This dissertation outlines the music therapists’ perceptions of training needs for current practice in South Africa. The purpose of my research is to construct a profile of music therapy graduates from the University of Pretoria who are currently practising in South Africa and to find how they perceive the MMus (Music Therapy) training programme in terms of their currents needs in practice, as well as their suggestions in terms of the adaptation of the training programme. The study is conducted within the qualitative and quantitative research paradigm, using questionnaires as data collection method, that were sent out to music therapists that graduated from the University of Pretoria. The survey collected data on the demographics and personal details of the respondents, their professional training and practice trends and their views of the fit between the training programme and practice needs, and suggestions as to where adaptations to the training programme might need to be made, based on their practice experience. Training in business skills and marketing together with additional information on client groups, contexts and the development of clinical and practical skills were identified as perceived needs in their practices. These correlated with the suggestions made for adaptation of the training programme. / Dissertation (MMus)--University of Pretoria, 2006. / Music / MMus (Music Therapy) / Unrestricted

Engineering students entering the workforce often struggle to meet the competency expectations of their employers. Guided by constructivist theory, the purpose of this case study was to understand engineers' experiences of engineering education, deficiencies in practical skills, and the self-learning methods they employed to advance their technical and professional competencies. Working engineers were asked about their experiences overcoming practical skill deficiencies and bridging the gap between education and practice. Interviews with 15 chemical, civil, mechanical, and electrical engineers were analyzed by coding for common statements and identifying themes. Firsthand experiences of the participants captured 3 themes: overall perceptions of engineering education, deficiencies in skills, and self-learning experiences. According to study findings, engineering education did not supply sufficient practical skills for working engineers. The study also provided descriptions of training and self-learning methods employed by practicing engineers to advance their technical and professional competencies. The study found that although universities might provide some practical skills through industry collaboration, engineering graduates still required professional development to ensure a smooth transition from academic learner to acclimated working engineer. The project is a practical training, developed for recent graduates, that could achieve positive social change by making strides toward bridging the gap between theory and practice for the participants. This study may also incite positive social change as it contributes to the evidence that there is a lack of practical experience in colleges of engineering, which may therefore improve their curriculum.

Coronapandemin bröt ut våren 2020 och universiteten tvingades till undervisning på distans. Inom ingenjörsprogrammen tränar studenter sina praktiska färdigheter genom praktiska moment. I samband med distansundervisningen har även praktiska moment utförts på distans. I uppdrag från ITM-skolan syftar detta examensarbete till att undersöka studentupplevelsen av undervisningen under pandemin, när det gäller de praktiska momenten. För att undersöka detta, syftar arbetet vidare till att undersöka mängden praktiska moment som ingick i ingenjörsprogrammen Civilingenjör och Lärare, inom Energi och Miljö, (CLGYM TEMI) samt Civilingenjör i Energi och Miljö (CENMI). Vidare syftar arbetet till att undersöka hur de praktiska momenten har genomförts under COVID-19 pandemin. Bland annat studerades kommunikationen, samarbetet och återkopplingen. Utvecklingsdelen i detta examensarbete innefattas av att skapa ett stödmaterial till ITM-skolan med förbättringsförslag, baserat på studenternas upplevelse av praktiska moment samt forskning. Kursanalyser genomfördes av programmen CLGYM TEMI och CENMI för att kartlägga mängden praktiska moment som ingick. Studentupplevelsen och data om hur de praktiska momenten utfördes under pandemin, samlades in med hjälp av en enkät, som delades ut till studenter på KTH och besvarades av totalt 69 studenter. Enkäten var uppdelad i praktiska moment under pandemin, kommunikation, återkoppling, samarbete och praktisk träning på KTH. Genom enkätresultaten samt tidigare forskning om distansundervisning, sammanställdes ett stödmaterial med förslag som kan vara av användning vid en övergång från traditionell klassrumsundervisning till distansundervisning. Resultatet visade att CENMI hade fler planerade praktiska moment i utbildningen än vad CLGYM TEMI hade. Det bekräftades av enkätsvaren, där CLGYM TEMI studenter upplevde att det inte alls gavs tillräckligt med praktiska moment inom deras utbildning. Enkäten visade även att uppdelning i mindre grupper var den vanligaste åtgärden vid praktiska moment som utfördes fysiskt. Den vanligaste ersättningen för praktiska moment som utfördes på distans, var en digital omställning. Studenterna visade sig vara mer nöjda med samarbetsfaktorn av undervisningen, i jämförelse med återkopplingsfaktorn som de var minst nöjda med, under pandemin. Slutligen upplevde studenterna i stort sett att de praktiska momenten på distans inte har varit givande, då de saknat handlaget som tränas vid utförandet av praktiska moment. KTH behöver utveckla verktyg för att möjliggöra bättre ersättningar till praktiska moment på distans. Förslag är direktsända laborationer, fjärrstyrda laborationer (i mån om underhållskostnader), exkursioner och fältövningar med VR eller 360o-teknik samt elektroniska fältövningar och exkursioner. / The corona pandemic broke out in spring 2020 and universities were forced to turn to remote education. The engineering programs are characterized, among other things, by practical classes that develop the students' practical skills. The transition to distance education has led to practical exercises being carried out remotely. Commissioned by the ITM School, this thesis is aimed at examining the student experience of education during the pandemic, in terms of the practical exercises. To investigate this, the work is further aimed at examining the amount of practical training that is included in the engineering programs Master of Science and education in Energy and Environment and Master of Science in Energy and Environment (CLGYM TEMI). Further, the work aims at examining how the practical exercises have been carried out during the COVID-19 pandemic. Among other things, factors such as communication, collaboration and feedback were studied. The development part of this thesis involved the creation of a support material for the ITM School. The support material included improvement proposals, based on the students' experience of taking practical classes, during the pandemic, and also based on research. The course analyses were carried out on the programs CLGYM TEMI and CENMI to map the number of practical classes that were included. The student experience and data on how the practical exercises were carried out during the pandemic were collected with the help of a survey, which was distributed to students at KTH and was answered by a total of 69 students. The survey was divided into practical parts during the pandemic, communication, feedback, cooperation and practical training at KTH. Through the survey results and previous research on distance learning, a supporting material was compiled with suggestions that could be used in a transition from traditional classroom teaching to distance learning. The result showed that CENMI had more planned practical exercises in the program than CLGYM TEMI had. This was confirmed by the survey responses, where CLGYM TEMI students felt that there was not enough practical experience in their education at all. The survey also showed that division into smaller groups was the most common measure in practical operations performed physically during the pandemic. The most common replacement for practical exercises performed remotely, was the digital version. Students were more satisfied with the collaborative factor of the teaching, in comparison to the feedback factor that they were least satisfied with, during the pandemic. Finally, the students largely experienced that practical exercises at a distance has not been rewarding, as they lacked the practical touch that is trained in the performance of practical exercises. KTH needs to develop tools to enable better compensation for practical moments performed remotely. Proposals include live laboratory work, remote-controlled laboratory work, excursions and field exercises using VR or 360o technology, as well as electronic field exercises and excursions.

Views on the nature and relevance of science education have changed significantly over recent decades. This has serious implications for the way in which science is taught in secondary schools, particularly with respect to teaching emerging topics such as biotechnology, which have a socio-scientific dimension and also require novel laboratory skills. It is apparent in current literature that there is a lack of adequate teacher professional development opportunities in biotechnology education and that a significant need exists for researchers to develop a carefully crafted and well supported professional development design which will positively impact on the way in which teachers engage with contemporary science. This study used a retrospective case study methodology to document the recent evolution of modern biotechnology education as part of the changing nature of science education; examine the adoption and implementation processes for biotechnology education by three secondary schools; and to propose an evidence based biotechnology professional development model for science educators. Data were gathered from documents, one-on-one interviews and focus group discussions. Analysis of these data has led to the proposal of a biotechnology professional development model which considers all of the key components of science professional development that are outlined in the literature, as well as the additional components which were articulated by the educators studied. This research is timely and pertinent to the needs of contemporary science education because of its recognition of the need for a professional development model in biotechnology education that recognizes and addresses the content knowledge, practical skills, pedagogical knowledge and curriculum management components.

Problem statement – The strategic roles and responsibilities of professional middle managers (at a South African university) are not aligned with the accountability and authority required while strategising to effect strategic change. Through an in-depth exploration of practitioners, their practices, behaviour, cognition and emotions during strategising, insights in the development of practical wisdom was gained. Purpose – The purpose of the empirical research study was to investigate how professional middle managers strategise to effect change during strategic change. The study context was a South African higher education institution undergoing internal organisational change. Four main research themes were explored with particular reference to the professional middle manager as a strategic practitioner, namely one who DOES, THINKS, FEELS and REFLECTS. Design, methodology and approach – An explorative and interpretive study was conducted utilising a single case and qualitative research methodology. An interpretative phenomenological analysis (IPA) was conducted, which aimed to explore the rich experiences of the participants and the way they make sense of their personal journeys during the strategic change initiative. Strategy as practice theory was selected as the theoretical foundation for the study. In-depth, semi-structured interviews were conducted, and participants provided self-reflection assessments contributing to a unique data gathering method. Findings – The results suggested the professional middle managers make use of holistic and comprehensive practices to effect change as they strategise during strategic change. Five formal strategic roles were confirmed relevant as enacted by the professional middle managers, i.e. implementing strategies, interpreting and communicating information, facilitating adaptability, downward supporting and upward influencing. In addition, six distinctive practices were identified, namely adapting, effecting change, collaborating, mobilising, peacekeeping and overseeing. v Research limitations and implications – The results of the study cannot be generalised due to the single case methodology; however, key learnings and insights can be utilised. Practical implications – It is recommended that the middle managers’ key performance indicators be aligned with the required accountability and authority required to fulfil their strategic roles while effecting change. In addition, the development of tailor-made training programmes as well as coaching and mentoring is advocated in order to transition adequately into a middle management role. / Graduate School of Business Leadership / D.B.L.

This qualitative study was aimed at exploring and describing the theoretical and practical experiences of second-year critical care nursing students. Purposive sampling was done, and unstructured interviews and narrative descriptions were used as data collection tools. An adaptation of Johns's Framework, the Guideline for the Facilitation of Reflection as Teaching Strategy, was used during interviews to guide participants in reflecting on theory-practice integration. Multiple strategies were used to ensure the trustworthiness of the study. Concerning patient data, communication, and the administration of life-saving medications, theory-practice integration did occur. Regarding treatment and the outcome of nursing interventions, it seemed that knowledge deficiencies and a lack of exposure to practical situations contributed to the inability to apply theory to practice. This apparent inability evoked negative feelings, such as guilt. Discrepancies between practice and theory taught led to confusion. Guided reflection assisted students in gaining a new perspective on nursing and theory-practice integration. / Health Studies / M.A. (Health Studies)

This qualitative study was aimed at exploring and describing the theoretical and practical experiences of second-year critical care nursing students. Purposive sampling was done, and unstructured interviews and narrative descriptions were used as data collection tools. An adaptation of Johns's Framework, the Guideline for the Facilitation of Reflection as Teaching Strategy, was used during interviews to guide participants in reflecting on theory-practice integration. Multiple strategies were used to ensure the trustworthiness of the study. Concerning patient data, communication, and the administration of life-saving medications, theory-practice integration did occur. Regarding treatment and the outcome of nursing interventions, it seemed that knowledge deficiencies and a lack of exposure to practical situations contributed to the inability to apply theory to practice. This apparent inability evoked negative feelings, such as guilt. Discrepancies between practice and theory taught led to confusion. Guided reflection assisted students in gaining a new perspective on nursing and theory-practice integration. / Health Studies / M.A. (Health Studies)