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Developing an integrated marketing communication framework for selected museums in South Africa / T.E. Mudzanani.Mudzanani, Takalani Eric January 2013 (has links)
Responding to the need to fill the research gap in the area of museum integrated marketing communication, the study investigated the planned, unplanned, product and service messages of selected museums in South Africa. These selected museums were the Ditsong and Iziko clusters of museums in the Gauteng Province and the Western Cape Province respectively. The clusters were selected because they are the biggest clusters of museums in the country.
In an attempt to fill the research gap, the goal of the study was to develop and present an integrated marketing communication framework for the selected museums. In order to realise the goal of the study, four objectives were set. Consistent with the first objective chapter 2 analysed the South African cultural tourism sector. In this regard, the literature review revealed that South Africa’s cultural product offering is multifaceted with arts, cultural villages, literature, battlefields, museums, heritage sites nd religion comprising the main tourist attractions. Moreover, the literature review revealed that the two clusters of museums offer diversified product portfolios.
The second objective was achieved in chapter 3 by analysing integrated marketing communication by means of a literature review. The literature review revealed that IMC is a logical structure of developing communication strategies. An organisation should control (planned) or influence messages (unplanned, product, service) messages to ensure message consistency and maximum communication impact. In simple terms, an organisation should strive to match its brand promise made through planned messages with actual performance as reflected in its product, service, and unplanned messages.
The third objective was to analyse empirically the planned, unplanned, product and service messages of the Ditsong and Iziko clusters of museums. The results of the empirical phase of the study were presented in chapter 4. Following a mixed methods research approach, the first component of the empirical phase involved in- depth interviews with the marketing managers of the museum clusters while the second component involved a survey of visitors to the clusters. The qualitative data was analysed by establishing themes which had emerged from the interviews with the marketing managers. The quantitative data was analysed using the SPSS programme. In order to establish the relationships between the variables, a factor analysis was conducted. In addition, T-tests and ANOVAs were also conducted. The factor analysis produced three factors namely, factor 1: Above-the-line media, factor 2: Internal and external marketing and factor 3: Marketing public relations. The t-test and ANOVAs revealed that the respondents across age, province of residence, visitor retention and educational level rate service messages the most highly of all the IMC messages. On the whole, the empirical study revealed that both the participants and the respondents share the same views on what should be done in terms of the planned, unplanned, service and product messages of museums to ensure message consistency and maximum communication impact. The structural equation modelling indicated the interrelatedness of the various messages as well as their influence on one another.
The fourth objective was to develop and present an integrated marketing communication framework for the Ditsong and Iziko museum clusters. This objective was realised in chapter five. The framework was informed by both the literature review and the empirical study. As regards the literature review the framework differs from some other works on IMC in that an attempt was made to align the framework to IMC message typology in its entirety. With regard to the empirical study, the IMC programme phase of the framework incorporates the recommendations of the respondents. It is hoped that the framework will empower the museums both to ensure message consistency and to maximise communication impact in spite of the divergent message needs of their multiple stakeholders. / Thesis (PhD (Tourism Management))--North-West University, Potchefstroom Campus, 2013.
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Die verpligting van die staat met betrekking tot gestremde leerders se reg op basiese onderwys / Lizelle Juané van Dalen.Van Dalen, Lizelle Juané January 2012 (has links)
Section 29(1) of the Constitution of the Republic of South Africa, 1996 states that everyone has the right to basic education. ―Everyone‖ includes disabled learners. The purpose of this study is to determine to what extent the state complies with its constitutional and international obligations to realise disabled learners‘ right to basic education.
To reach the purpose firstly it has to be ascertained which legislation apply to disabled learners (whether direct or indirect) and how this legislation define disability (Chapter 2). Secondly the relevant constitutional sections have to be investigated. Sections 9, 28, 29 and 36 of the Constitution will be examined in particular. The purpose of the investigation of the constitutional sections is to determine what basic education entails and if there is a uniform definition thereof. Paired with the right to education, the meaning of inclusive education has to be determined and to what extent the state realises this (Chapter 3). A further purpose with the investigation of the constitutional provisions is to determine whether there is an infringement of disabled learners‘ right to equality and whether the possible infringements of the right to education and equality can be justified by the state (Chapter 4).
Thirdly, the state‘s international obligations with regard to disabled learners‘ right to education and equality has to be investigated (Chapter 5) before reaching a conclusion as to what extent the state complies with its constitutional and international obligations to realize disabled children‘s right to basic education (Chapter 6). Disabled children‘s need for basic education has led to the research question. quality, process quality, manufacturing process flow, principles of quality, factor analysis, multiple regression. / Thesis (LLM)--North-West University, Potchefstroom Campus, 2013.
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Misconceptions regarding direct-current resistive theory in an engineering course for N2 students at a Northern Cape FET college / Christiaan BeukesBeukes, Christiaan January 2014 (has links)
The aim of this study is to ascertain what misconceptions N2 students have about DC resistive circuits
and how screencasts could effect on the rectification of these misconceptions. This study was
conducted at the Kathu Campus of the Northern Cape Rural Further Education and Training College
in the town Kathu in the arid Northern Cape. The empirical part of this study was conducted during
the first six months of 2013. A design-based research (DBR) method consisting of four phases was
used. DBR function is to design and develop interventions such as a procedure, new teachinglearning
strategies, and in the case of this study a technology-enhanced learning (TEL) tool (screencast)
with the purpose of solving a versatile didactic problem and to acquire information about the interventions
of the TEL tool (screencast) on the learning of a student. In the first and second phase of
DBR quantitative data for this research were gathered with the Determining and Interpreting Resistive
Electric circuits Concepts Test (DIRECT) in order to determine the four most common misconceptions.
The DIRECT test was conducted in the first trimester to find the misconceptions; the test was
conducted in the second trimester also to confirm the misconceptions. Further quantitative data were
collected from a demographic questionnaire. The qualitative data were collected by individual interviews
in the fourth phase of the research project. Phase three of this study was the development of
screencasts in the four most prominent misconceptions in DC resistive circuits of the students. The
respondents of this study were non-randomly chosen and comprised of two groups, one in the first
trimester of the year and one in the second trimester of the year, which enrolled for the N2 Electrical
or Millwright courses. The respondents were predominant male and representing the three main cultural
groups in the Northern Cape namely: Black, Coloured and White. The four misconceptions on
DC resistive circuits that were identified were: (i) understanding of concepts, (ii) understanding of
short circuit, (iii) battery as a constant current source, and (iv) rule application error. Screencasts clarifying
the four misconceptions were developed and distributed to the respondents. On the foundation
of the results of this research, it can be concluded that the students have several misconceptions
around direct current resistive direct current circuits and that the use of TEL like screencasts can be
used to solve some of these misconceptions. Screencasts could supplement education when they
were incorporated into the tutoring and learning for supporting student understanding. The results of
this research could lead to the further development and refinement of screencasts on DC resistive
circuits and also useable guidelines in creating innovative screencasts on DC resistive circuits. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014
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Developing an integrated marketing communication framework for selected museums in South Africa / T.E. Mudzanani.Mudzanani, Takalani Eric January 2013 (has links)
Responding to the need to fill the research gap in the area of museum integrated marketing communication, the study investigated the planned, unplanned, product and service messages of selected museums in South Africa. These selected museums were the Ditsong and Iziko clusters of museums in the Gauteng Province and the Western Cape Province respectively. The clusters were selected because they are the biggest clusters of museums in the country.
In an attempt to fill the research gap, the goal of the study was to develop and present an integrated marketing communication framework for the selected museums. In order to realise the goal of the study, four objectives were set. Consistent with the first objective chapter 2 analysed the South African cultural tourism sector. In this regard, the literature review revealed that South Africa’s cultural product offering is multifaceted with arts, cultural villages, literature, battlefields, museums, heritage sites nd religion comprising the main tourist attractions. Moreover, the literature review revealed that the two clusters of museums offer diversified product portfolios.
The second objective was achieved in chapter 3 by analysing integrated marketing communication by means of a literature review. The literature review revealed that IMC is a logical structure of developing communication strategies. An organisation should control (planned) or influence messages (unplanned, product, service) messages to ensure message consistency and maximum communication impact. In simple terms, an organisation should strive to match its brand promise made through planned messages with actual performance as reflected in its product, service, and unplanned messages.
The third objective was to analyse empirically the planned, unplanned, product and service messages of the Ditsong and Iziko clusters of museums. The results of the empirical phase of the study were presented in chapter 4. Following a mixed methods research approach, the first component of the empirical phase involved in- depth interviews with the marketing managers of the museum clusters while the second component involved a survey of visitors to the clusters. The qualitative data was analysed by establishing themes which had emerged from the interviews with the marketing managers. The quantitative data was analysed using the SPSS programme. In order to establish the relationships between the variables, a factor analysis was conducted. In addition, T-tests and ANOVAs were also conducted. The factor analysis produced three factors namely, factor 1: Above-the-line media, factor 2: Internal and external marketing and factor 3: Marketing public relations. The t-test and ANOVAs revealed that the respondents across age, province of residence, visitor retention and educational level rate service messages the most highly of all the IMC messages. On the whole, the empirical study revealed that both the participants and the respondents share the same views on what should be done in terms of the planned, unplanned, service and product messages of museums to ensure message consistency and maximum communication impact. The structural equation modelling indicated the interrelatedness of the various messages as well as their influence on one another.
The fourth objective was to develop and present an integrated marketing communication framework for the Ditsong and Iziko museum clusters. This objective was realised in chapter five. The framework was informed by both the literature review and the empirical study. As regards the literature review the framework differs from some other works on IMC in that an attempt was made to align the framework to IMC message typology in its entirety. With regard to the empirical study, the IMC programme phase of the framework incorporates the recommendations of the respondents. It is hoped that the framework will empower the museums both to ensure message consistency and to maximise communication impact in spite of the divergent message needs of their multiple stakeholders. / Thesis (PhD (Tourism Management))--North-West University, Potchefstroom Campus, 2013.
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Die verpligting van die staat met betrekking tot gestremde leerders se reg op basiese onderwys / Lizelle Juané van Dalen.Van Dalen, Lizelle Juané January 2012 (has links)
Section 29(1) of the Constitution of the Republic of South Africa, 1996 states that everyone has the right to basic education. ―Everyone‖ includes disabled learners. The purpose of this study is to determine to what extent the state complies with its constitutional and international obligations to realise disabled learners‘ right to basic education.
To reach the purpose firstly it has to be ascertained which legislation apply to disabled learners (whether direct or indirect) and how this legislation define disability (Chapter 2). Secondly the relevant constitutional sections have to be investigated. Sections 9, 28, 29 and 36 of the Constitution will be examined in particular. The purpose of the investigation of the constitutional sections is to determine what basic education entails and if there is a uniform definition thereof. Paired with the right to education, the meaning of inclusive education has to be determined and to what extent the state realises this (Chapter 3). A further purpose with the investigation of the constitutional provisions is to determine whether there is an infringement of disabled learners‘ right to equality and whether the possible infringements of the right to education and equality can be justified by the state (Chapter 4).
Thirdly, the state‘s international obligations with regard to disabled learners‘ right to education and equality has to be investigated (Chapter 5) before reaching a conclusion as to what extent the state complies with its constitutional and international obligations to realize disabled children‘s right to basic education (Chapter 6). Disabled children‘s need for basic education has led to the research question. quality, process quality, manufacturing process flow, principles of quality, factor analysis, multiple regression. / Thesis (LLM)--North-West University, Potchefstroom Campus, 2013.
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'n Linguistiese ondersoek na die tradisionele kleurterme van Noord-Sotho (Afrikaans)Kellerman, Esther Elizabeth 25 October 2004 (has links)
In this study a linguistic investigation of the traditional colour terms of Northern Sotho was carried out. The research comprised three separate phases. In all three phases two aspects were emphasised, namely, the nature of the concept underlying each colour term and the nature and extent to which the selection requirements of the term affected the antecedent. In the first phase, the definitions of selected colour terms, as given in three standard Northern Sotho dictionaries, were studied and compared. These dictionaries included: Pukuntšu, The New Sesotho Dictionary and the Groot Noord-Sotho Woordeboek. Special reference was made to (a) the description of colour as given in the definition, and (b) the selection requirements with regard to the antecedent. The concept “colour term” itself is problematic as the definitions of these terms encompass more than mere references to colour. When comparing the definitions of these terms in Northern Sotho dictionaries, however, little unanimity could be found regarding: (a) the the concept underlying the colour terms, and (b) the selection requirements of these terms in respect of the antecedent. In phase two, six mother-tongue speakers of Northern Sotho were interviewed. The descriptions of the colour terms provided by these respondents were then analysed in the same manner as that of the dictionaries. The informants were all professional people with notable linguistic ability and knowledge of livestock. An Electronic Data Base (compiled by the Department of African Languages, University of Pretoria) was consulted in the third phase of study. The objective of this phase was to collect data on the frequency of use of these colour terms and in light of this to make deductions on their selection requirements. Finally, a synthesis was made of the information collected during the three phases. As indicated above, this is a practical study falling within the ambit of the science of language-usage. At most it can be claimed that the conceptualisation of colour and the manner in which it is reflected in language, has a psycho-linguistic basis. As a result of the nature of the study, it could not always be carried out within a strict theoretical framework. / Dissertation (M A (African Languages))--University of Pretoria, 2005. / African Languages / unrestricted
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Developing critical thinking in auditing students through technology-based educational interventions : a conceptual frameworkTerblanche, Ester Aletta Jacomina 04 November 2019 (has links)
Although the development of critical thinking in students is not an easy task, it is becoming
increasingly more vital. Students need to be able to think critically to thrive in the 21st
century workplace. The auditor of the future must adapt to a fast-changing, technologydriven
world where critical thinking capabilities provide the ability to solve unstructured
problems, analyse and interpret information, make informed decisions and interrogate
information.
With claims that the auditing profession is not delivering entry-level chartered accountants
with the necessary skills and competencies to truly add value to auditing clients, the onus
is on educators to develop critical thinking in their students. As critical thinking is a
complex concept with multiple dimensions, imparting this skill to students is an intricate
process. Technology-based educational interventions which include simulations, virtual
reality and games can provide effective platforms for developing critical thinking.
However, educators are often hesitant to use these technologies and uncertain how to
instill critical thinking in students.
It is therefore clear that educators need guidance and require a robust, holistic framework
for critical thinking development through technology-based educational interventions. The
primary objective of this study was to propose such a conceptual framework that would
provide guidance to educators in addressing the growing need for auditors with welldeveloped
critical thinking capabilities. To arrive at this conceptual framework, more
insights into the conceptualisation and development of critical thinking were required.
These insights set the foundation for a preliminary, literature-based, conceptual
framework. To validate the concepts and relationships proposed in this preliminary
framework and to provide insights into additional concepts and relationships, the
perspectives of three groups of participants were obtained using an Interactive Qualitative
Analysis (IQA) design. Concepts in the final conceptual framework included studentrelated
factors, educator-related factors, design and development considerations,
technology-based enabling tools, collaboration among stakeholders and disciplines, the
learning process, ethics, globalisation, auditing content, critical thinking and other learning
outcomes associated with critical thinking, constructivism and characteristics of critical thinking instruction. The end product is a novel, integrated and robust conceptual
framework aimed at the development of critical thinking in auditing students through
technology-based educational interventions. This framework provides a structure to the
complex nature of critical thinking development. The acquisition of critical thinking
capabilities is, however, not a once-off, linear event. The framework and its individual
concepts and relationships should thus be seen as part of a continuous process of critical
thinking growth. / Hoe moeilik dit ook al mag wees om studente te leer om krities te dink, dit word
toenemend noodsaaklik. In die 21e eeu vereis die werkplek immers kritiese denke van
studente. Die aspirantouditeur moet by ʼn snel veranderende, tegnologies gedrewe wêreld
kan aanpas deur krities te dink om ongestruktureerde probleme op te los, inligting te
ontleed, te vertolk en te betwyfel, en om ingeligte besluite te neem.
Aangesien ouditeursfirmas kla dat jong geoktrooieerde rekenmeesters nie oor die nodige
vaardighede beskik nie, het opvoeders die verantwoordelikheid om studente krities te leer
dink. Omrede kritiese denke ʼn komplekse konsep met veelvuldige fasette is, is dit ʼn heel
ingewikkelde proses om studente daarmee toe te rus. Tegnologiese onderrigintervensies
deur onder meer nabootsings, virtuele werklikhede en speletjies kan hierin van groot nut
wees. Opvoeders aarsel egter om hierdie tegnologieë aan te wend, en daarby is hulle
onseker hoe om kritiese denke by studente in te skerp.
Opvoeders het ongetwyfeld leiding hierin nodig, en ʼn stewige, holististiese raamwerk vir
die ontwikkeling van kritiese denke deur middel van tegnologiese onderrigintervensies is
duidelik nodig. Die doel van hierdie navorsing is om met so ʼn konseptuele raamwerk te
kom wat leiding kan gee aan opvoeders wat aspirantouditeurs moet oplei om krities te
dink. Hiervoor moes groter insig in die konseptualisering en ontwikkeling van kritiese
denke verkry word. Hierdie insigte het die grondslag gelê vir ʼn voorlopige konseptuele
raamwerk wat op die literatuur berus. Drie groepe deelnemers is gebruik om die
geldigheid van die addisionele konsepte en verbande in die voorlopige raamwerk te toets
en insigte in addisionele konsepte en verbande te verkry. ʼn Interaktiewe kwalitatiewe
analise (IKA) is gedoen. Die konsepte in die finale konseptuele raamwerk is onder meer
studentfaktore, opvoederfaktore, oorwegings soos ontwerp en ontwikkeling, tegnologiese
instrumente, samewerking tussen belanghebbers en dissiplines, die leerproses, etiek,
globalisering, die ouditkunde-inhoud, kritiese denke en ander leeruitkomste wat met
kritiese denke gepaard gaan, konstruktivisme en die kenmerke van onderrig in kritiese
denke. Die eindproduk is ʼn nuwe, geïntegreerde en stewige konseptuele raamwerk
waarmee ouditkundestudente met tegnologiese onderrigintervensies opgelei kan word
om krities te dink. Hierdie raamwerk verleen struktuur aan die komplekse aard van opleiding in kritiese denke. Die verwerwing van die vermoë om krities te dink is egter nie
eenmalig en lineêr nie. Hierdie raamwerk met sy afsonderlike konsepte en verbande moet
beskou word as ʼn onderdeel van ʼn deurlopende proses om kritiese denke te ontwikkel. / Nakuba ukuthuthukiswa kokucabanga sakuhlaziya kubafundi kungesiwo umsebenzi
olula, kuya ngokuya kubaluleka kakhulu. Abafundi kumele bakwazi ukucabanga
sakuhlaziya ukuze baphumelele emsebenzini kwikhuluminyaka lama21.
Umcwaningimabhuku wesikhathi esizayo kufanele ajwayele isimo sezwe elishintsha
masinya, esiholwa ubuchwepheshe nokuyilapho ukukwazi ukucabanga sakuhlaziya
kuhlinzeka ikhono lokusombulula izinkinga ezingahlelekile, ukuhlaziya nokuhumusha
imininingwane, ukuthatha izinqumo ezikahle nokuphenyisisa imininingwane.
Njengoba kuthiwa umkhakha wezocwaningomabhuku awukhiqizi abagcinimabhuku
bezinga lomhlaba abasaqala abanamakhono nokuqonda okufanele ukwenza umehluko
kumakhasimende ocwaningomabhuku, kungumsebenzi wabafundisayo ukusungula
ukucabanga sakuhlaziya kubafundi babo. Njengoba ukucabanga sakuhlaziya
kungumqondo olukhuni ozigabaningi, ukudlulisela leli khono kubafundi kungumsebenzi
oxakayo. Ukusebenzisa izindlela zokufunda ezincike kubuchwepheshe, ezifaka kuzo
ukulinganisa, okwenzeka ngempela nemidlalo, kunganikeza izinkundla ezisebenza
ngempumelelo ukuthuthukisa ukucabanga sakuhlaziya. Nakuba kunjalo, othisha bavame
ukuba manqikanqika ukusebenzisa lobu buchwepheshe futhi abanasiqiniseko sokuthi
bangakufaka kanjani ukucabanga sakuhlaziya kubafundi.
Ngakho-ke kusobala ukuthi othisha badinga ukwelulekwa kanye nohlaka olunamandla
olufaka konke maqondana nokuthuthukiswa kokucabanga sakuhlaziya ngokusebenzisa
izindlela zokufunda ezincike kubuchwepheshe. Injongo enkulu yalolu cwaningo
ngukuhlongoza uhlaka lomqondo oluzohlinzeka umhlahlandlela kothisha ukubhekana
nesidingo esikhulayo sabacwaningimabhuku abanamakhono athuthukile okucabanga
sakuhlaziya. Ukuze kufinyelelwe kulolu hlaka, kwadingeka ulwazi olwengeziwe
ekucabangeni nasekusungulweni kokucabanga sakuhlaziya. Lolu lwazi lwaba yisisekelo
sohlaka lomqondo lokuqala olugxile emibhalweni. Ukuze kuqinisekiswe imiqondo
nobudlelwano obuhlongozwayo kulolu hlaka lokuqala futhi kuhlinzekwe ulwazi
emicabangweni nasebudlelwaneni obengeziwe, imibono yamaqoqo amathathu
ababambiqhaza yatholakala ngokusetshenziswa komklamo ongukuHlaziya Izingahle
Ngokusebenzisana owaziwa ngokuthi yi-Interactive Qualitative Analysis (i-IQA).
Imiqondo esohlakeni lomqondo lokugcina yayibandakanya okuphathelene nabafundi,
okuphathelene nothisha, okumayelana nomklamo nentuthuko, amathuluzi okusiza ancike
kubuchwepheshe, ukuhlanganyela phakathi kwabathintekayo nemikhakha, indlela
yokufunda, okuphathelene nokulunga, ukusabalalisa umhlaba wonke, ukucwaninga
imininingwane yokuqukethwe, ukucabanga sakuhlaziya kanye neminye imiphumela
yokufunda ehambisana nokucabanga sakuhlaziya, nobunjalo bendlela yokufunda
ukucabanga sakuhlaziya. Umkhiqizo ovela ekugcineni kuba yinoveli nohlaka lomqondo
olunamandla okuhloswe ngalo ukuba kuthuthukiswe ukucabanga sakuhlaziya kubafundi
bezocwaningomabhuku ngokusebenzisa izindlela zokufunda ezincike kubuchwepheshe.
Lolu hlaka luhlinzeka umumo esimweni esingaqondakali sokuthuthukiswa kokucabanga
sakuhlaziya. Kodwa-ke, ukutholakala kwamakhono okucabanga sakuhlaziya, akusiyo
into eyenzeka kanye, ngendlela efanayo. Ngakho-ke, uhlaka kanye nemiqondo yalo
ngaminye nobudlelwano bayo kumele kubonakale njengengxenye yomsebenzi
oqhubekayo wokukhula kokucabanga sakuhlaziya. / Taxation / D. Phil. (Accounting Sciences)
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A best practice framework for visitor information centres in Gauteng Province, South AfricaChikati, Shybow 04 1900 (has links)
Abstracts in English, Zulu and Afrikaans / Globally, Visitor Information Centres are increasingly recognised touchpoints contributing to the success
of tourism destinations. In Gauteng, South Africa, their numbers continue to decline. The service level of
these remaining VICs differ across and fall below expectation. Furthermore, most models of operation
are obsolete, with these centres having minimal exposure to best practices. Limited research focuses on
the supply side, namely the staffing and management of centres.
The study focuses on Gauteng VICs and the best practices that could improve future effectiveness. An
exploratory design was followed which commenced with a concise review of best practice literature,
global case studies and examples on the operation of effective VICs. An empirical study then reported
on the opinions of 25 VIC staff and eight managers from eight Gauteng VICs regarding the current
situation and future needs. A two-tiered approach was used to gather data via two custom-designed
surveys with Gauteng VIC staff and managers respectively. A snowball sample of 25 staff members and
a purposive sample of eight key informants were obtained. Data were analysed quantitatively using SPSS
and qualitatively using thematic content analysis; and presented in three parts. The literature, the
findings and the researcher’s recommendations culminate in a best practice framework for Gauteng
VICs. The framework advocates for an integration of traditional and new media services and platforms
in the dissemination of tourism information based on the funding available to a particular VIC. It is
envisaged that if managers implement the best practice framework, it could avert further decline in the
number of VICs. Moreover, it could improve their effectiveness in meeting the needs of the
technologically-savvy and the traditional visitor, thereby ushering the Gauteng VICs into the 21st century. / Emhlabeni jikelele, izikhungo zolwazi zabavakashi (VICs) ziya ngokuya ziqashelwa njengamaphuzu
okuxhumana abamba iqhaza ekuphumeleleni kwezindawo zezokuvakasha. EGauteng, eNingizimu Afrika
inani labo, liyaqhubeka ngokwehla. Amazinga okusebenza kwalokho kwama-VIC asele ahluka ezindaweni
zonkana futhi awela ngezansi kokulindelekile. Ngaphezu kwalokho, izinhlobo eziningi zezifanekiso
zomsebenzi azisetshenziswa, nalezo zikhungo nokuba nokubanakaliswa okuncane nemikhuba
ephambili. Ucwaningo olulinganiselwe lugxile ohlangothini lokunikezela, okuyizikhungo zabasebenzi
nokuphathwa.
Lolu cwaningo lugxile kuma-VIC aseGauteng kanye nemikhuba ephambili engase ithuthukise ukusebenza
ngokuzayo. Umklamo oyisibonelo walandelwa okuyinto eyaqala ngokubuyekeza okufingqiwe okuhamba
phambili kwezincwadi, izifundo zomhlaba nezibonelo zokusebenza ngempumelelo kwama-VIC.
Ucwaningo lomdlandla lwabika ngemibono yamalungu abasebenzi abangama -25 beVIC nabaphathi
abayisishiyagalombili abavela kuma-VIC ayisishiyagalombili aseGauteng mayelana nesimo samanje
kanye nezidingo esikhathini esizayo. Izindlela ezimbili zokuhlaziya zasetshenziswa ukuqoqa
imininingwane ngokusebenzisa izinhlolovo ezimbili ezenziwe ngokwezifiso nabasebenzi be-VIC
eGauteng nabaphathi ngokulandelana
Isampula yokudluliselwa (snowball sampling) kwamalungu abasebenzi abangama-25 kanye nesampula
yokwahlulela ekhethayo (purposive sampling) yabafundisi abamqoka abayisishiyagalombili yatholakala.
Imininingwane yahlaziywa ngokufanelekile kusetshenziswa iSPSS (Statistical Package for the Social
Sciences) futhi ngokufanelekile kusetshenziswa ukuhlaziywa kwezindikimba okuqukethwe futhi
yethulwa izingxenye ezintathu. Imibhalo, okutholakele kanye neziphakamiso zomcwaningi zifinyelele
emkhubeni ophezulu wohlaka lwama-VIC aseGauteng. Uhlaka lummela ukuhlanganiswa kwendabuko
futhi ukusebenzisa kwezokwazisa ngezinkundla ekusabalalisweni kolwazi lwezokuvakasha kusekelwe
ngokuxhaswa ngezimali okutholakala ku-VIC ethile. Kucatshangwa ukuthi uma abaphathi beqalisa
umkhuba ophambili wohlaka, kungase kugweme ukwehla okwengeziwe kwenani lama-VIC. Ngaphezu kwalokho, kungase kuthuthukise ukuphumelela kwabo ekuhlangabezaneni nezidingo zobuchwepheshe
zokwenza izinqumo ezinhle kanye nesivakashi sendabuko, kanjalo kubonise ama-VIC ku-21st Century. / Besoekersinligtingsentrums word wêreldwyd toenemend erken as kontakpunte (touchpoints) wat tot
die sukses van toerismebestemmings bydra. Die aantal besoekersinligtingsentrums in Gauteng, Suid-
Afrika, toon ’n afname. Die diensvlakke van die oorblywende sentrums verskil en voldoen nie aan
verwagtinge nie. Die bedryfsmodelle van die meeste van hierdie besoekersinligtingsentrums is ook
verouderd en die betrokke sentrums het minimale blootstelling aan beste praktyk. Beperkte navorsing
fokus op die aanbodkant, dit wil sê, die personeelvoorsiening en bestuur van
besoekersinligtingsentrums.
Hierdie studie fokus op besoekersinligtingsentrums in Gauteng en die beste praktyke wat hulle
doeltreffendheid in die toekoms kan verbeter. Die navorser het ’n verkenningsontwerp gebruik,
beginnende met ’n bondige oorsig van literatuur oor beste praktyk, wêreldwye gevallestudies en
voorbeelde van die werkswyse van doeltreffende besoekersinligtingsentrums. Die navorser het daarna
in ’n empiriese studie verslag oor die menings van 25 personeellede van besoekersinligtingsentrums en
8 bestuurders van 8 besoekersinligtingsentrums in Gauteng rakende die huidige stand en toekomstige
behoeftes van die sentrums gelewer. Die navorser het ’n tweevlakkige benadering gevolg om data in te
win deur twee aangemete opnames te gebruik om data van onderskeidelik personeellede en
bestuurders van besoekersinligtingsentrums in Gauteng te bekom. ’n Sneeubalsteekproef van 25
personeellede en ’n doelbewuste steekproef van 8 sleutelrespondente is bekom. Data is kwantitatief
met behulp van die Statistical Package for the Social Sciences (SPSS) en kwalitatief deur middel van ’n
tematiese inhoudsanalise ontleed en in drie dele aangebied. Die literatuur, die bevindings en die
navorser se aanbevelings het op ’n raamwerk van bestek praktyk vir Gautengse
besoekersinligtingsentrums uitgeloop. Ingevolge hierdie raamwerk moet tradisionele en nuwe
mediadienste en -platforms geïntegreer word na gelang van die befondsing wat tot ’n bepaalde
besoekersinligtingsentrum se beskikking is. Daar word voorsien dat indien sentrumbestuurders die
bestepraktyk-raamwerk implementeer, dit ’n verdere afname in die aantal besoekersinligtingsentrums
kan verhoed. Daarbenewens kan die raamwerk lei tot ’n verbetering in Gautengse besoekersinligtingsentrums se vermoë om in die behoeftes van beide tegnologies bedrewe en
tradisionele besoekers te voorsien, en sodoende daartoe bydra dat die sentrums by die 21ste eeu
aanpas. / Transport Economics, Logistics and Tourism / M. Com. (Tourism Management)
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E-learning technologies for open distance learning knowledge acquisition in managerial accountingKashora, Trust 07 1900 (has links)
This research seeks to establish how e-learning may contribute towards knowledge
construction for Management Accounting students at the University of South Africa.
More specifically, the research is designed to investigate how educational
technologies like e-learning may benefit and improve the teaching and learning of
Management Accounting at Unisa. Educators need to understand how students learn
so that they can establish suitable learning strategies. Studies have shown that
generally, e-learning applications are little used, sometimes because of inappropriate
content and technologies. Other prohibitive factors are costs, poor or inadequate
technology infrastructure and a shortage of human resources. On the strength of a
comprehensive literature survey, a framework to address and manage challenging
aspects of teaching and e-learning were developed. Problem areas and critical
success factors were considered.
The said framework ought to assist with organising complex issues and reveal parts
that need further work. The utility of the framework was evaluated through a staged
process. First, it was tested and evaluated through the model of a lecture. Secondly,
both qualitative and quantitative surveys among university lectures and students were
conducted to further confirm the applicability of the framework. Though the outcome
of the validations were satisfactory, more research needs to be carried out over a
longer period of time in order to determine the scalability of the framework and to
remove any inconsistencies. Aspects of the framework could be used to incorporate ICTs, e.g. the use of spreadsheets and the Learning Village into communities of
practice. / Hierdie navorsing poog om vas te stel hoe e-leer kan bydra tot kenniskonstruksie vir
Bestuursrekeningkunde-studente aan die Universiteit van Suid-Afrika. Die navorsing
is meer spesifiek ontwerp om vas te stel hoe opvoedkundetegnologieë soos e-leer die
onderrig en leer van Bestuursrekeningkunde by Unisa kan bevorder en verbeter.
Opvoeders moet verstaan hoe studente leer sodat hulle geskikte leerstrategieë kan
ontwikkel. Studies toon dat e-leertoepassings normaalweg min gebruik word, soms
omdat die inhoud en tegnologieë nie toepaslik is nie. Ander faktore wat dit belemmer,
sluit in onkoste, swak of onvoldoende tegnologie-infrastruktuur en ’n tekort aan
mensehulpbronne. ’n Raamwerk om die uitdagings van onderrig en e-leer te bestuur,
is op grond van ’n omvattende literatuurstudie ontwikkel. Probleemareas en kritiese
suksesfaktore is in gedagte gehou.
Die genoemde raamwerk behoort van nut te wees vir die organisering van
ingewikkelde kwessies en toon watter dele verdere werk vereis. Die bruikbaarheid van
die raamwerk is deur middel van ’n stapsgewyse proses geëvalueer. Eerstens is dit
getoets en geëvalueer op grond van ’n lesingsmodel. Tweedens is kwalitatiewe en
kwantitatiewe meningspeilings geloods; sowel universiteitsdosente as -studente is
versoek om die toepaslikheid van die raamwerk te bevestig. Alhoewel die uitkoms van
die validasies bevredigend was, moet verdere navorsing oor ’n langer tydperk gedoen
word om die skaleerbaarheid van die raamwerk te bepaal en enige teenstrydighede
uit die weg te ruim. Aspekte van die raamwerk kan gebruik word om IKT’s, bv die gebruik van sigblaaie en die Learning Village, by praktyksgemeenskappe te
inkorporeer. / Ucwaningo lufuna ukuthola ukuthi ngabe ukufunda nge-e-learning noma ngendlela yeelektroniki
kungafaka kanjani esivivaneni ekwakheni ulwazi kubafundi be-
Management Accounting eYunivesithi yeNingizimu Afrika noma i-University of South
Africa. Ngokuqonde ngqo, ucwaningo ludizayinwe ukuthi luphenyisise ngkouthi
amatheknoloji emfundo afana ne-e-learning angaba nenzuzo kanjani kanye
nokuthuthukisa ukufunda nokufundisa kwi-Management Accounting eUnisa.
Abafundisi kudingeke baqondisise ukuthi izitshudeni zifunda kanjani ukuze bakwazi
ukuthola amasu afanele okufunda. Izinhlaka eziningi zocwaningo ezenziwe zibonise
ukuthi ngokunabile, ama-application amaningi e-e-learning asetshenziswa kancane,
kodwa ngesinye isikhathi lokhu kubangelwa wukuthi kusuke kunengqikithi
engahambisani kahle ngokufanele kanye namatheknoloji angafanele. Ezinye izinto
eziyizihibe, zindleko, ingqalasizinda ye-theknoloji yezinga eliphansi noma engenele
kahle kanye nokusweleka kwabantu abawusizo. Ngokulandela imibhalo efundwe
ngokujulile, kwenziwe uhlaka lokubhekana nokuphatha izinselele maqondana
nokufunda nokufundisa kwase kwenziwa nge-e-learning. Kubonelelwe nemikhakhe
enezinkinga kanye nokubhekana nezindawo ezinomphumela obambekayo
nobalulekile.
Uhlaka okukhulunywa ngalo kumele lusize ekuhleleni izinto eziyisixakaxaka kanye
nokuveza izingxenye ezisadinga ukuthi kubhekwane nazo ukuzixazulula.
Ukusetshenziswa kohlaka kuye kwahlolwa ngezinqubo ezinezigaba. Esokuqala isigaba, siye sathestwa kanye nokuhlolwa ngokusebenzisa imodela yesifundo.
Esesibili isigaba, besingesokwenza ama-qualitative nama-quantitative survey
kubafundisi baseyunivesithi kanye nabafundi, ukuqinisekisa ukusebenza kahle
kohlaka. Ngisho noma ukubheka imiphumela yokuqinisekisa uhlolo ibiyenelisa,
kusadingeka ukuthi kwenziwe olunye ucwaningo, esikhathini eside ukuze
ukusetshenziswa kohlaka kuye ngokungezeleka ukubandakanya iningi (scalability),
kanye nokuqeda izinto ezenza ukuthi kube nokwehluka-hluka nokungahambelani
kahle ekusetshenzisweni (inconsistencies). Izingxenye zohlaka zingasetshenziswa
ukwengamela ama-ICTs, isib. ukusetshenziswa kwama-spreadsheets kanye ne-
Learning Village kulawo maqembu asebenzisa uhlaka. / Management Accounting / Ph. D. (Accounting Science)
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A user-centered usability and usefulness evaluation framework of digital libraries in the context of EthiopiaNewayneh, Ketsela Gilats 03 1900 (has links)
Bibliography: leaves 207-224 / Abstracts and keywords following the Appendices / This thesis evaluates Ethiopian higher learning institutes’ digital libraries (DLs) for their usability
and usefulness. The outcome contributes knowledge by helping to propel development efforts;
satisfy DL stakeholders; provide information and fill information gaps; serve as cross-reference
for academicians and researchers in the discipline; make decisions and solve managerial issues in
DLs of the developing world; and provide scientific interests and merits for the advancement of
information systems.
When undertaking usability and usefulness evaluation research in DLs, there is no agreed-upon
established conceptual framework that guides researchers in the developing world. Therefore, the
overall objective of this research is to propose a framework for DL evaluation that fits into the
context of developing countries. As the study is concerned with users’ internal attributes, the
interpretive research paradigm is applied. A qualitative research approach is employed and a case study research design is followed. Multiple data-collection techniques, namely semi-structured
interviews (17 respondents), open-ended questionnaires (17 respondents) and observations (4
observations) are employed. The study encompasses four public university DLs in Ethiopia.
The participants have a positive perception of all attributes of usability. Most of the attributes of
usefulness are also perceived positively, except coverage. The major challenges encountered by
participants are network accessibility, interruption and speed, and access restrictions imposed on
some DL content. DL benefits include easy access to the DL content, enhanced teaching and
research, lower cost and easy sharing of contents. The expectations of users are ensuring resource
availability and sustainability, overcoming the absence of user feedback and federated search
problems, and improving network infrastructure and speed.
The interaction triptych framework (ITF), which is used in the current study, is a well-known
framework that is commonly implemented by researchers. However, since it does not incorporate
the contextual situation of developing countries, ITF has some limitations. Therefore, based on the
output of this empirical research and considering the usability and usefulness themes of ITF and
its relationships with other socio-technical and contextual themes, a contextual DL evaluation
framework is proposed. The proposed framework emphasises the social, institutional and
contextual aspects of DLs. The proposed framework has six DL components, namely: DL user;
content and collection; system and technology; services and support; user interface; and context.
The proposed framework is called a digital library components interaction evaluation framework. / Lo mqondo uhlaziya imitapo yolwazi yedijithali (i-DLs) yezikhungo zokufunda ephezulu zase-Ethiopia
ngokusebenziseka kwazo nokuba wusizo. Umphumela unikela ngolwazi ngokusiza ukuhambisa imizamo
yentuthuko; ukwanelisa ababambiqhaza be-DL; ukuhlinzeka ngolwazi nokugcwalisa izikhala zolwazi;
ukusebenza okubhekiswe kukho kwezifundiswa nabaphenyi emkhakheni; yenza izinqumo futhi ixazulule
izingqinamba zokuphatha kuma-DL wezwe elisathuthuka; futhi unikeze izintshisekelo zesayensi kanye
nokufaneleka ekuthuthukisweni kwezinhlelo zolwazi.
Lapho wenza ucwaningo lokusebenziseka neliwusizo okuhlaziya kuma-DL, akukho luhlaka lomqondo
okuvunyelwene ngalo oluhola abacwaningi ezweni elisathuthuka. Ngakho-ke, inhloso ephelele yalolu
cwaningo ukuphakamisa uhlaka lokuhlaziya kwe-DL oluhambisana nomongo wamazwe asathuthuka.
Njengoba ucwaningo luphathelene nezimpawu zangaphakathi zabasebenzisi, inqubo yocwaningo
ehumushekayo iyasetshenziswa. Indlela yokucwaninga esezingeni elifanele iyasetshenziswa bese
kulandelwa ukwakheka kocwaningo lwesifundo. Kusetshenziswa amasu amaningi wokuqoqa
imininingwane, njengezingxoxo ezihlelwe kahle (abaphenduli abayi-17), imibuzo evulekile (abaphenduli
abayi-17) kanye nokubhekwayo (okubhekwayo oku-4). Lolu cwaningo luhlanganisa ama-DL amane
wemfundo ephakeme yomphakathi wase-Ethiopia.
Abahlanganyeli banombono omuhle wazo zonke izici zokusebenziseka. Iningi lezimpawu eziwusizo
zibonwa kahle futhi, ngaphandle kokumbozwa. Izinselela ezinkulu ababambiqhaza abahlangabezana ngazo
ukufinyeleleka kwenethiwekhi, ukuphazamiseka nejubane, nemikhawulo yokufinyelela ebekiwe kokunye
okuqukethwe kwe-DL. Izinzuzo ze-DL zifaka ukufinyelela okulula kokuqukethwe kwe-DL, ukufundiswa
okuthuthukisiwe nocwaningo, izindleko eziphansi nokwabelana okulula kokuqukethwe. Okulindelwe
abasebenzisi ukuqinisekisa ukutholakala kwezinsiza nokusimama, ukunqoba ukungabi bikho
kwempendulo yomsebenzisi nezinkinga zokusesha ezihlanganisiwe, nokwenza ngcono ingqalasizinda
yenethiwekhi nejubane.
Uhlaka lokusebenzisana lwe-triptych (ITF), olusetshenziswa ocwaningweni lwamanje, uhlaka olwaziwa
kakhulu olusetshenziswa ngokuvamile ngabaphenyi. Kodwa-ke, njengoba lungafaki isimo somongo
samazwe asathuthuka, i-ITF inemikhawulo ethile. Ngakho-ke, ngokuya ngokukhishwa kwalolu cwaningo
olunamandla kanye nokubheka ukusebenziseka nosizo lwezindikimba ze-ITF kanye nobudlelwano bayo
nezinye izingqikithi zomphakathi nezobuchwepheshe nezingqikithi zomongo, kuhlongozwa uhlaka lokuhlaziya lomongo lwe-DL. Uhlaka oluhlongozwayo lugcizelela izici zenhlalo, zesikhungo nezingqikithi
zomongo zama-DL. Uhlaka oluhlongozwayo lunezingxenye eziyisithupha ze-DL, okuyilezi: Umsebenzisi
we-DL; okuqukethwe neqoqo; uhlelo nobuchwepheshe; izinsizakalo nokwesekwa; isikhombimsebenzisi
somsebenzisi nomongo. Uhlaka oluhlongozwayo lubizwa ngohlaka lokuhlaziya kokusebenzisana
kokuqukethwe komtapo wolwazi wedijithali. / Hierdie proefskrif evalueer Ethiopië se hoër leerinstellings se digitale biblioteke (DBe) ten opsigte
van hulle bruikbaarheid en nuttigheid. Die uitkoms dra by tot kennis wat kan help om die
ontwikkelingspogings aan te dryf; om belanghebbers van digitale biblioteke tevrede te hou; om
inligting te verskaf en inligtingsgapings te vul; deur te dien as kruisverwysing vir akademici en
navorsers in die vakgebied; om besluite te neem en bestuursaangeleenthede in digitale biblioteke
van die ontwikkelende wêreld op te los; en om wetenskaplike belange en meriete vir die
bevordering van inligtingstelsels te voorsien.
Wanneer bruikbaarheids- en nuttigheidsevalueringsnavorsing in digitale biblioteke onderneem
word, is daar geen ooreengekome, gevestigde raamwerk wat leiding aan navorsers in die
ontwikkelende wêreld kan gee nie. Die algehele doelwit van hierdie navorsing was derhalwe om
’n raamwerk vir die evaluaering van digitale biblioteke voor te stel wat in die konteks van
ontwikkelende lande pas. Omdat die studie gemoeid is met gebruikers se interne eienskappe, is die
vertolkende paradigma gebruik. ’n Kwalitatiewe navorsingsbenadering is gebruik en ’n
gevallestudie-navorsingsontwerp is gevolg. Veelvuldige data-insamelingstegnieke, naamlik
semigestruktureerde onderhoude (17 respondente), oop vraelyste (17 respondente) en
waarnemings (vier waarnemigs), is ingespan. Die studie sluit vier openbare universiteite se digitale
biblioteke in Ethiopië in.
Die deelnemers het ’n positiewe persepsie van al die eienskappe van bruikbaarheid. Die meeste
van die eienskappe van nuttigheid word ook as positief waargeneem, met die uitsluiting van
voorsiening. Die grootste uitdagings wat die deelnemers ervaar het, was
netwerktoeganklikheid, -onderbrekings en -spoed en die toegangbeperkings wat sommige digitale
biblioteke oplê. Voordele van digitale biblioteke sluit die volgende in: toegang tot
digitalebiblioteekinhoud; beter onderrig en navorsing; laer koste; en die maklike deel van inhoud
met ander. Die verwagtings van gebruikers verseker hulpbronbeskikbaarheid en -volhoubaarheid,
en om die afwesigheid van gebruikersterugvoer en gefedereerde soekprobleme en die verbetering
van netwerkinfrastruktuur en -spoed te oorkom.
Die interaksietriptiekraamwerk (ITF) wat in hierdie studie gebruik is, is ’n bekende raamwerk wat
algemeen deur navorsers geïmplementeer word. Omdat dit egter nie die kontekstuele situasie van
ontwikkelende lande inkorporeer nie, het ITF sekere beperkings. Gebaseer op die uitset van hierdie
empiriese navorsing en met die inagneming van die bruikbaarheids- en nuttigheidstemas van ITF
en sy verhouding met ander sosio-tegniese en kontekstuele temas, word ’n kontekstuele
digitalebiblioteekraamwerk derhalwe voorgestel. Die voorgestelde raamwerk beklemtoon die
sosiale, institusionele en kontekstuele aspekte van digitale biblioteke. Die voorgestelde raamwerk
het ses digitalebiblioteekkomponente, naamlik: digitalebiblioteekgebruiker; inhoud en insameling;
stelsel en tegnologie; dienste en ondersteuning; gebruikerkoppelvlak; en konteks. Die voorgestelde
raamwerk word ’n interaksie-evalueringsraamwerk vir digitalebiblioteekkomponente genoem. / School of Computing / D. Phil. (Information Systems)
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