This study focuses on the composition of guidelines for the effective assessment of lecturers - hence the emphasis is on the principle that assessment may be regarded as indispensable for professional development and for making a meaningful contribution towards ensuring quality in the context of the National Qualification framework. To this end a literature study was firstly undertaken regarding the nature of and criteria for effective assessment. The literature indicated that a variety of changes took place in South Africa since 1994, amongst others in the area of education, training and development. There have been numerous debates about this on stages and in political council halls, schools, colleges, technikons, universities, the press and the general workplace. Often the debates also centred on the low levels of competence and performance of workers in South Africa. Sometimes even the abilities, competence and performance levels of graduates and diplomandi have been questioned. In the context of these doubts people started investigating the role played by higher education, and more specifically lecturers, in ensuring that competent human resources leave the higher education environment for the professional world. As a result the purposeful assessment of lecturers has been identified as imperative. Furthermore, certain important factors that may influence the nature of and criteria for assessment, are discussed in this study. These include, amongst others, issues such as the education and training system, outcomes-based education and training, competence, knowledge escalation, the assessment of competence arid performance, the professional development of the lecturer, the concept assessment, the relation between assessment and ensuring quality, Bloom's taxonomy, different assessment instruments, the management of quality and the appointment of lecturers. The assessment of lecturers is viewed from a development-oriented perspective, where the focus is on continuous assessment that may be beneficial for individual, professional and organisational development. It is shown that a variety of qualitative and quantitative assessment instruments may be optimalised during formative as well as summative assessment, with which the training, needs, abilities, skills, competencies, capacity and performance of lecturers may be determined. The assessment of lecturers is regarded as a contributing factor in delivering and ensuring quality. It is also shown that the process should be undertaken in a managerial manner in order to continuously promote quality. Thereupon a discussion of assessment practices follows. In this discussion the focus is on the roles of lecturers in government-supported higher education institutions. The discussion is guided by the context which is determined by the implementation of the principles of the National Qualification Framework. A number of actors are identified who are directly or indirectly involved in the assessment of lecturers' competencies, outputs and performance in the higher education environment. It is also indicated that the implementation of the National Qualification Framework is guided by a number of legislations of which government-supported higher education institutions must give account in the performing of their tasks and functions. From literature it is clear that countries like the United Kingdom, the USA, Australia and New Zealand use assessment practices to ensure quality in the higher education environment. The role of the lecturer in that process is highlighted, and it is indicated that the assessment of the lecturer is indirectly addressed in the process. An empirical study was performed to establish, in the first instance, whether lecturers have been subjected to effective and appropriate training regarding the implementation of the National Qualification Framework. The second objective of the empirical study was to identify the implications of the assessment of lecturers attached to government-subsidised or public higher education institutions for all stakeholders. It is found in this study that a distinction should be made between the competence and performance assessment of lecturers. In addition it is indicated that the competence certification of lecturers must be regarded as imperative in order to facilitate performance-oriented functioning in the higher education environment. It is also found that lecturers must to a large extent cope with the process of giving account of all the new legislations and resulting expectations - sometimes under great pressure and amidst uncertainty and insufficient competence levels because of inadequate training, assessment and feedback. As a result lecturers do not experience the implementation of the National Qualification Framework as effective. In order to accommodate the changed and changing environment of the higher education sector, a conceptual model is composed to serve as a guide for the assessment of lecturers. In this model it is indicated that systems being developed for the assessment of lecturers should make provision for and account for a variety of factors, such as quality, primary and secondary actors, legislation, and the abilities, skills, competencies, capacity and performance levels of lecturers, assessment instruments, proactive, reactive, formative, summative, qualitative and quantitative assessment interventions. The synchronization and purposeful structuring of these factors may make a contribution towards creating a context which is beneficial to the professional development of the lecturer and consequently to performance in the higher education system. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003

This study focuses on the composition of guidelines for the effective assessment of lecturers - hence the emphasis is on the principle that assessment may be regarded as indispensable for professional development and for making a meaningful contribution towards ensuring quality in the context of the National Qualification framework. To this end a literature study was firstly undertaken regarding the nature of and criteria for effective assessment. The literature indicated that a variety of changes took place in South Africa since 1994, amongst others in the area of education, training and development. There have been numerous debates about this on stages and in political council halls, schools, colleges, technikons, universities, the press and the general workplace. Often the debates also centred on the low levels of competence and performance of workers in South Africa. Sometimes even the abilities, competence and performance levels of graduates and diplomandi have been questioned. In the context of these doubts people started investigating the role played by higher education, and more specifically lecturers, in ensuring that competent human resources leave the higher education environment for the professional world. As a result the purposeful assessment of lecturers has been identified as imperative. Furthermore, certain important factors that may influence the nature of and criteria for assessment, are discussed in this study. These include, amongst others, issues such as the education and training system, outcomes-based education and training, competence, knowledge escalation, the assessment of competence arid performance, the professional development of the lecturer, the concept assessment, the relation between assessment and ensuring quality, Bloom's taxonomy, different assessment instruments, the management of quality and the appointment of lecturers. The assessment of lecturers is viewed from a development-oriented perspective, where the focus is on continuous assessment that may be beneficial for individual, professional and organisational development. It is shown that a variety of qualitative and quantitative assessment instruments may be optimalised during formative as well as summative assessment, with which the training, needs, abilities, skills, competencies, capacity and performance of lecturers may be determined. The assessment of lecturers is regarded as a contributing factor in delivering and ensuring quality. It is also shown that the process should be undertaken in a managerial manner in order to continuously promote quality. Thereupon a discussion of assessment practices follows. In this discussion the focus is on the roles of lecturers in government-supported higher education institutions. The discussion is guided by the context which is determined by the implementation of the principles of the National Qualification Framework. A number of actors are identified who are directly or indirectly involved in the assessment of lecturers' competencies, outputs and performance in the higher education environment. It is also indicated that the implementation of the National Qualification Framework is guided by a number of legislations of which government-supported higher education institutions must give account in the performing of their tasks and functions. From literature it is clear that countries like the United Kingdom, the USA, Australia and New Zealand use assessment practices to ensure quality in the higher education environment. The role of the lecturer in that process is highlighted, and it is indicated that the assessment of the lecturer is indirectly addressed in the process. An empirical study was performed to establish, in the first instance, whether lecturers have been subjected to effective and appropriate training regarding the implementation of the National Qualification Framework. The second objective of the empirical study was to identify the implications of the assessment of lecturers attached to government-subsidised or public higher education institutions for all stakeholders. It is found in this study that a distinction should be made between the competence and performance assessment of lecturers. In addition it is indicated that the competence certification of lecturers must be regarded as imperative in order to facilitate performance-oriented functioning in the higher education environment. It is also found that lecturers must to a large extent cope with the process of giving account of all the new legislations and resulting expectations - sometimes under great pressure and amidst uncertainty and insufficient competence levels because of inadequate training, assessment and feedback. As a result lecturers do not experience the implementation of the National Qualification Framework as effective. In order to accommodate the changed and changing environment of the higher education sector, a conceptual model is composed to serve as a guide for the assessment of lecturers. In this model it is indicated that systems being developed for the assessment of lecturers should make provision for and account for a variety of factors, such as quality, primary and secondary actors, legislation, and the abilities, skills, competencies, capacity and performance levels of lecturers, assessment instruments, proactive, reactive, formative, summative, qualitative and quantitative assessment interventions. The synchronization and purposeful structuring of these factors may make a contribution towards creating a context which is beneficial to the professional development of the lecturer and consequently to performance in the higher education system. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003

Although public relations is seen as a function that contributes to the greater good of society and the performance of an organisation (ref. Grunig, 2006b:3; Grunig, Grunig & Dozier, 2002:xii), the function does not, for various reasons, always deliver on this promise (ref. Gray, 2004:26–27; Grunig et al., 2002:166, 169, 192; Steyn, 2000c:40; Tobin, 2004:56; Van Ruler, 1997:248, 263; 2004a:123). Practitioners and professional bodies from various countries have researched, and tried to overcome the variables negatively influencing practitioners, through various methods. However, no study has provided a comprehensive prioritised list of all the variables influencing practitioners' contribution to organisational performance. In addition none of these actions has led to a sustainable solution for the profession where a critical mass of practitioners can keep the promise of contributing to the greater good of society and the performance of the organisation. In light of this problem, this study tries to understand how public relations practitioners can enhance their contribution to organisational performance, by examining the variables influencing practitioners in contributing to organisational performance. The study is framed within the relational, reflective, two–way symmetrical and feminist paradigms, supported by the general excellence theory as meta–theory, and the relationship management and corporate communication role theories. The multidimensional paradigm was specifically selected to accommodate the complex research context (Grunig, 1989:18; 2006a; Valin, 2004). From theory it was established that public relations contributes to organisational performance by assisting organisations to adapt to their changing environment by providing strategic information from the environment to the organisation that could reduce uncertainty in the organisation's strategic decision–making (Grunig et al., 2002:xi; Raupp & Van Ruler, 2006:18; Steyn, 2000c:27; Valin, 2004). Through this process the organisation's triple bottom line goals are aligned with the realities of the environment in which it operates (Moss et al., 2000:283; van Tonder & van Rheede van Oudtshoorn, 2006:149). This then creates long–term relationships with stakeholders that creates many benefits for the organisation (Grunig, 2006b:3, 6; Grunig et al., 2002:xi, 10, 11; Grunig & Haung, 2000:32; Hon & Grunig, 1999:7–9, 11; Phillips, 2006a:34, 35; 2006b:212). Within South Africa specifically, corporate communication practitioners perform the roles of strategist, manager and technician in order to complete the above tasks (Steyn, 2000b:1–42; 2000c:20–43). The research methodology followed to gather data to answer the General research question, is both exploratory and interpretive. The research started with a literature study, followed by semi–structured interviews with four purposefully selected practitioners and the chairpersons of the two professional bodies (PRISA and IABC) in order to verify the variables identified in literature, and possibly identify new variables pertaining to the South African environment. These variables, together with those identified in literature, were then used to construct a questionnaire completed by public relations practitioners active in the 1 319 top performing South African organisations as per South Africa's Top 300 National Companies List (Fletcher, 2007:1–330) and the Financial Mail Top 200 Companies List (Williams, 2005:1–168). A response rate of 19.9% was achieved. The qualitative data was content analysed and the quantitative data analysed by means of Statistica (StatSoft Inc., 2007) and SPSS (SPSS Inc., 2007) data analysis software. In order to determine the relationships between the variables influencing practitioners, structural equation modelling, by means of AMOS (SPSS Inc., 2009) software, was used. In essence it was found that practitioners should take ownership and manage the variables influencing their performance. Furthermore, 13 variables pertaining to the individual–, industry– and professional–levels were statistically verified as the most important variables influencing practitioners. Due to the specific relationship between these variables, it would seem that enhancing any of these 13 variables would enhance the practitioner's contribution to organisational performance. The main contribution of the study is to add to the discussion on the how the profession can manage its contribution to organisational performance by categorising and empirically verifying a list of all variables influencing practitioners' performance and by suggesting a model indicating the relationship between the most important variables influencing practitioners. / Thesis (Ph.D. (Communication Studies))--North-West University, Potchefstroom Campus, 2011.

Although public relations is seen as a function that contributes to the greater good of society and the performance of an organisation (ref. Grunig, 2006b:3; Grunig, Grunig & Dozier, 2002:xii), the function does not, for various reasons, always deliver on this promise (ref. Gray, 2004:26–27; Grunig et al., 2002:166, 169, 192; Steyn, 2000c:40; Tobin, 2004:56; Van Ruler, 1997:248, 263; 2004a:123). Practitioners and professional bodies from various countries have researched, and tried to overcome the variables negatively influencing practitioners, through various methods. However, no study has provided a comprehensive prioritised list of all the variables influencing practitioners' contribution to organisational performance. In addition none of these actions has led to a sustainable solution for the profession where a critical mass of practitioners can keep the promise of contributing to the greater good of society and the performance of the organisation. In light of this problem, this study tries to understand how public relations practitioners can enhance their contribution to organisational performance, by examining the variables influencing practitioners in contributing to organisational performance. The study is framed within the relational, reflective, two–way symmetrical and feminist paradigms, supported by the general excellence theory as meta–theory, and the relationship management and corporate communication role theories. The multidimensional paradigm was specifically selected to accommodate the complex research context (Grunig, 1989:18; 2006a; Valin, 2004). From theory it was established that public relations contributes to organisational performance by assisting organisations to adapt to their changing environment by providing strategic information from the environment to the organisation that could reduce uncertainty in the organisation's strategic decision–making (Grunig et al., 2002:xi; Raupp & Van Ruler, 2006:18; Steyn, 2000c:27; Valin, 2004). Through this process the organisation's triple bottom line goals are aligned with the realities of the environment in which it operates (Moss et al., 2000:283; van Tonder & van Rheede van Oudtshoorn, 2006:149). This then creates long–term relationships with stakeholders that creates many benefits for the organisation (Grunig, 2006b:3, 6; Grunig et al., 2002:xi, 10, 11; Grunig & Haung, 2000:32; Hon & Grunig, 1999:7–9, 11; Phillips, 2006a:34, 35; 2006b:212). Within South Africa specifically, corporate communication practitioners perform the roles of strategist, manager and technician in order to complete the above tasks (Steyn, 2000b:1–42; 2000c:20–43). The research methodology followed to gather data to answer the General research question, is both exploratory and interpretive. The research started with a literature study, followed by semi–structured interviews with four purposefully selected practitioners and the chairpersons of the two professional bodies (PRISA and IABC) in order to verify the variables identified in literature, and possibly identify new variables pertaining to the South African environment. These variables, together with those identified in literature, were then used to construct a questionnaire completed by public relations practitioners active in the 1 319 top performing South African organisations as per South Africa's Top 300 National Companies List (Fletcher, 2007:1–330) and the Financial Mail Top 200 Companies List (Williams, 2005:1–168). A response rate of 19.9% was achieved. The qualitative data was content analysed and the quantitative data analysed by means of Statistica (StatSoft Inc., 2007) and SPSS (SPSS Inc., 2007) data analysis software. In order to determine the relationships between the variables influencing practitioners, structural equation modelling, by means of AMOS (SPSS Inc., 2009) software, was used. In essence it was found that practitioners should take ownership and manage the variables influencing their performance. Furthermore, 13 variables pertaining to the individual–, industry– and professional–levels were statistically verified as the most important variables influencing practitioners. Due to the specific relationship between these variables, it would seem that enhancing any of these 13 variables would enhance the practitioner's contribution to organisational performance. The main contribution of the study is to add to the discussion on the how the profession can manage its contribution to organisational performance by categorising and empirically verifying a list of all variables influencing practitioners' performance and by suggesting a model indicating the relationship between the most important variables influencing practitioners. / Thesis (Ph.D. (Communication Studies))--North-West University, Potchefstroom Campus, 2011.