificate Education (PGCE) students at the Central University of Technology (CUT). The research adopted the Technology Acceptance Model (TAM) by Fred Davis (1989) as its theoretical framework.