Thesis (Ph.D.(Technology Management))--University of Pretoria, 2008. / Summaries in Afrikaans and English. Includes bibliographical references.

Thèse (M.Serv.soc.)--Université Laval, 2007. / Bibliogr.: f. 97-108. Publié aussi en version électronique dans la Collection Mémoires et thèses électroniques.

Thesis (Ph. D.)--University of Maryland, 2005. / Includes bibliographical references (leaves 321-344).

Thesis (M.A.) - University of KwaZulu-Natal, Pietermaritzburg, 2009. / Full text also available online. Scroll down for electronic link.

Thesis (M.B.A. (Investec Business School))--Rhodes University, 2006. / A dissertation submitted in partial fulfilment of the requirements of the degree of Masters of Business Administration.

Thesis (MEd)--University of Stellenbosch, 2008. / Includes bibliographical references. Also available via the Internet.

This Master thesis examines the impact of the individual driving forces of young highly educated talents from Italy and Lithuania to apply for a job abroad after the graduation. By investigating the motivations and influences during this decision-making process, we clarify the role of different impulses on the individual’s decision to become part of the phenomenon known as the global talent flow. Within this study, we obtain the actor’s view, while we use an inductive approach to put the construction of meaning of the participants in the center of our study. This aim of our qualitative study is further strengthened by the use of semi-structured interviews and the usage of the phenomenology approach. The data is analyzed and interpreted according to the emerged themes and linked back to the existing theory on‘migration’, the ‘Push-Pull-Mooring’ paradigm, the ‘gravity’ model, and the knowledge flow according to ‘brain gain’, 'brain drain’, and ‘brain circulation’. This study highlights the variety of facets which are of importance to the individuals within the decision-making process of the non-rational phenomenon of the global talent flow. Although the main motivation - the opportunity to grow - is shared among all participants, a clear distinction can be made between the ‘professional’ and the ‘personal’ growth. Furthermore, our study reveals the direct influence of initiatives taken by the European Union (EU), such as the ERASMUS+ Programme on the mobility of young talents and the impact of possible unforeseen side effects such as the ‘brain drain’ in some of the member countries of the EU. Our findings contribute another layer to the understanding of the driving forces of tomorrow’s mobile workforce to apply for a job abroad. This comprehension is fundamental to policymakers, companies, the society at larger, and the young talents themselves, as it becomes crucial to attract this ‘brain’ to secure long-term development of all stakeholders of the global talent flow within the EU.

ABSTRACT It is unfortunate that many graduates have difficulty in finding employment after completing their studies. Although graduates typically have academic and technical skills, they often lack some basic skills, also referred to as employability, or work readiness skills. Work Readiness Programmes, such as the Fasset Work Readiness Programme, have been introduced to bridge the gap between studies and work and aim at equipping graduates with the skills required in order to secure employment. The question was raised whether the skills that are advanced by means of the Fasset Work Readiness Programme, are in accordance with the skills that employers require from graduates for entry level positions. The objective of the research is to conceptualise the skills and competencies required from graduates for entry level positions and to determine if the skills and competencies that are advanced by means of the Fasset Work Readiness Programme and deemed important by graduates, are in accordance with the skills and competencies sought by employers in the Fasset sector. The specific aims of the study are as follows: (a) to conceptualize work readiness and the skills and competencies required from graduates for entry level positions; (b) to determine if the skills and competencies that are required from graduates for entry level positions in the Fasset sector are in accordance with the skills advanced by means of the Fasset Work Readiness Programme and (c) to determine which skills graduates regard as important for the world of work. Two quantitative research questionnaires (one for graduates and one for organisations) were developed for the purpose of the research. Both questionnaires consisted of two sections - a section containing biographical information that was used to compare differences between the groups and a section referring to the research aims. Descriptive statistics was one of the methods employed to analyze the data. The questionnaires proved to be reliable (Cronbach alpha coefficients and inter-item correlations were calculated). A preliminary investigation into the validity of the questionnaire was done. The research was successful in achieving the research aims. The skills and competencies required from graduates for entry level positions were conceptualized by means of an extensive literature review (including South African as well as international research). The research indicated that although Fasset registered employers regard some of the skills/competencies that are advanced by means of the Fasset Work Readiness Programme (i.e. oral communication, interpersonal skills and teamwork) as important, they value other work readiness skills that are not directly addressed by the Fasset Work Readiness Programme (i.e. mature attitude, innovation, positive work ethic) just as much. Graduates regard the skills/competencies that are included in the Fasset Work Readiness Programme (such as oral communication, written communication, interpersonal skills and teamwork and occupation skills) as more important than other work readiness skills that are not addressed by the programme (i.e. self-discipline, confidence, self-reliance, leadership, mature attitude and motivation). Graduates in general agreed that self-discipline, career development, the effective use of physical resources, independent time management, understanding an organisation's functioning in relation to its competitors and effective team work are important skills/competencies in the world of work. Recommendations are made for work readiness programmes in general, and for the Fasset Work Readiness Programme, as well as for future research. OPSOMMING Dit is ongelukkig die geval dat talle graduandi (mense wie grade of diplomas voltooi het) sukkel om werk te kry nadat hulle hulle studies voltooi het. Alhoewel graduandi gewoonlik die akademiese en tegniese vaardighede het wat verwag word, het hulle dikwels nie die basiese werkgereedheidsvaardighede nie. Werkgereedheidsprogramme, soos die Fasset Werkgereedheidsprogram, is ingestel om die gaping tussen studies en werk te oorbrug. Die doel van die program is om leerders bloot te stel aan die vaardighede wat vereis word om sodoende werk te kry. Die vraag het ontstaan of die vaardighede wat deur die Fasset Werkgereedheidsprogram aangespreek word ooreenstem met die vaardighede wat werkgewers in die Fasset sektor van graduandi verwag vir intreevlak posisies. Die doel van die navorsing is om die vaardighede wat van graduandi verwag word vir intreevlak posisies te konseptualiseer en om te bepaal of die vaardighede wat deur die Fasset Werkgereedsheidsprogram aangespreek word en deur graduandi as belangrik geag word, ooreenstem met die vaardighede wat werkgewers in die Fasset sektor van graduandi verwag vir intreevlak poste. Die spesifieke doelstellings van die navorsing is om (a) die werkgereedsheid en die vaardighede wat van graduandi verwag word vir intreevlak posisies te konseptualiseer; (b) om te bepaal of die vaardighede wat van graduandi verwag word vir intreevlak posisies in die Fasset sektor ooreenstem met die vaardighede wat deur die Fasset Werkgereedheidsprogram aangespreek word en (c) om te bepaal watter vaardighede graduandi as belangrik ag in die werkswêreld. Twee kwantitatiewe navorsingsvraelyste (een vir graduandi en een vir organsiasies) was ontwikkel vir navorsingsdoeleindes. Beide vraelyste het uit twee afdelings bestaan - `n afdeling vir biografiese besonderhede wat gebruik is om verskille tussen sub-groepe te bepaal, en `n afdeling wat verwys het na die navorsingsdoelwitte. Beskrywende statistiek is een van die metodes wat gebruik was om die die data te analiseer. Volgens die Cronbach alpha koëffisiënte en inter-item korrelasies wat bereken was, is die vraelyste betroubaar. `n Voorlopige ondersoek m.b.t die geldigheid van die vraelys is ook gedoen. Die navorsingsdoelwitte was suksesvol deur die navorsing aangespreek. Die vaardighede wat van graduandi verwag word vir intreevlak posisies is gekonseptualiseer d.m.v. `n intensiewe literatuurstudie, wat Suid-Afrikaanse sowel as internasionale navorsing insluit. Die navorsingresultate het aangedui dat alhoewel werkgewers in die Fasset sektor sommige van die vaardighede wat deur die Fasset Werkgereedheidsprogram aangespreek word (bv. verbale kommunikasie, interpersoonlike vaardighede en spanwerk) as belangrik ag, daar ander werkgereedheidsvaardighede is wat nie deur die program aangespreek word nie (bv. volwasse houding, innovering, en positiewe werksetiek) wat ook as belangrik geag word. Graduandi het die vaardighede wat deur die Fasset Werkgereedheidsprogram aangespreek word as meer belangrik geag as ander werkgereedheidsvaardighede wat nie direk deur die program aangespreek word nie. Verder het graduandi in die algemeen aangedui dat self-dissipline, loopbaanbestuur, effektiewe gebruik van fisiese hulpbronne, spanwerk en `n begrip van die organisasie se werking met betrekking tot kompeteerders, belangrikke werkgereedsheidsvaardighede is. Aanbevelings vir werkgereedheidsprogramme in die algemeen, vir die Fasset Werkgereedheidsprogram en vir verdere navorsing is gemaak. / Industrial and Organisational Psychology / M.A. (Industrial Psychology)

Philosophiae Doctor - PhD (Education) / This study chronicles a teacher training education programme. The findings emerged from the observation of argumentation skills employed by students in a physical science education classroom for pre-service high school teachers. Their task was to use the nature of arguments to solve mathematical problems of mechanics in a physics classroom. Forty first-year students were examined on how they used a dialogical argumentation instructional model (DAIM) based on Toulmin's (1958/2003) Argument Pattern (TAP), Downing's (2007) Analytical Model (DAM) and Ogunniyi's (2007a & b) Contiguity Argumentation Theory (CAT) to solve mathematical problems in physics. Thus efforts to judge the pre-service teachers' capability to solve mathematical problems in physics with respect to mechanics were compounded by the demand for the inclusion of a self-efficacy framework. According to Bandura (2006) self-efficacy is the judgment of capability. Selfefficacy plays a key role in human functioning in that it affects not only people's behaviour but other issues such as goals and aspirations, outcome expectations, affective proclivities and perception of impediments and opportunities in the social environment (Bandura, 1995, 1997 & 2006).

The majority of the residents of Khutsong are employed at mines in the area south of Carletonville (stretching form East Driefontein in the east to Deelkraal in the west), as well as in Carletonville itself. The large majority of these people are dependant on public transport for commuting to work, for undertaking trips for shopping purposes and for going to school. The condition of the road network in Khutsong is of such a nature that large areas are totally inaccessible to public transport (especially in the rainy season) resulting in a situation where large numbers of people have to walk unacceptable long distances between their places of residence and public transport routes. A comprehensive programme have been embarked upon in consultation with the community to rectify this situation.