Text in Afrikaans / Summary in Afrikaans and English / Die Nasionale Biblioteek van Suid-Afrika ervaar 'n behoefte aan 'n metode van menslikehulpbronontwikkeling waarvolgens die vaardighede van werknemers ontwikkel kan word sodat die organisasie kan aanpas by plaaslike en globale veranderinge. Gestruktureerde mentorskap is vervolgens geidentifiseer as 'n geskikte metode om in die bestaande behoefte te voorsien, aangesien mentorskap se loopbaan- en psigo-sosiale funksies die ontwikkeling van die professionele en persoonlike vaardighede van die werknemer moontlik maak. Daarby is mentorskap nie net voordelig vir die betrokkenes nie, maar dit hou ook besliste voordele in vir die organisasie en die sektor waarbinne die organisasie werksaam is. Die suksesvolle toepassing van gestruktureerde mentorskap is egter daaraan onderhewig dat die kontekstuele omgewing waarbinne dit toegepas gaan word, geskik moet wees, en werknemers moet bereid wees om betrokke te raak by so 'n program. 'n Konseptuele raamwerk vir die bestudering van mentorskap soos opgestel deur David Marshall Hunt en Carol Michael is derhalwe aangepas om die verskynsel "mentorskap" deur middel van 'n verkennende literatuuroorsig te bestudeer. Die bevindinge van die literatuuroorsig word ondersteun deur 'n empiriese ondersoek van die geskiktheid van die Nasionale Biblioteek van Suid-Afrika as kontekstuele omgewing vir die toepassing van mentorskap en die bereidwilligheid van die werknemers van hierdie biblioteekorganisasie om betrokke te raak by die mentorskapproses. Die data wat ingesamel is, word ontleed en die gevolgtrekkings wat gemaak word oor bogenoemde twee vereistes vir die suksesvolle toepassing van mentorskap word uiteengesit. Die studie word afgesluit deur aanbevelings wat gemaak word oor aspekte van die toepassing van mentorskap wat verdere navorsing regverdig, maar wat nie binne die bestek van hierdie studie na behore aangespreek kon word nie. / Structured mentoring was identified as a method to develop the professional and personal skills of the employees of the National Library of South Africa in order to adjust to local and global changes. A conceptual framework for the study of mentoring, as developed by Hunt and Michael, was therefore critically adapted in order to investigate fully the phenomenon of "mentoring" by means of an exploratory literature review. The findings of the literature review are supported by an empirical survey to test the suitability of the National Library of South Africa as contextual environment for the application of mentoring, as well as the willingness of its employees to participate in mentoring. This culminated in an analysis and interpretation of the findings and formulation of conclusions regarding the two abovementioned requirements for the successful application of mentoring. The study ends with recommendations for further investigation into aspects of mentoring which could not be covered in this study. / Information Science / M. Inf.

South Africa’s current performance on national and international studies is an indication that all is not well with our literacy teaching. In spite of the implementation of the National Curriculum Statement Grade R-9, illiteracy is currently a serious problem in South Africa. Current international and national documents call for direct, explicit, systematic teaching of reading and language concepts to beginning readers. The five principal components of reading instruction, namely phoneme awareness; phonics; word study and spelling; reading fluency; and text comprehension encompass language instruction at the phoneme, grapheme, syllable, word, sentence, and discourse levels. Teachers need specific and explicit linguistic knowledge to recognise and address the needs of all learners on the continuum of reading and language proficiency. Phonological awareness skills are considered as the most important indicators of early reading skills. Literature suggests a strong positive correlation between phonological awareness skills and reading skills development. Longitudinal studies show that children who don’t have phonological awareness skills have difficulties in reading. Experimental studies on phonological awareness suggest that the implementation of phonological awareness training has positive effects on the development of reading and spelling abilities. Phonological awareness is a key component in the prevention of reading failure. The information collected through the assessment of phonological awareness, enables teachers to make informed decisions about modifications of the literacy learning programme and implement reading interventions to prevent failure of reading acquisition. This early, preventative intervention reduces the possibility that learners fall behind in reading. The teaching of phonological awareness is par excellence for emergent literacy in the grade R class. Phonological awareness can be improved through the systematic, explicit instruction thereof. Therefore, teachers need to be able to implement a variety of phonological awareness activities in their classroom instruction. Teachers need content knowledge about phonological awareness, and how to implement it successfully. The purpose of this study was to determine: What a SWOT analysis reveals about grade R-teachers’: * Current in-depth knowledge of phonological awareness. * Preparedness to teach phonological awareness. * Implementation of instructional practices relevant to phonological awareness. * Perceptions of the support received from DoBE, in terms of relevant documentation, teaching and learning support material and professional development. The limitations, if any, in the teacher support documents of the DoBE, regarding the teaching of phonological awareness in grade R and to make suggestion with regard to the improvement thereof. What the perceptions of grade R teachers are about their in-depth knowledge, instructional practices and preparedness, concerning phonological awareness, after the implementation of a teacher training programme, focussing specifically on phonological awareness. The study was conducted utilizing a case study with thirteen grade R teachers from Lichtenburg, and the surrounding towns, Koster, Coligny and Itsoseng in the North West Province, Department of Basic Education, in South Africa. Data was collected in three phases, using questionnaires, interviews, observations and document analyses. In the first phase, the researcher gathered information on the knowledge and implementation of phonological awareness before the intervention (i.e., a teacher training programme). In the second phase, the teachers received training about the concept of phonological awareness and its relevance in reading acquisition. The training programme included relevant teaching activities as well as learning and teaching support material. In the third phase, the researcher trained the participants in the implementation of phonological awareness and gathered data about the implementation process. The results indicated that if teachers received explicit training about phonological awareness and are provided with relevant learning and teaching support material, they are able to implement phonological awareness activities in grade R classrooms. The results of this study have implications for teacher training. The concept of phonological awareness, its relevance in reading acquisition as well as relevant teaching activities need to be included in the training of grade R teachers. / Thesis (Ph.D. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011.

Recent corporate reporting history is well–known for its corporate failures and questionable accountancy practices, many of which caused the profession to be frowned upon. However, the splodge on the accounting profession?s reputation goes deeper than its corporate reporting failures. The scientific foundation thereof is also being questioned in academic circles. Even though accounting scholars have been trying to formulate foundational accounting theories, it has been the accounting regulators that have been more successful in promoting their versions of what accounting theory should be, which place a question mark on the legitimacy of current day accounting theory. This thesis aims to delve deeper into the foundational philosophies of accounting and its impact on the practice of accounting. With the current accounting globalisation efforts, the profession?s stewardship function is becoming less prominent in its promulgated standards, which in turn brings the focus on the many questionable ethical practices found in the profession. Even though the regulatory bodies require their members to commit themselves to professional codes of conduct, which entails competency, integrity, objectivity and confidentiality, the 1st article in this thesis claims that ethical conduct is more than mere adherence to rules and regulations. It is also about the image of not only the profession, but also accounting research and education. Accounting is broadly practised, researched and taught within its so–called conceptual framework, of which a key objective is to guide and inform accounting practice. The conceptual framework became the basis upon which accounting theory is based. However, many accounting scholars are openly critical of presenting accounting theory as a set of practical guidelines. The 2nd article in the thesis concludes that, from an academic perspective, accounting theory should be based on three quintessential guidelines. The first of which is its primary purpose of reporting on the historic economic events, secondly the provision of useable and comparable information about these events and finally, the facilitation of business decisions based on relevant and reliable information. In the above mentioned business decisions, the concept of value is often taken for granted and many accounting techniques? effectiveness is judged on how well it approximates an item?s value. The 3rd article argues that the multiple purposes for which accounting information is used complicates the issue of value, as reported by accounting. Two key conflicting valuation perspectives are the so–called decision–usefulness and true income perspectives. The current drive towards fair value accounting, as opposed to historic cost accounting, cast doubts on the reliability and relevance of accounting information. Even though it may be argued that value–based techniques are more relevant because it is a better reflection of the current business conditions, the mere subjective nature thereof and the accountant?s objective valuation skills make the true relevance of this information questionable. Furthermore, mixed model valuations found in financial statements makes cross–company information unreliable. Accountancy research of the past four decades focussed on the concept of user decision–usefulness. The user is also pre–eminent in the globalisation of accounting standards of the FASB and the IASB, where users are specified as the equity investors, lenders and capital providers. The 4th article acknowledges that although these user categories are important consumers of the financial data, there are other users which are also impacted by the financial information and the company?s operational performances. There are also concerns over accounting?s key assumptions, such as its quantification and predictive abilities, which are fundamental to the decision–usefulness objective. Furthermore, there are questions around how the regulators decided what information is suppose to be useful and what type of utility is being sought. In summary, the focus on the vocational aspects of accountancy stands in contrast to claims of accounting as an academic discipline in the social sciences. The reality is that the practices of the profession will probably always play a central role in what is taught at university level, and the regulators, as the final authority on accounting standards, will probably remain dictatorial in promulgating their versions of accounting theory. Yet, accounting and its wide spread impact on society, makes it a key discipline within the economical and management sciences. It is therefore essential for the resurrection of accounting as a social scientific discipline that there is a return to foundational accounting research that will prepare (and enable) prospective practitioners and academics to question the status quo and push back on accounting practices that are threatening to extinguish the flame of accounting scholarship. / Thesis (Ph.D. (Accounting))--North-West University, Potchefstroom Campus, 2011.

South Africa’s current performance on national and international studies is an indication that all is not well with our literacy teaching. In spite of the implementation of the National Curriculum Statement Grade R-9, illiteracy is currently a serious problem in South Africa. Current international and national documents call for direct, explicit, systematic teaching of reading and language concepts to beginning readers. The five principal components of reading instruction, namely phoneme awareness; phonics; word study and spelling; reading fluency; and text comprehension encompass language instruction at the phoneme, grapheme, syllable, word, sentence, and discourse levels. Teachers need specific and explicit linguistic knowledge to recognise and address the needs of all learners on the continuum of reading and language proficiency. Phonological awareness skills are considered as the most important indicators of early reading skills. Literature suggests a strong positive correlation between phonological awareness skills and reading skills development. Longitudinal studies show that children who don’t have phonological awareness skills have difficulties in reading. Experimental studies on phonological awareness suggest that the implementation of phonological awareness training has positive effects on the development of reading and spelling abilities. Phonological awareness is a key component in the prevention of reading failure. The information collected through the assessment of phonological awareness, enables teachers to make informed decisions about modifications of the literacy learning programme and implement reading interventions to prevent failure of reading acquisition. This early, preventative intervention reduces the possibility that learners fall behind in reading. The teaching of phonological awareness is par excellence for emergent literacy in the grade R class. Phonological awareness can be improved through the systematic, explicit instruction thereof. Therefore, teachers need to be able to implement a variety of phonological awareness activities in their classroom instruction. Teachers need content knowledge about phonological awareness, and how to implement it successfully. The purpose of this study was to determine: What a SWOT analysis reveals about grade R-teachers’: * Current in-depth knowledge of phonological awareness. * Preparedness to teach phonological awareness. * Implementation of instructional practices relevant to phonological awareness. * Perceptions of the support received from DoBE, in terms of relevant documentation, teaching and learning support material and professional development. The limitations, if any, in the teacher support documents of the DoBE, regarding the teaching of phonological awareness in grade R and to make suggestion with regard to the improvement thereof. What the perceptions of grade R teachers are about their in-depth knowledge, instructional practices and preparedness, concerning phonological awareness, after the implementation of a teacher training programme, focussing specifically on phonological awareness. The study was conducted utilizing a case study with thirteen grade R teachers from Lichtenburg, and the surrounding towns, Koster, Coligny and Itsoseng in the North West Province, Department of Basic Education, in South Africa. Data was collected in three phases, using questionnaires, interviews, observations and document analyses. In the first phase, the researcher gathered information on the knowledge and implementation of phonological awareness before the intervention (i.e., a teacher training programme). In the second phase, the teachers received training about the concept of phonological awareness and its relevance in reading acquisition. The training programme included relevant teaching activities as well as learning and teaching support material. In the third phase, the researcher trained the participants in the implementation of phonological awareness and gathered data about the implementation process. The results indicated that if teachers received explicit training about phonological awareness and are provided with relevant learning and teaching support material, they are able to implement phonological awareness activities in grade R classrooms. The results of this study have implications for teacher training. The concept of phonological awareness, its relevance in reading acquisition as well as relevant teaching activities need to be included in the training of grade R teachers. / Thesis (Ph.D. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011.

Recent corporate reporting history is well–known for its corporate failures and questionable accountancy practices, many of which caused the profession to be frowned upon. However, the splodge on the accounting profession?s reputation goes deeper than its corporate reporting failures. The scientific foundation thereof is also being questioned in academic circles. Even though accounting scholars have been trying to formulate foundational accounting theories, it has been the accounting regulators that have been more successful in promoting their versions of what accounting theory should be, which place a question mark on the legitimacy of current day accounting theory. This thesis aims to delve deeper into the foundational philosophies of accounting and its impact on the practice of accounting. With the current accounting globalisation efforts, the profession?s stewardship function is becoming less prominent in its promulgated standards, which in turn brings the focus on the many questionable ethical practices found in the profession. Even though the regulatory bodies require their members to commit themselves to professional codes of conduct, which entails competency, integrity, objectivity and confidentiality, the 1st article in this thesis claims that ethical conduct is more than mere adherence to rules and regulations. It is also about the image of not only the profession, but also accounting research and education. Accounting is broadly practised, researched and taught within its so–called conceptual framework, of which a key objective is to guide and inform accounting practice. The conceptual framework became the basis upon which accounting theory is based. However, many accounting scholars are openly critical of presenting accounting theory as a set of practical guidelines. The 2nd article in the thesis concludes that, from an academic perspective, accounting theory should be based on three quintessential guidelines. The first of which is its primary purpose of reporting on the historic economic events, secondly the provision of useable and comparable information about these events and finally, the facilitation of business decisions based on relevant and reliable information. In the above mentioned business decisions, the concept of value is often taken for granted and many accounting techniques? effectiveness is judged on how well it approximates an item?s value. The 3rd article argues that the multiple purposes for which accounting information is used complicates the issue of value, as reported by accounting. Two key conflicting valuation perspectives are the so–called decision–usefulness and true income perspectives. The current drive towards fair value accounting, as opposed to historic cost accounting, cast doubts on the reliability and relevance of accounting information. Even though it may be argued that value–based techniques are more relevant because it is a better reflection of the current business conditions, the mere subjective nature thereof and the accountant?s objective valuation skills make the true relevance of this information questionable. Furthermore, mixed model valuations found in financial statements makes cross–company information unreliable. Accountancy research of the past four decades focussed on the concept of user decision–usefulness. The user is also pre–eminent in the globalisation of accounting standards of the FASB and the IASB, where users are specified as the equity investors, lenders and capital providers. The 4th article acknowledges that although these user categories are important consumers of the financial data, there are other users which are also impacted by the financial information and the company?s operational performances. There are also concerns over accounting?s key assumptions, such as its quantification and predictive abilities, which are fundamental to the decision–usefulness objective. Furthermore, there are questions around how the regulators decided what information is suppose to be useful and what type of utility is being sought. In summary, the focus on the vocational aspects of accountancy stands in contrast to claims of accounting as an academic discipline in the social sciences. The reality is that the practices of the profession will probably always play a central role in what is taught at university level, and the regulators, as the final authority on accounting standards, will probably remain dictatorial in promulgating their versions of accounting theory. Yet, accounting and its wide spread impact on society, makes it a key discipline within the economical and management sciences. It is therefore essential for the resurrection of accounting as a social scientific discipline that there is a return to foundational accounting research that will prepare (and enable) prospective practitioners and academics to question the status quo and push back on accounting practices that are threatening to extinguish the flame of accounting scholarship. / Thesis (Ph.D. (Accounting))--North-West University, Potchefstroom Campus, 2011.

Text in Afrikaans / Die objek van studie in hierdie proefskrif is ietwat ongewoon. Die studie is outobiografies en is gegrond op die aanname dat daar tussen die psigoterapeut, sy geskiedenis, die wetenskap (etnografie en tweede-orde kubernetika) en die klient(e) 'n unieke patroonverband bestaan. Die psigoterapeut in die platteland het weens afstand of finansies nie altyd die voorreg om supervisie van 'n eksterne supervisor te ontvang nie. In so 'n situasie kan selfsupervisie, deurdat dit 'n proses van selfontdekking is, 'n belangrike rol in die psigoterapeut se selfontwikkeling speel. Selfsupervisie plaas die klem op die psigoterapeut as persoon en as terapeut; oor wie hy is, waar hy vandaan kom en waarheen hy binne die psigoterapeutiese proses op pad is. Vir enige psigoterapeut is dit belangrik om na 'n hoer vlak van psigoterapie te streef. Hierdie strewe impliseer 'n proses van selfondersoek, delwing, selfevaluasie en disseksie. Hierdie proses is aan die hand van dagboekinskrywings gedoen, waar die psigoterapeut sy daaglikse ervarings en gebeurtenisse vanuit die verlede interpreteer het. Dit plaas die psigoterapeut as hoofspeler, met sy familiegeskiedenis en huidige interpersoonlike opset as inherente deel van sy mondering, op die voorgrond. In hierdie proses word die psigoterapeut sentraal geplaas met die klem op eie verantwoordelikheid met betrekking tot die proses van selfsupervisie. Die probleme wat deur hierdie persoonlik gekleurde, wetenskaplike studie aangespreek word, is probleme wat die psigoterapeut deur middel van sy selfsupervisie ge1dentifiseer het. So 'n selfondersoek lei tot 'n diepere selfkennis wat die psigoterapeut tot voordeel van homself, sy gesinsisteem en klientsisteem kan gebruik. Hierdie studie is 'n poging om 'n nuwe wyse van navorsing te identifiseer. Dit is omvattend en lei tot persoonlike vervulling asook diepere selfkennis en is 'n man waardeur ander psigoterapeute ook hulself en hul werelde kan ontdek. Dit is 'n stadige en pynlike proses. Hoofstukke 1 tot 4 is die teoretiese, wetenskaplike beredenering van die studie en hoofstukke 5 tot 12 is 'n uitbeelding van die geskiedenis van die psigoterapeut. Hoofstuk 13 plaas selfsupervisie as selfevalueringsmetode binne die psigoterapeutiese beroep. / The object of this study somewhat unusual. The study is an autobiography based on the assumption that there exists an unique patterned connection between the psychotherapist, his history, science (ethnography and second-order cybernetics), and his clients. Due to distance or financial problems, a rural psychotherapist cannot experience the privilege of supervision with an external supervisor. In such a situation selfsupervision could play an important role in the self-development, because it includes a search of self that will lead to more effectiveness in psychotherapy. Self-supervision focuses on the psychotherapist as a person and therapist, who he is, where he comes from, and in what direction he, as a psychotherapist, is developing within the psychotherapeutic process. It is important to any psychotherapist to strive towards a higher level of psychotherapy. This implies a process of selfinvestigation, dissection and self-evaluation. This process was conducted by means of diary entries in which the psychotherapist interpreted his daily experiences and events in terms of his past. This places the psychotherapist, with his family history and current interpersonal situation, as intrinsic parts of himself, in the foreground. In this process the psychotherapist takes centre stage with emphasis on his responsibility concerning the process of self-supervision. The problems addressed by this personally coloured, scientific study, are problems that the psychotherapist identified through the process of self-supervision and introspection. Such introspection leads to a deeper personal knowledge which the psychotherapist can use to his own benefit but also to the benefit of his family and client system. This study is an attempt to identify a new way of research. It is comprehensive and leads to personal fulfilment and deeper self-knowledge and is also a method by which other psychotherapists could discover themselves and their worlds. It is a slow and painful process. Chapters 1 to 4 comprise of the theoretical rationale of the study and chapters 5 to 12 depict the history of the psychotherapist. Chapter 13 situates self-supervision as a method of self-evaluation in the profession of psychotherapy. / Psychology / D. Litt. et Phil.

Text in Afrikaans / Summary in Afrikaans and English / Die Nasionale Biblioteek van Suid-Afrika ervaar 'n behoefte aan 'n metode van menslikehulpbronontwikkeling waarvolgens die vaardighede van werknemers ontwikkel kan word sodat die organisasie kan aanpas by plaaslike en globale veranderinge. Gestruktureerde mentorskap is vervolgens geidentifiseer as 'n geskikte metode om in die bestaande behoefte te voorsien, aangesien mentorskap se loopbaan- en psigo-sosiale funksies die ontwikkeling van die professionele en persoonlike vaardighede van die werknemer moontlik maak. Daarby is mentorskap nie net voordelig vir die betrokkenes nie, maar dit hou ook besliste voordele in vir die organisasie en die sektor waarbinne die organisasie werksaam is. Die suksesvolle toepassing van gestruktureerde mentorskap is egter daaraan onderhewig dat die kontekstuele omgewing waarbinne dit toegepas gaan word, geskik moet wees, en werknemers moet bereid wees om betrokke te raak by so 'n program. 'n Konseptuele raamwerk vir die bestudering van mentorskap soos opgestel deur David Marshall Hunt en Carol Michael is derhalwe aangepas om die verskynsel "mentorskap" deur middel van 'n verkennende literatuuroorsig te bestudeer. Die bevindinge van die literatuuroorsig word ondersteun deur 'n empiriese ondersoek van die geskiktheid van die Nasionale Biblioteek van Suid-Afrika as kontekstuele omgewing vir die toepassing van mentorskap en die bereidwilligheid van die werknemers van hierdie biblioteekorganisasie om betrokke te raak by die mentorskapproses. Die data wat ingesamel is, word ontleed en die gevolgtrekkings wat gemaak word oor bogenoemde twee vereistes vir die suksesvolle toepassing van mentorskap word uiteengesit. Die studie word afgesluit deur aanbevelings wat gemaak word oor aspekte van die toepassing van mentorskap wat verdere navorsing regverdig, maar wat nie binne die bestek van hierdie studie na behore aangespreek kon word nie. / Structured mentoring was identified as a method to develop the professional and personal skills of the employees of the National Library of South Africa in order to adjust to local and global changes. A conceptual framework for the study of mentoring, as developed by Hunt and Michael, was therefore critically adapted in order to investigate fully the phenomenon of "mentoring" by means of an exploratory literature review. The findings of the literature review are supported by an empirical survey to test the suitability of the National Library of South Africa as contextual environment for the application of mentoring, as well as the willingness of its employees to participate in mentoring. This culminated in an analysis and interpretation of the findings and formulation of conclusions regarding the two abovementioned requirements for the successful application of mentoring. The study ends with recommendations for further investigation into aspects of mentoring which could not be covered in this study. / Information Science / M. Inf.

Teachers frequently present with voice problems as result of functional voice hyperfunction and it seems that occupational duties often impede successful implementation of a conventional voice conservation strategies. The goal of this single-subject study was to investigate the practical value of personal voice amplification as an assistive option for teachers experiencing occupation-related voice problems The physical state of a teacher’s vocal chords and specific perceptual and acoustic attributes of her voice were evaluated before and after a period of conventional voice conservation, and also before and after a period during which personal voice amplification was used as an augmentative strategy. In the course of the study it was in the interest of the subject that a persistent vocal fold nodule be removed surgically. The research design was adapted accordingly and the study consequently included a pre- and post surgical phase. Physical examinations of the vocal cords reflected the positive effect of the surgical removal of a vocal fold nodule. An improvement in the general status of the vocal cords was also noted following periods during which personal voice amplification was used in combination with a conventional voice conservation strategy. Perceptual and acoustic analysis of voice quality confirmed the positive effect of the surgical intervention. Although a panel of judges did not detect an improvement in the subject’s voice quality following the assistive use of the personal amplifier, several acoustic voice parameters showed improvement or normalised after the use of personal voice amplification in combination with conventional voice conservation strategies. The subject’s repeated evaluation of her own voice experiences, as well as her view of the practicability of the two voice conservation strategies, revealed a remarkably positive attitude towards the augmentative use of personal voice amplification. The conclusion is that teachers who experience occupational voice problems could benefit from the use of personal voice amplification in combination with a conventional voice conservation strategy. / Dissertation (M (Communication Pathology))--University of Pretoria, 2006. / Speech-Language Pathology and Audiology / Unrestricted

Abstracts in English, Afrikaans and Northern Sotho / Many individuals spend their working lives attempting to accrue financial resources to sustain them beyond their retirement. The challenge in professional sport is that a professional athlete’s career is often relatively short with various risks that could end it prematurely. In addition, there are various reasons why professional athletes find it challenging to transition to a vocational career after their sporting careers end. This highlights the importance for professional athletes to attain a high level of financial literacy from a young age. Actor-network theory (ANT) provided a suitable theoretical frame for this study by considering the information that could flow in a network around a professional athlete in pursuit of sound financial decisions. This study first developed a framework for the financial literacy skills required by professional athletes in pursuit of sustainable financial well-being. For this purpose, semi-structured face-to-face interviews were conducted with 27 interviewees. ANT was applied to guide the selection of interviewees from a network of influencers that could guide a professional athlete’s financial decisions. The results of these interviews and the open-ended responses provided the basis for the contributed framework. The second part of this multi-layered study was aimed at developing an artefact or research instrument to assess the financial literacy of professional athletes. Design science research provided the overarching research design for this qualitative study with a second round of interviews held with 10 interviewees from the list of interviewees consulted for the first part of the study. The 10 interviewees were purposively selected after taking the primacy of ethical considerations around research into consideration. The developed instrument may be used as it is, or adapted or extended for research beyond the limits of this study. This study could be valuable in assisting professional athletes to avoid financial distress after their sporting careers end. The study will also be of interest to sport governing bodies, the leadership of professional sports clubs, sports agents, legal advisors, accountants, tax experts, financial planners and other financial advisors to improve their understanding of the financial needs and current levels of financial literacy amongst professional athletes. / Tallose werkende mense spaar lewenslank vir hulle aftrede. Die loopbane van professionele sportlui is taamlik kort en boonop kan verskeie risiko’s voortydig 'n einde aan 'n sportloopbaan maak. Om verskeie redes sukkel professionele sportlui buitendien om die beroepswêreld ná ʼn sportloopbaan te betree. Daarom is dit noodsaaklik dat hulle finansieel geletterd raak terwyl hulle nog jonk is. Die speler-netwerkteorie (SNT) bied 'n geskikte teoretiese raamwerk vir hierdie studie aangesien dit toegespits is op die inligting wat deur 'n netwerk om professionele sportlui wat verstandige finansiële besluite nastrewe, vloei. Ten eerste is 'n raamwerk ontwikkel vir die finansiële vaardighede waaroor professionele sportlui vir volhoubare finansiële welstand moet beskik. Hiervoor is halfgestruktureerde onderhoude van aangesig tot aangesig met 27 ondervraagdes gehou. Op grond van SNT is die ondervraagdes gekies uit 'n netwerk van beïnvloeders wat professionele sportlui se finansiële besluite kan bepaal. Die raamwerk het berus op die uitslag van hierdie onderhoude waarin oop vrae gestel is. In die tweede gedeelte van hierdie gelaagde studie is 'n artefak of navorsingsinstrument ontwikkel waarmee die finansiële geletterdheid van professionele sportlui getoets kan word. Die oorkoepelende navorsingsontwerp vir hierdie kwalitatiewe studie is aan wetenskaplike ontwerpnavorsing ontleen. 'n Tweede ronde onderhoude is met 10 van die 27 ondervraagdes in die eerste ronde onderhoude gevoer. Die 10 ondervraagdes is doelbewus ná inagneming van die voorrang van etiese navorsingsoorwegings gekies. Hierdie instrument kan óf onveranderd gebruik word óf aangepas word vir navorsing wat buite die perke van hierdie studie val. Hierdie studie kan voorkom dat professionele sportlui ná 'n sportloopbaan in finansiële nood verkeer. Dit kan ook sportbeheerliggame, die bestuurders van beroepsportklubs, sportagente, regsadviseurs, rekenmeesters, belastingdeskundiges, finansiële beplanners en ander finansiële adviseurs help om die finansiële behoeftes van professionele sportlui en hulle vlak van finansiële geletterdheid beter te begryp. / Batho ba bantši ba tšea maphelo a bona ka moka a ge ba šoma ba leka go hwetša methopo ya ditšhelete ka nepo ya gore e ba tšwetše pele ka bophelo go ya go ile le ka morago ga ge ba rotše modiro. Tlhohlo ka mo papading ye ya sephrofešenale ke gore mošomo wa motšhabeši wa diatleletiki gantši ke o mokopana kudu ebile o na le dikotsi tše mmalwa tšeo di ka o fedišago e sa le ka pela. Godimo ga fao, go na le mabaka a mmalwa gore ke ka lebaka la eng batšhabeši ba diatleletiki ba hwetša go le boima go fetogela go mošomo wa diatla ka morago ga ge mošomo wa bona wa dipapadi o fedile. Se se laetša bohlokwa bja gore batšhabeši ba diatleletiki ba fihlelele maemo a godimo a tsebo ya ditšhelete ba sa le ba bannyane. Teori ya mabapi le tirišano ya bakgathatema (ANT) e fane ka motheo wa maleba wa teori go dinyakišišo tše ge go lebeletšwe tshedimošo yeo e ka welago ka go netweke mabapi le motšhabeši wa diatleletiki ge a nyaka go tšea dipheto tšeo di kwagalago ka ga ditšhelete. Tlhako ye e thomile ke go hlamelwa mabokgoni a tsebo ya ditšhelkete ye e nyakegago go batšhabeši ba diatleletiki ba phrofešenale ge ba nyaka go phela gabotse ditšheleteng go ya go ile. Ka lebaka le, dipoledišano tša motho ka motho tšeo di hlametšwego gore bao ba botšišwago dipotšišo ba fetole ka tokologo di ile tša swarwa le baarabi ba 27. ANT e dirišitšwe go hlahla kgetho ya bao ba botšišwago dipotšišo go netweke ya bahuetši bao ba ka hlahlago diphetho tša ditšhelete tša motšhabeši wa diatleletiki. Dipoelo tša dipoledišano tše le diphetolo tšeo di sa fego moarabi di fane ka motheo wa tlhako ye. Karolo ya bobedi ya dinyakišišo tše tša dikgato tše ntši e be e ikemišeditše go hlama bokgabo goba setlabelo sa dinyakišišo sa go fihlelela tsebo ya ditšhelete ya boradiatleletiki ba phrofešenale. Dinyakišišo tša mahlale tšeo di hlangwago di fane ka tlhamo ya dinyakišišo yeo e akaretšago ya dinyakišišo tše tša boleng gomme karolo ya bobedi ya dipoledišano tšeo di swerwego le bao ba botšišwago dipotšišo ba 10 go tšwa lenaneong la bao ba botšišwago dipotšišo bao ba botšišitšwego dipotšišo ka karolong ya mathomo ya dinyakišišo. Bao ba botšišwago dipotšišo ba 10 ba kgethilwe ka maikemišetšo ka morago ga go hlokomela bohlokwa bja maitshwaro mabapi le dinyakišišo tše di dirwago. Setlabelo seo se hlamilwego se ka šomišwa ka fao se lego ka gona goba sa fetošwa goba sa oketšwa go tla go šomišwa ka dinyakišišong tša ka morago ga tše. Dinyakišišo tše di ka no ba mohola go thuša batšhabeši ba diatleletiki go efoga kgatelelo ya monagano ye e bakwago ke mathata a ditšhelete ka morago ga ge mošomo wa bona wa dipapadi o fedile. Dinyakišišo tše gape di ka ba tša kgahlego go makgotlataolo a dipapadi, go boetapele bja ditlelapo tša dipapadi tša phrofešenale, go badiredi ba tša dipapadi, go baeletši tša molao, go balekodi ba dipuku tša ditšhelete, go ditshebi tša motšhelo, go babeakanyi ba ditšhelete le go baeletši ba bangwe ba ditšhelete ka nepo ya go kaonafatša kwešišo ya bona ya dinyakwa tša ditšhelete le go maemo a bjale a tsebo ya ditšhelete gareng ga bašhabeši ba diatleletiki ba phrofešenale. / Financial accounting / D. Phil. (Accounting Sciences)

Taking into consideration the dramatic changes ushered in by the exponential growth of social networking, marketers are left without a dependable framework on how to implement social networking strategically and in alignment with other modern as well as traditional marketing disciplines. In light of this, the study aims to explore the strategic implementation of social networking within the context of a dependable marketing theoretical model, known as the marketing communications mix. During the study’s literary exploration, social networking’s capacity as a viable professional marketing tool was discussed. Thereafter, the study’s main theoretical underpinning, marketing communications was discussed and analysed. During the empirical phase of the research, a process of grounded theory was firstly followed in order to compile a list of typical social networking communications actions that are performed on social networking platforms. The list of typical social networking communication actions were then compared with the five disciplines of the marketing communications mix and consequently paired, based on their inherent similarities in regards to characteristics. In an attempt to illustrate the practical use of the paring of social networking actions and the disciplines of the marketing communications mix, the empirical study conclusively followed a process of action research in order to analyse an organisation’s social networking strategy. It was established that the model could possibly increase the strategic alignment of an organisation’s social networking initiatives but that it should only be used as a guiding and adaptable framework as to not hamper the creative capacity of social networking marketing. It was suggested that a follow-up study explore the ways in which social networking can complement and support other modern as well as traditional marketing initiatives as way to strengthen the case for an integrated approach to professional, strategic marketing. / Thesis (MA (History of Art))--North-West University, Potchefstroom Campus, 2013.