Thesis (MPhil)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: This thesis investigates practical approaches to growing sustainable food systems. It first establishes the condition of the global environment within which food systems function and critically assesses previous efforts to grow sustainable food systems. After applying these findings to a set of case studies on local-food distribution in Stellenbosch, I recommend ways for the local-food distribution network to encourage the growth of a sustainable Stellenbosch food system. The literature review provides an overview of the global environment in relation to food systems and lists certain contextual challenges that food systems must address to become sustainable. These challenges are social inequality, an urban future, degraded ecosystems, climate change, energy constraints, a growing global population and food insecurity. The literature review also describes how commercialisation has disembedded food systems from their contexts. This disembeddedness loosens the feedback loops food systems require to effectively respond to contextual challenges and consequently hinders their sustainability. The critical overview of previous attempts to re-embed food systems provides insight into practical ways of growing sustainable food systems. The overview demonstrates that while localisation and the building of social capital should not be seen as the ultimate goals of sustainable food systems, they can be useful mechanisms for nurturing sustainability if applied carefully. The case studies describe ten local-food distribution initiatives in Stellenbosch, and are informed by numerous in-depth semi-structured interviews. My conceptual framework contrasts each initiative’s self-reported vision, perceived reality, and realised actions; this highlights the conceptual and physical network connections between various local-food distribution initiatives, as well as the factors preventing and promoting their sustainability. The case studies show that although a local-food distribution network exists in Stellenbosch, it is fragile and lacks defined conceptual connections. This in turn constrains the formation of physical connections and thus the food system’s progress toward sustainability. The local-food distribution network in Stellenbosch can catalyse the growth of a sustainable food system because its initiatives focus on localisation but do not see it as a final objective. This shared focus indicates that localisation already constitutes a practical tool in the growth of a sustainable food system; however, the network’s lack of social capital still needs to be addressed. Inclusive projects designed to create and protect intellectual, political and economic spaces for reflection within the food system can generate the social capital necessary to grow a sustainable food system. The realisation of a sustainable Stellenbosch food system therefore depends on those with the capacity and resources to initiate the necessary changes. / AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek praktiese benaderings waarmee volhoubare kossisteme bevorder kan word. Dit stel eerstens die toestand van die globale omgewing waarin kossisteme funksioneer vas en oorweeg krities vorige pogings wat volhoubare kossisteme probeer bevorder het. Na ek hierdie bevindings toepas op ’n stel gevallestudies van inisiatiewe wat plaaslik-geproduseerde kos in Stellenbosch versprei, kom ek met voorstelle vorendag vir dié verspreidingsnetwerk om die groei van ’n volhoubare Stellenbosch-kossisteem aan te moedig. Die literatuurstudie omskryf ’n oorsig van die globale omgewing met betrekking tot kossisteme en lys sekere kontekstuele uitdagings wat kossisteme moet aanspreek om volhoubaar te wees. Die uitdagings is maatskaplike ongelykheid, ’n verstedelikte toekoms, verswakte ekosisteme, klimaatsverandering, energiebeperkings, ’n groeiende globale bevolking en voedselonsekerheid. Die literatuurstudie bepaal ook dat kommersialisering kossisteme uit hulle omgewings ontwortel. Hierdie ontwortelling verswak die terugvoerbane wat kossisteme benodig om effektief op kontekstuele uitdagings te reageer en verhoed hulle volhoubaarheid. Die kritiese oorsig van vorige pogings om kossisteme nuwe wortels te laat skiet gee insig tot praktiese maniere om volhoubare kossisteme te bevorder. Die oorsig wys daarop dat terwyl lokalisering en die bou van maatskaplike kapitaal nie as die slotsom van volhoubare kossisteme beskou moet word nie, albei nuttige tegnieke kan wees vir die aankweek van volhoubaarheid indien hulle met sorg aangewend word. Die gevallestudies beskryf tien verspreidings-inisiatiewe van plaaslik-geproduseerde kos in Stellenbosch en is ingelig deur verskeie in-diepte, semi-gestruktureerde onderhoude. My konsepsuele raamwerk kontrasteer elke gevallestudie se self-verklaarde visie, veronderstelde realiteit en gerealiseerde aksies. Dit lig die begrips- en fisiesenetwerkkonneksies tussen die inisiatiewe uit en stel ’n aantal faktore bloot wat die netwerk se volhoubare groei positief en negatief beïnvloed. Die gevallestudies wys daarop dat alhoewel ’n verspreingsnetwerk van plaaslik-geproduseerde kos in Stellenbosch bestaan, dié netwerk swak is en omskrewe begripskonneksies kort. Om die beurt verhinder dit die formasie van fisiese konneksies en weerhou die kossisteem se vordering na volhoubaarheid. Die verspreidingsnetwerk van plaaslik-geproduseerde kos in Stellenbosch kan die groei van ‘n volhoubare kossisteem kataliseer omdat die inisiatiewe waaruit dit bestaan deur ’n gemeenskaplike fokus op lokalisering verbind word, maar dit nie as hulle einddoel beskou nie. Hierdie gedeelde fokus wys daarop dat lokalisering reeds ’n bruikbare tegniek vir die groei van ‘n volhoubare kossisteem is, maar die tekort aan maatskaplike kapitaal binne die netwerk moet steeds aangespreek word. Inklusiewe projekte wat saamgestel word om intellektuele, politiese en ekonomiese ruimtes vir besinning binne die kossisteem te bevorder en te bewaar, kan die nodige maatskaplike kapitaal kweek om ’n volhoubare kossisteem te vestig. Die verwesenliking van ’n volhoubare Stellenbosch-kossisteem hang dus van diegene af wat die kapasiteit en hulpbronne het om die nodige veranderings in te lei.

Thesis (MA)--Stellenbosch University, 2015 / ENGLISH ABSTRACT : The contact hypothesis (Allport, 1954) provides an established theoretical framework for pursuing positive intergroup relationships (Hewstone & Swart, 2011; Pettigrew & Tropp, 2006) and stipulates certain optimal conditions under which contact reduces prejudice. The secondary transfer effect of contact describes a process whereby attitudes towards outgroups not encountered in the original intergroup encounter might also be improved (Pettigrew, 2009; Pettigrew & Tropp, 2006). A three-wave longitudinal experimental study amongst white South African students at Stellenbosch University (N = 58) was undertaken, using two experimental groups (direct and extended) and a control group. The present study investigated whether direct and extended contact with a black (African) confederate would not only improve attitudes towards black (African) South Africans in general, but also improve attitudes towards Indian South Africans, not involved in the contact situation (i.e., the secondary transfer effect). Findings show that the experimentally manipulated contact reduced intergroup anxiety (from baseline levels measured one week earlier) towards black (African) South Africans. These effects were, however, non-significant, and suggest the present study may have been under-powered. Moreover, the findings showed that experimentally manipulated contact significantly improved outgroup attitudes and outgroup trust (from baseline levels measured one week earlier) towards black (African) South Africans in the direct contact condition, as well as the extended contact condition (outgroup attitudes only). Finally, the present study found significant evidence for the operation of the secondary transfer effect via attitude generalisation. Positive intergroup contact with the black (African) South African confederate predicted a significant change in outgroup attitudes towards black (African) South Africans in general from Time 1 (baseline) to Time 2 (post-task), which in turn predicted more positive attitudes towards Indian South Africans in general at Time 2, controlling for prior quantity and quality of contact with Indian South Africans. The secondary transfer effect was not observed for outgroup trust. The present study contributes to the existing literature on the secondary transfer effect and replicates international findings within the South African context. / AFRIKAANSE OPSOMMING : Die kontak hipotese (Allport, 1954) bied ʼn gevestigde teoretiese raamwerk vir die voortsetting van positiewe intergroep verhoudings (Hewstone & Swart, 2011; Pettigrew & Tropp, 2006) en bepaal sekere optimale toestande waaronder kontak vooroordeel verminder. Die sekondȇre oordrag effek van kontak beskryf ʼn proses waardeur houdings teenoor buitegroepe wat nie gedurende die oorspronklike intergroep kontak teёgekom is nie, ook verbeter word (Pettigrew, 2009; Pettigrew & Tropp, 2006). ʼn Drie-golf longitudinale eksperimentele studie onder wit Suid-Afrikaanse studente verbonde aan die Universiteit van Stellenbosch (N = 58) is onderneem, met behulp van twee eksperimentele groepe (direkte en uitgebreide) en ʼn kontrole groep (N = 16). Die huidige studie het ondersoek of direkte en uitgebreide kontak met ʼn swart (Afrikaan) Suid-Afrikaner nie net houdings teenoor swart (Afrikaan) Suid-Afrikaners in die algemeen verbeter nie, maar ook houdings teenoor Indiёr Suid-Afrikaners, wie nie by die oorspronklike kontak situasie betrokke was nie ook verbeter (d.w.s. die sekondȇre oordrag effek). Resultate toon dat die eksperimenteel gemanipuleerde kontak intergroep angs teenoor swart (Afrikaan) Suid-Afrikaners verminder (vanaf basislyn vlakke gemeet een week tevore). Hierdie effek is egter nie beduidend nie, moontlik omdat die statistiese kragdoeltreffendheid van die studie onvoldoende was. Die resultate toon verder dat eksperimenteel gemanipuleerde kontak buitegroep houdings en buitegroep vertroue (vanaf basislyn vlakke gemeet een week tevore) teenoor swart (Afrikaan) Suid-Afrikaners beduidend verbeter in die direkte kontak groep, sowel as die uitgebreide kontak groep (slegs vir buitegroep houdings). Ten slotte, die huidige studie het beduidende bewyse gevind vir die werking van die sekondȇre oordrag effek via houding veralgemening. Positiewe intergroep kontak met die swart (Afrikaan) Suid-Afrikaner voorspel ʼn beduidende verbetering in die buitegroep houding teenoor swart (Afrikaan) Suid-Afrikaners in die algemeen van Tyd 1 (basislyn) tot Tyd 2 (na die eksperimentele manipulasie), wat op sy beurt meer positiewe houdings teenoor Indiёr Suid-Afrikaners in die algemeen teen Tyd 2 voorspel, nadat daar vir beide kwaliteit en kwantiteit van vorige kontak met Indiёr Suid-Afrikaners beheer is. Die sekondȇre oordrag effek is nie vir buitegroep vertroue waargeneem nie. Die huidige studie dra by tot die bestaande literatuur oor die sekondȇre effek van kontak en ondersteun soortgelyke internasionale bevindinge binne die Suid-Afrikaanse konteks. Stellenbosch University.

Thesis (MPhil)--University of Stellenbosch, 2007. / ENGLISH ABSTRACT: Student success, access to higher education and accountability are concerns of universities and communities worldwide. Universities are now implementing interventions such as mentor programmes, Supplemental Instruction and resident advisors in order to keep abreast of a changing higher education environment, and to provide broader access and support for a wider range of students. The Stellenbosch University Student Mentor Programme (SMP) was designed and implemented in 2003 as an intervention to address some of the problems encountered by first-year students at the institution. The monitoring and realising of the outcomes of the programme necessitated a comprehensive evaluation. The discussion of various theoretical paradigms forms a backdrop against which the multiple meanings of the concept of mentoring and its many practices can be understood. It is emphasised that there is no meta-narrative or grand structure that fulfils all the purposes and objectives of mentoring. The most obvious theories in the mentoring process are played out in the functionalist and the radical humanist paradigms, with the constructivists as an important catalyst in the realising of certain processes, procedures and actions. No single study has yet offered a full analysis of mentor programmes in the various paradigms, and the analysis that I present is likewise not a “final answer”, only a pliable structure to enhance the understanding of the underlying social theories as they utilise mentoring. An evaluation study on the SMP was conducted during 2005. Questionnaires and interviews were used to establish the effectiveness of programme delivery and the resulting levels of satisfaction. The evaluation was conducted with both programme monitoring and programme outcomes in mind. The programme is highly structured and managed according to the key categories of a logic model, which also provides the relevant delivery and evaluative steps. The programme has two target groups, namely the mentors (senior students) and the mentees (mainly first-year students), organised into small groups, each with a peer mentor. The monitoring and evaluation of the SMP highlights the benefits of group interaction among students, and shows the positive academic as well as psychosocial outcomes for students who attend the mentor sessions regularly. The short-term outcomes give an indication not only of the positive academic effects of the programme, but also of student experience and performance. As seen in the current study, the group in a mentoring situation fulfils an important developmental, synergistic role. Although the main aim of the design, implementation and evaluation of the SMP was to address the high dropout and failure rates of first-year students, many other advantages became apparent, and the outcomes of the programme indicate a positive effect on more than one terrain, such as unexpected growth and development for the mentors. The success of the programme can be seen as an important value-adding strategy to the university’s teaching and learning environment, as well as a cost-effective intervention to retain students. / AFRIKAANSE OPSOMMING: Wêreldwyd het studente-sukses, toegang tot hoër onderrig en aanspreeklikheid van universiteite in gemeenskappe belangrik geword. Ten einde te voldoen aan die eise van ’n veranderende opvoedingsomgewing, het universiteite begin om intervensies soos mentorprogramme, addisionele onderrig en raadgewing te implementeer om oor ’n breë front ondersteuning aan studente te bied. Die Universiteit van Stellenbosch se Studente-mentorprogram (SMP) is in 2003 ontwerp en geïmplementeer om van die probleme wat eerstejaars ervaar aan te spreek. Die monitering van die program met die gepaardgaande uitkomste het ’n omvattende evaluering daarvan genoodsaak. Die bespreking van verskeie teoretiese paradigmas vorm die agtergrond waarteen die meervoudige betekenis van die konsep mentorskap en die vele toepassings daarvan verstaan kan word. Dit word benadruk dat daar nie ’n metanarratief of grootse struktuur bestaan wat al die doelstellinge en kontekste van mentorskap omvat nie. Die mees ooglopende teorieë waarin mentorskap pas, is die funksionalistiese en die radikale humanistiese paradigmas, met die konstruktivisme as belangrike katalis wat die prosesse, prosedures en aksies betref. Die huidige bepreking daarvan is ook nie ’n poging om ’n finale antwoord oor die “plek” van mentorskap in sosiale teorie te verskaf nie, maar is bloot die daarstel van ’n plooibare struktuur waarin hierdie aksies kan plaasvind. Die evaluering van die Studente-mentorprogram het gedurende 2005 plaasgevind. Vraelyste en onderhoude is gebruik om die effektiwiteit van die program te bepaal ten opsigte van beide operasionalisering en uitkomste. Die program is hoogs gestruktureerd, en word bestuur aan die hand van die stappe uiteengesit in ’n logiese model. Die logiese model dien ook as die evalueringsraamwerk. Daar is twee teikengroepe in die program, naamlik die mentors (senior studente) en die mentees (hoofsaaklik eerstejaars), georganiseer in klein groepe elk met ’n portuurmentor. Die monitering en evaluering van die SMP toon duidelik die voordele van groep-interaksie tussen studente, met beduidende positiewe akademiese en psigososiale resultate vir diegene wat die groepsessies gereeld bywoon. Die korttermyn-uitkomste dui nie slegs op die positiewe akademiese effek van die program nie, maar ook op positiewe studente-ervaring en –prestasie. Dit blyk duidelik dat die groep in die mentorsituasie ’n belangrike ontwikkelende en sinergistiese rol vervul. Hoewel die hoofdoel van die ontwerp, implementering en evaluering van die program die aanspreek van die hoë druip- en uitvalsyfers onder eerstejaars was, het dit baie ander positiewe uitkomste op vele vlakke gehad, byvoorbeeld die ontwikkeling van die mentors self. Die sukses van die program kan gesien word as ’n strategie van waarde-toevoeging tot die universiteit se leer-en onderrigomgewing, sowel as ’n koste-effektiewe intervensie om studente in hoër onderrig te behou.

Thesis (MA (Sociology and Social Anthropology))--University of Stellenbosch, 2009. / The rise in social disorder in South Africa over the last decade and a half has contributed to the increase of non-government organizations moving to the forefront of social problem prevention. Encounter, a new Pentecostal church in the Dwars River Valley served as a beacon of hope to many people. With the developments in the valley that resulted in vast social changes it can be described as an anchor in a sea of instability and uncertainty. At the same time, however, Encounter served as a wave that rocked the boat of the traditional and church-centered village of Pniel. Encounter presented alternative methods of social problem prevention and alleviation for its members. For the purpose of this study, I placed specific emphasis on the intangible, faith-based actions and strategies of Encounter. These intangible methods characteristic of spiritual organizations had a unique influence on the community regarding their perceptions of- and meanings attached to- social problems, social cooperation and social identity. At the same time, conversion and the alternative „access‟ to spirituality (prophecies, healing, demonology etc.) affected individual identities and in many ways led to their social empowerment. Finally, in this study, intangible spiritual interpretations were not only receptive and re-active phenomena, but could also take on the form of intervention and pro-action. Through the use of ritual, intangible beliefs were turned into weapons of warfare. Encounter created a space for the training and use of these „weapons‟. People gathered there to be trained, to observe and to use these weapons with the belief that it would result in immediate change in their lives and in their communities.

Thesis (MA (Sociology and Social Anthropology))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: This study seeks to present a picture of the racial discourses circulating among white Afrikaans-speaking youth in South Africa, with closer focus to students at the Stellenbosch University (SU). Fifteen years into democracy, Afrikaans-speaking whites find themselves in a position where their ‘Afrikaner’ identity does not enjoy the same government-supported security as under apartheid. The responsibility is thus shifted onto white Afrikaans-speakers themselves to negotiate and secure this identity in the light of new challenges brought on by the post-apartheid context. In this regard, the white Afrikaans-speaking youth, in particular, are faced with the ambivalence of being both exposed to a habitual scheme of normalised racial divisions, as well as to a context where ‘old’ frameworks need to be transcended in the name of survival in multi-racial South Africa. SU, a historically white, predominantly Afrikaans-medium university, is currently faced with the challenges of government-induced transformation and the attended ‘language debate’, the aims of which are to make the university more accessible to non-white sectors of society who, under apartheid, was excluded from this institution. Making use of interviews and participant observation among students on the SU campus, an attempt was made to shed light onto the types of discourses employed by white Afrikaans-speaking Stellenbosch students to negotiate their position in this setting, as well as to determine to what extent such discourses are racially based. With the help of a social anthropological approach to discourse analysis, the discourses encountered during fieldwork were considered within the context of macro-historical processes, and were conceptualised as complex sets of meanings produced within the context of interaction, appropriated and employed by individuals, strategically and artistically, in response to moment to moment situations. It is argued that these discursive processes are immensely complex, as it is influenced and shaped by a plethora of factors. These youth are, firstly, faced with a received framework in which dualistic and racial distinctions are subconsciously reproduced. Secondly, they take part in a rhetoric in which group boundaries manage to reproduce itself and, lastly, they are exposed to a popular discourse, reinforced by the media, that strongly relies on race-based sense-making. However, politically induced transformation ideals do call for a readjustment of priorities within white ‘Afrikaner’ discourse and students have been observed to respond to this in creative ways. Finally, it is argued that the heavy emotional baggage accompanying the race topic, exacerbated by media emphasis and the ‘racist taboo’, can lead to denial and indifference among white Afrikaans-speakers so that no space is created for constructive engagement with the topic. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om ‘n voorstelling van ‘ras-diskoers’ daar te stel soos wat dit onder die wit Afrikaanssprekende jeug in Suid-Afrika voorkom, met spesifieke verwysing na studente van die Universiteit van Stellenbosch (US). Tydens die skryf van hierdie tesis is dit reeds vyftien jaar in die ‘nuwe Suid-Afrika’. Waar Afrikaanssprekende blankes se ‘Afrikaner’ identiteit destyds deur die apartheidsregering beskerm en bevorder is, berus die verantwoordelikheid tans op hierdie groep self om hul identieitsbelange te beskerm en te onderhandel in die lig van nuwe uitdagings. In hierdie opsig is die fokus veral op die jeug aangesien die raamwerke wat dikwels tuis aan hul oorgedra is, nou moet plek maak vir ‘n nuwe manier van dink wat aanpas by blootstelling aan veelrassigheid op alle gebiede in Suid-Afrika, in hierdie geval op die universiteitskampus. Die US, ‘n histories wit, hoofsaaklik Afrikaans-medium universiteit, word tans in die gesig gestaar deur kwessies rondom ‘transformasie’ en die ‘taaldebat’, deurdat aan die regering se vereistes voldoen moet word om die instelling meer toeganklik te maak vir ‘n sektor van die samelewing wat onder apartheid toegang tot sulke universiteite geweier is. Met behulp van onderhoude en deelnemende waarneming by die US is gepoog om vas te stel hoe wit Afrikaanssprekende studente in hierdie konteks hul eie posisie verstaan en onderhandel, en tot watter mate die diskoers waarmee hul sin maak van hul omgewing, ras-gebaseerd is. Die studie maak gebruik van ‘n sosiaal-antropologiese benadering tot diskoers analise. In hierdie opsig word diskoers beskou binne die konteks van makro-historiese prosesse, en word dit verstaan as betekenis wat op komplekse wyse gegenereer word tydens interaksie, betekenisse wat op hul beurt strategies en op kreatiewe wyses toegeëien en aangewend word in reaksie op situasies. Daar word aangedui hoedat die diskursiewe praktyke wat hierdie diskoers ondelê, uiters kompleks is deurdat dit beïnvloed en gevorm word deur ‘n verkeidenheid van faktore. Eerstens is daar ‘n oorgeërfde raamwerk waarin dualistiese raamwerke wat ras-onderskeid reproduseer, onbewustelik seëvier. Tweedens is daar ‘n landwye kulturele retoriek wat die idee van grense tusen groepe as onoorbrugbaar voorstel, en laastens word ‘n populêre diskoers, wat sterk staatmaak op ‘n ras-gebaseerde verstaan van die Suid-Afrikaanse samelewing, dikwels deur die media versterk. Ten spyte van bogenoemde, is daar egter ook waargeneem hoedat studente grootliks bewus is van die polities-gemotiveerde transformasiedoelwitte wat vereis dat die prioriteite vervat in wit Afrikaanssprekende diskoers, daarby aanpas. Laastens word egter ook geredeneer dat die swaar emosionele bagasie wat met die ras-onderwerp gepaard gaan, onder andere die groot taboe rondom ‘rassisme’, op die ou end onder wit Afrikaasnsprekende student lei tot apatie en ignorering van die onderwerp, wat konstruktiewe bespreking daaroor kan belemmer.

Thesis (MA)--University of Stellenbosch, 2011. / Please refer to full text to view abstract.

Thesis (MA)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: This study investigates the construction, at local level, of collective identities in two Western Cape towns: Stellenbosch and Wellington. Identities are understood to refer to residents' construction of meaning for themselves. The approach was qualitative and used interview and focus group techniques with probes that allowed participants to speak freely about their lives in these towns. Under apartheid, residents were divided by race in these towns. The study aims to identify changes in local identity after apartheid. New identities revolving around issues of security and language appear to be emerging. Simultaneously, old racial identities persist. / AFRIKAANSE OPSOMMING: Hierdie navorsing ondersoek die konstruksie, op plaaslike vlak, van kollektiewe identiteite in twee Wes-Kaapse dorpe, Stellenbosch en Wellington. Onder identiteite verstaan ons verwysing na die inwoners se konstruksie van betekenis vir hulleself. Daar is vanuit 'n kwalitatiewe benadering gewerk en die onderhoud en fokusgroep- tegniek met dieptepeilings is gebruik, wat dit vir deelnemers moontlik gemaak het om geredelik oor hulle lewe in hierdie dorpe te praat. Tydens apartheid is inwoners van hierdie dorpe op grond van ras verdeel. Hierdie navorsing is daarop gemik om veranderinge in plaaslike identiteit ná apartheid te identifiseer. Nuwe identiteite wat om kwessies van sekuriteit en taal wentel, skyn na vore te kom. Tegelyk bly ou rasse-identiteite voortbestaan.

Thesis (MPhil)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: Removable Prosthetic Dentistry (PRO400) is a fourth year module of the undergraduate dentistry programme which consists of a large clinical component. After reviewing relevant literature and conducting module evaluations, clinical tests were introduced and implemented in 2008 as an additional clinical assessment method. The intention of introducing the clinical tests was an attempt to ensure that students were assessed fairly, that their theoretical knowledge and the ability to apply it clinically were properly assessed, and to provide feedback on their clinical performance. The purpose of this concurrent mixed methods study was to compare the relationship between the students‟ performance in the clinical tests and daily clinical grades with their theoretical performance in the PRO400 module. The second part of the study explored the academic staff s‟ perceptions of the clinical test as clinical assessment tool in the PRO400 module. The case study design enabled the researcher to explore the question at hand in considerable depth. The mixed methods approach was useful to capture the best of both the qualitative and quantitative approaches. For the quantitative data-collection, record reviews of the results of fourth-year dental students‟ who completed the PRO400 module at the end of 2007 were used, and included 110 students. For the qualitative component three full-time lecturers within the Prosthetic department were interviewed. The clinical test marks and clinical session marks of all the students (n=109) in PRO400 were compared to their theory mark of that year. The tests marks were entered into a spreadsheet in Microsoft Excel and the data analysis was done with the assistance of a statistician. The analytical abstraction method was used to assist with the qualitative data analysis; first the basic level of analysis was done in the narrative form, followed by second higher level of data analysis. The basic and higher levels of analysis were discussed under the following themes: clinical tests, student performances, alignment of theory and clinical assessment and personal influence on supervisors‟ assessment practices and attitude. Role-taking and the supervisors‟ perceptions and concerns regarding the students were explored as emergent themes. The quantitative findings were displayed using tables and graphs. Forty five students. clinical marks were 10% higher than their theory mark, while only 8 students. theory marks were 10% higher than their clinical test mark. There appeared to be hardly any relationship between the students. clinical daily grade assessment marks and their theory marks. The average theory mark was 47%, the average clinical test marks were 55% and the average daily clinical grade was 63%. Integration of the data obtained from the different data collection methods was done at the level of data interpretation. The clinical test as an assessment tool is well accepted by the supervisors and they agreed that it is more reliable and accurate than the clinical daily grade assessment method. The quantitative findings relate well to other reported studies that concluded that the daily grade was poorly correlated with the competency exams (a similar phenomenon in the clinical test of the PRO400 module). From the findings of this study it appeared that there is a better correlation of the clinical test mark and the theory mark, than clinical daily mark and the theory mark. This finding related well with the lecturers. views that the clinical tests were more reliable as a clinical assessment tool than the daily clinical mark. / AFRIKAANSE OPSOMMING: "Removable Prosthetic Dentistry (PRO400)" is 'n vierdejaar-module in die voorgraadse tandheelkundeprogram wat 'n groot kliniese komponent bevat. Na 'n oorsig gedoen is van die relevante literatuur, en nadat die module-evaluering afgehandel is, is kliniese toetse in 2008 ingevoer en geimplementeer as 'n bykomende metode van kliniese assessering. Die kliniese toetse is ingestel in 'n poging om te verseker dat studente se teoretiese kennis en hul vermoe om dit klinies toe te pas op . regverdige wyse geassesseer word en om terugvoer te kan gee oor die studente se kliniese prestasie. Die doel van hierdie studie, waarin gelyktydige gemengde metodes gebruik is, was om die verband tussen die studente se prestasie in die kliniese toetse, asook hul daaglikse kliniese punte en hul teoretiese prestasie in die PRO400-module vas te stel. Die tweede deel van die studie het ondersoek ingestel na die akademiese personeel se persepsies van die kliniese toets as 'n instrument vir kliniese assessering in die PRO400-module. 'n Dwarssnit-gevallestudie-ontwerp is gebruik en 'n gemengdemetode-benadering was nuttig om sowel kwalitatiewe as kwantitatiewe data in te samel. Vir die kwantitatiewe data-insamelingverslae is die uitslae van 109 vierdejaar-tandeheelkundestudente in die PRO400-module aan die einde van 2007 gebruik. Vir die kwalitatiewe data-insameling is onderhoude gevoer met drie voltydse dosente in die Prostetiese Tandheelkunde-departement. Die kliniese toetspunte en die kliniese sessiepunte van al die studente (n=109) in die PRO400-module is met hul teoriepunte van daardie jaar vergelyk. Die toetspunte is op 'n sigblad in Microsoft Excel ingevoer en die data-analise is met die hulp van 'n statistikus gedoen. Die analitiese abstraksiemetode is vir die analise van die kwalitatiewe data gebruik. Die basiese vlak van data-analise in die narratiewe vorm is eerste gedoen. Dit is gevolg deur 'n tweede, hoervlak-data-analise. Die basiese en hoer vlakke van analise is onder die volgende temas bespreek: kliniese toetse, studenteprestasie, ooreenstemming van teorie en kliniese assessering, en persoonlike invloed op studieleiers se assesseringspraktyke en houding. Rol-aanneming en die studieleiers se persepsies, asook kwessies rakende die studente is as ontluikende temas ondersoek. Die resultate van hierdie studie het aangetoon dat die kliniese punte van 45 studente 10% hoër was as hul teoriepunte, en dat slegs agt studente se teoriepunte 10% hoër as hul kliniese toetspunte was. Dit het geblyk dat daar feitlik geen verband was tussen die studente se kliniese daaglikse assesseringspunte en hul teoriepunte nie. Die gemiddelde teoriepunt was 47%, die gemiddelde kliniese toetspunt was 55% en die gemiddelde daaglikse kliniese punt was 63%. Al die studieleiers het die kliniese toets as assesseringsinstrument goed aanvaar en hulle het saamgestem dat dit meer betroubaar en akkuraat is as die daaglikse kliniese assesseringsmetode. Die kwantitatiewe bevindings hou goed verband met dié van soortgelyke studies waarin daar bevind is dat die daaglikse prestasie swak gekorreleer het met die bevoegdheidseksamen (ʼn soortgelyke beginsel as die kliniese toets van die Pro400). Dit het ook uit die bevindings van hierdie navorsing geblyk dat daar ʼn beter korrelasie is tussen die kliniese toetspunt en die teoriepunt as tussen die daaglikse kliniese punt en die teoriepunt. Hierdie bevinding het ʼn duidelike verband getoon met die dosente se siening dat die kliniese toetse as ʼn kliniese assesseringsinstrument meer betroubaar is as die daaglikse kliniese punt in die PRO400-module in die Tandheelkunde-program.

Thesis (MEd (Curriculum Studies))--University of Stellenbosch, 2007. / This thesis deals with my practice as a mathematics teacher at a post-matric programme at the University of Stellenbosch. I use aspects of three different approaches to social science research, namely phenomenology, narrative inquiry and the discipline of noticing, to research my personal experiences. These experiences include learning mathematics at school and university as well as teaching mathematics in a post-matric programme. These experiences are presented by means of briefbut- vivid descriptions, journal entries and records of classroom conversations and are reflected on in the light of relevant literature. The reflections and readings lead to alternative ways of thinking about learning, teaching and researching as found in the cognitive theory of enactivism. These new ways of thinking are used to reflect on my current practice by focusing particularly on knowing, listening and noticing and are used to imagine what my practice could look like in the future. My approach, framework, focus areas and imagined practice all emerge during the research process. This process is presented through ‘behind-the-scene’ reflections on my own experiences of doing research. By presenting these experiences, this thesis also deals with the process of doing research – in particular it deals with the process of using an emergent design.

Thesis (MDram (Drama))--Stellenbosch University, 2008. / The general aim of this study was to establish why students at Stellenbosch University embarked on a course in Drama. The initial hypothesis was that students were attracted to the expressive, therapeutic features inherent to this field of study. A questionnaire was designed to test this hypothesis. However, in the early stages of the project, feedback from the Drama students of 2005 and, at a later stage, that of the first-year Drama students of 2006 and 2007 proved the hypothesis to be incorrect. The specific questionnaire that was handed out to students also included questions that would enhance the interest value of the survey, such as: “What question was the most frequently asked by your friends and relatives enquiring about your Drama studies?” Responses to the latter question, amongst others, triggered two other pilot studies. The aforementioned studies were conducted among 110 students from different disciplines on the US (University of Stellenbosch) campus, as well as among 65 respondents in the Stellenbosch area, and focused on perceptions around Drama students and the drama profession as such. The final study contained the following three problem statements: 1. Are there any stereotypical prejudices towards Drama students? If so, who and what is the Drama student in terms of personality type and character traits? 2. Are there any stereotypical prejudices towards this field of study and the professional field? If so, what do the field of study and the professional field constitute within the South African context? 3. Why Drama? or rather, what is the purpose of Drama, and what motivates students at Stellenbosch University (SU) to choose this particular profession, given the current perceptions? The supporting theories and the data, though not wholly significant, indicated that a marked degree of stereotyping existed with regard to Drama students and the profession. These perceptions about the students and the related professions have also been validated by the limited number of existing studies that could be found on this topic. Moreover, feedback from 253 Drama students revealed that they had decided to study Drama for a variety of reasons, and not only because a successful career in this field will inevitably lead to stardom and fame, which is contrary to what people generally tend to believe.