Thesis (MBA)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Due to rising energy costs, there is a growing need to reduce energy consumption (limiting greenhouse gas emissions) and reduce electricity demand (as supply capacity is not keeping up with the increased demand), and their resulting financial impact. This research study investigated the management and reporting of energy consumption at the Stellenbosch University (SU). When considering the three pillars of sustainability (economic, social and environment), the impact of energy usage is high on both financial and natural resources. The research focused on the impact of regular feedback encouraging behavioural change to enable saving of the energy resource, namely electricity, that is becoming more scarce and costly. The interview results correlated with various studies proving that the context and frequency of updated energy consumption information influence behaviour. Peer networks and pressure also contribute towards an energy-saving attitude. Certain barriers to energy conservation were identified; these include lack of control experienced by the Faculty Managers over equipment installed, as well as a shortage of capital funding. The main obstacles at the residences are lack of upgrading capital, inadequate feedback relating to energy consumption and improper enforcement of policies regarding the usage of certain equipment in dormitory rooms. Certain limitations of the study, for example the number of energy meters, made it difficult to prove beyond doubt to what extent feedback influenced the reduced energy consumption. Information campaigns ran parallel with technological interventions, making it difficult to distinguish the impact of each separately. However, it was established that the use of feedback alone would not achieve energy savings to the desired extent. In conclusion, regular feedback creates awareness, which in turn contributes towards a more energy-conscious culture.

Thesis (PhD (Educational Psychology))--Stellenbosch University, 2008. / It is evident that many students admitted to higher education in South Africa are ill-prepared for tertiary study. The predominantly behaviorist school system encourages learner dependency and superficial understanding and fails to encourage reflection and self-direction. Changing times and a more diverse student population have heightened the need for a broader range of teaching and learning approaches at tertiary level. As a result, many departments, faculties and institutes such as SciMathUS have explored the merits of problem-based learning (PBL) which supports students as self-directed, independent learners. Problem-based learning is a different philosophical approach to the whole notion of teaching and learning where problems drive the learning and is one of the best examples of a constructivist learning environment. Thus far, problem-based learning has mainly been implemented in long-term medical curricula, so research findings focus mainly on the development of PBL for longer programmes. The purpose of this study is to evaluate whether introducing a Hybrid PBL approach in a shorter one-year foundation programme can create conditions for learners to develop and sustain self-directed learning skills and gain more control of the learning process. This interpretive-constructivist study may be broadly termed evaluation research. A mixedmethod approach that involved collecting and analyzing both qualitative and quantitative data was chosen. Evaluation findings indicate that introducing students to a Hybrid PBL approach does promote more meaningful learning patterns, typified by processing the subject matter critically and self-regulating learning processes. However the sustainability of the meaningdirected learning activities is questionable if student beliefs do not support the activities employed. Findings also reveal that the Hybrid PBL approach contributes to overall programme improvement by promoting understanding in mathematics and science and improved staff relationships and subject knowledge. PBL helps to establish a learner-centered learning environment that emphasizes relations in mathematics and science, promotes deep approaches to learning which may lead to higher levels of achievement and success in Higher Education.

Thesis (PhD) -- Universiteit van Stellenbosch, 2000. / ENGLISH ABSTRACT: The South African Military Academy was established on 1 April 1950 with a view to placing candidate officer training in the Union Defence Force on par with standards abroad and at the same time to elevating it to the level of a university degree. In addition, the Minister of Defence, F.C. Erasmus, wanted to use the Academy as an instrument enabling Afrikaners to take up their rightful place alongside English-speaking citizens in the officer corps. In so doing, he hoped, eventually, to replace the predominant British character of the Union Defence Force with a unique South African, and more particularly an Afrikaner, character. Despite strong resistance to change from within the officer corps, motivated by political sentiment and more so by opposition to the novel idea of degree studies for officers, the Academy developed into a viable training institution. Broadly based on the training systems of Sandhurst and West Point, and following the example of the Indian National Defence Academy, the Military Academy became a joint training institution for all four arms of the service. Yet financial constraints, a lack of suitable candidates, as well as the conflicting sentiments and training needs of the arms of the service, prevented the formative training of all candidate officers from being assigned to the Academy. The absence of formative training, together with the admittance of junior officers, instead of solely candidate officers, resulted in the Academy gaining the character of a military university rather than a traditional military academy. The Academy was deprived of a distinct function in the overall officers' development system, which put its survival in the balance and triggered a series of investigations into its role and function. The opposing subcultures that developed between the Dean and the Faculty of Military Science on the one hand, and the Officer Commanding and the Military Training Branch on the other, formed part of the debate. Also in dispute, was the location of the Academy at Saldanha, rather than in the military heart-land in Pretoria. By interpreting the academic training needs of the Defence Force correctly and positioning itself accordingly, the Academy survived that crisis. Thereafter, the Academy time and again adapted to the changing military and socio-political environment and strove towards ever increasing relevance to the Defence Force. In this way female and non-European students were admitted to the Military Academy, whilst the way was also paved for the admittance of students from other African states. In anticipation of the new political dispensation in South Africa, a concerted effort was launched in 1990 to make the student body more representative of the South Africa population in terms of race and sex. The Military Academy has through the years established itself as a credible militaryacademic institution and has made a significant contribution towards military professionalism in South Africa. By 1990 it favourably positioned itself to continue that role in future. Though forming only a small percentage of the total officer corps, the Academy graduates have gradually been distributed at all levels of the officer corps and have dominated the top posts in the SA Defence Force since the early 1970's. They were consequently well placed in 1990 to playa significant role in preparing the Defence Force for the so-called "New South Africa". / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse Militêre Akademie is op 1 April 1950 gestig met die doelom die militêrakademiese . opleiding van kandidaatoffisiere hier te lande op dieselfde peil as in die buiteland te bring en dit terselfdertyd tot universiteitsvlak te verhef. Die Minister van Verdediging, F.e. Erasmus, wou egter ook die Akademie gebruik as instrument om die Afrikaner sy regmatige plek, naas Engelssprekendes, in die offisierskorps te laat inneem en sodoende die oorwegend Britse karakter van die Unieverdedigingsmag met 'n eie, Suid- Afrikaanse karakter, en meer bepaald 'n Afrikaner-karakter, te vervang. Ondanks sterk weerstand teen verandering vanuit die offisierskorps, hetsy vanweë politieke sentimente, of, meer bepaald, teenkanting teen die idee van graadstudie vir offisiere, het die Akademie tot 'n lewensvatbare opleidingsinrigting ontwikkel. Breedweg geskoei op die opleidingsmodelle van Sand hurst en West Point, het die Militêre Akademie, na die voorbeeld van die Indiese National Defence Academy, 'n gesamentlike opleidingsinrigting vir al vier weermagsdele geword. Finansiële beperkings, 'n gebrek aan geskikte kandidate, asook die botsende opleidingsbehoeftes en sentimente van die onderskeie weermagsdele, het egter verhoed dat die vormingsopleiding van alle kandidaatoffisiere, met die uitsondering van die vroeë sewentigerjare, aan die Akademie toevertrou is. Die afwesigheid van vormingsopleiding, tesame met die toelating van junior offisiere, in stede van kandidaatoffisiere alleen, het daartoe gelei dat die Akademie mettertyd die karakter van 'n militêre universiteit, eerder as 'n tradisionele militêre akademie, aangeneem het. Die Akademie is in dié proses 'n duidelike rol in die totale offisiersontwikkelingsproses ontneem, wat sy voortbestaan ernstig in die weegskaal geplaas het en tot verskeie ondersoeke na sy rol en funksie gelei het. Deel van die debat, was die botsende subkulture wat deur die jare tussen die Dekaan en die Fakulteit Krygskunde aan die een kant, en die Bevelvoerder en die Tak Militêre Opleiding aan die ander kant, ontstaan het, asook die moontlike verskuiwing van die Akademie van Saldanha na die militêre hartland in Pretoria. Deur die akademiese opleidingsbehoeftes van die Weermag korrek te vertolk en hom dienooreenkomstig te posisioneer, het die Akademie egter dié krisis afgeweer. Hy het daarna telkens by die veranderende militêre en sosio-politieke omstandighede aangepas en immer groter diensbaarheid in die militêr-akademiese milieu nagestreef. Só het dames en anderskleuriges mettertyd hul pad na die Akademie gevind en is die weg ook vir die toelating van studente uit ander Afrikastate gebaan. In 1990, in afwagting van die nuwe politieke bedeling in Suid-Afrika, het die Akademie 'n doelgerigte poging van stapel gestuur om die studentekorps meer verteenwoordigend van die bevolkingsamestelling ten opsigte van ras en geslag te maak. Die Militêre Akademie het hom deur die jare as 'n geloofwaardige militêr-akademiese instelling gevestig en 'n betekenisvolle bydrae tot militêre professionalisme in Suid-Afrika gelewer. Teen 1990 was hy reeds besig om hom gunstig te posisioneer om ook in die toekoms dié rol te kon speel. Hoewel 'n klein persentasie van die totale offisiersterkte, het die Akademie-graduandi geleidelik alle vlakke van die offisierskorps deurspek en sedert die vroeg-sewentigerjare die topposte in die SA Weermag gedomineer. Teen 1990 was hulle dus goed geplaas om 'n betekenisvolle rol in die voorbereiding van die Weermag vir die sogenaamde "Nuwe Suid-Afrika" te speel.

Thesis (MEd (Education Policy Studies))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: This thesis explores the role and responsibility of the university in educating students to be democratic citizens in a cosmopolitan world, with specific reference to South African higher education, and Stellenbosch University in particular. Recent changes in the world, such as globalisation and the rise of the knowledge economy, has brought into question the role of the university, and some argue that the university in the 21st century is no more than another bureaucratic corporation with its business being providing the necessary knowledge and skills for students to become adequately equipped professionals. However, this thesis argues that universities in the 21st century do not only have the responsibility of training students to be competent professionals, but also of equipping them with the necessary skills to be responsible citizens in a democratic society. In this thesis, a theoretical framework is constructed in order to better understand the concept of democratic citizenship for a cosmopolitan world, and what such an education would entail, where after the South African Higher Education landscape is explored to gain an understanding of the institutional landscape and legislative and policy framework within which South African universities are situated. The final part of the thesis focuses on Stellenbosch University and the extent to which democratic citizenship education for a cosmopolitan world is encouraged and supported at an institutional level. The ultimate conclusion that Stellenbosch University is committed to the education of students towards democratic citizenship for a cosmopolitan world, at least as far as policy and planning documents are concerned, however raises further questions - amongst others about the transformation of the institutional culture. / AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek die rol en verantwoordelikheid van die universiteit in die opvoeding van studente tot demokratiese burgerskap in 'n kosmopolitiese wêreld, met spesifieke verwysing na Suid-Afrikaanse hoër onderwys en meer bepaald studente aan die Universiteit Stellenbosch. Onlangse wêreldwye tendense soos globalisering en die opkoms van 'n kennis-ekonomie plaas noodwendig die rol van die universiteit onder die soeklig. Daar is diegene wat argumenteer dat die universiteit van die 21ste eeu niks anders is as nog 'n burokratiese korporatiewe instelling nie. Die besigheid van so 'n instelling, word geargumenteer, is die voorsiening van die nodige kennis en vaardighede ten einde studente voldoende toe te rus as professionele persone. Daarteenoor is die argument van hierdie tesis dat universiteite in die 21ste eeu nie net die verantwoordelikheid het om studente op te lei tot bevoegde professionele persone nie, maar ook om hulle toe te rus met die nodige vaardighede om verantwoordelike burgers te wees in 'n demokratiese samelewing. 'n Teoretiese raamwerk is ontwikkel ten einde die konsep 'demokratiese burgerskap' in 'n kosmopolitiese wêreld en wat dit behels, beter toe te lig. Vervolgens is die Suid Afrikaanse hoëronderwyslandskap ondersoek ten einde 'n begrip te verkry van die institusionele landskap sowel as die wetgewende en beleidsraamwerke waarbinne Suid-Afrikaanse universiteite hul bevind. Ten slotte fokus die tesis op die Universiteit Stellenbosch en die mate waartoe die instelling opvoeding tot demokratiese burgerskap vir 'n kosmopolitiese wêreld op 'n institusionele vlak aanmoedig en ondersteun. Die uiteindelike gevolgtrekking dat die Universiteit Stellenbosch wel verbind is tot die opleiding van studente tot demokratiese burgerskap in 'n kosmopolitiese wêreld, ten minste soos vervat in beleids- en beplanningsdokumente, lei egter tot verdere vrae oor onder meer die transformasie van die institusionele kultuur.

The South African wine industry is a significant contributor to the South African economy. However the wine producers are facing financial and operational challenges as they operate and compete in a highly traded local and international wine market. These financial and operational challenges manifest as risks in their supply chain and could affect the future sustainability of their business. It against this backdrop that this study aimed to identify the supply chain risks experienced by the Stellenbosch wine producers, and how they manage and overcome these risks. The research was conducted at five wine producers located in each of five Stellenbosch wine producing areas. The producers were selected through a non-probability purposive sample with the assistance of a gatekeeper. The study is descriptive and exploratory with qualitative data collected through semi-structured interviews with ten participants from the five wine producers. The data was analysed using thematic analysis. The study found that the main risk factors centered around: the planning activities concerning the risks involved in matching demand and supply; agricultural activities including the drought and other external hazard risks; the wine making activities including in-process controls; financial risks including margin erosion due to inflationary costs not being matched by selling price increases; and human resource risks. This study recommends that wine producers use a formal risk appraisal process, implement a supplier development process, could make use of precision viticulture methods and improved pest control measures. / Business Management / M. Com. (Business Management)

Thesis (M. Ing.)--University of Stellenbosch, 1997. / Bibliography. Also available via the Internet.

Study project (MPhil)--University of Stellenbosch, 2007. / Bibliography. Also available via the Internet.

Thesis (MPhil)--University of Stellenbosch, 2007. / Bibliography. Also available via the Internet.

Thesis (PhD)--University of Stellenbosch, 2005. / Bibliography. Also available via the Internet.

Thesis (MA)--Stellenbosch, 2004. / ENGLISH ABSTRACT: South Africa is a semi-arid country with an average annual rainfall of 197mm, in comparison with the international average of 860mm per year, of which the available freshwater sources are currently being utilised virtually completely. The water restrictions in the Western Cape during the summer of 2000/2001 and of 2001/2002 are sufficient evidence of this. This threatening water shortage holds far-reaching consequences for the socio-economic development of the country if an active effort is not made to manage the water resources in a sustainable manner. Starting in the 1990s, the concept of integrated catchment management crCM) began to enjoy widespread attention as a mechanism to manage water resources. However, it was primarily forced, state-initiated projects with little direct community involvement that enjoyed a limited amount of success. This study undertook community-driven, integrated catchment management in a relatively small catchment in the Veldwachters River valley in the Stellenbosch area in the Western Cape in order to investigate the effectiveness thereof as a mechanism for sustainable water resource management. The study firstly places the concept of rCM in perspective, after which the study area is demarcated spatially within the South African and the regional context. Community-based action research as research approach provides the techniques to reconcile and integrate the duality of the rCM process, namely the human and physical elements in a catchment, and to successfully involve the community in the process. The first phase of the study entails the gathering of existing and new information and the definition of the environmental status of the catchment area in a situation analysis, which was presented to the community as an information document to initiate public participation. During the second phase, a community partnership was established by means of introductory interviews, correspondence, focus group meetings and public forums. The third and executive phase was characterised by the mobilisation of the community partnership in the execution of strategic planning procedures, such as the formulation of a catchment vision, prioritisation of relevant catchment management issues, the statement of the management objectives and the formulation and implementation of action plans for the management of various issues in the catchment. The conclusion drawn after a thorough evaluation of the course of the study is that the implementation of community-driven integrated catchment management can be successful ina smaller catchment. A few crucial requirements need to be taken into consideration in future applications elsewhere, namely: • That the study area must have a small enough area so that all stakeholders can be involved relatively easily and for a catchment identity and "ownership" of the process to be able to develop; • That the process must initially be facilitated externally until a community partnership has been established and a management committee has been elected, after which the facilitation and management of the process must be handed to the community so that it can finally become completely community driven; • That socio-econornic issues initially will receive more attention than the natural environment, but that these issues need to be utilised to establish the ICM process, after which the natural environment naturally will receive greater priority; and • That the researcher must remain patient, particularly during the second and third phases of the process, as public participation and particularly the establishment of a community-driven process can be slow and exhausting. This case study emphasises that each application of ICM will be unique because the degree of community involvement and the priorities of catchment communities will differ. Communitydriven integrated catchment management is not, under any circumstances, an instant solution for water management and water conservation issues, but it is the only sustainable option. KEY WORDS: catchment management, public/community participation, situation analysis, water resource management, action research. / AFRIKAANSE OPSOMMING: Suid-Afrika is 'n semi-ariede land met 'n gemiddelde reenvalsyfer van 497mm per jaar teenoor die wereldgemiddelde van 860mm per jaar, waarvan beskikbare varswaterbronne tans byna ten volle benut word. Die waterbeperkings in die Wes-Kaap gedurende die somers van 2000/2001 en 200112002 is afdoende bewys hiervan. Hierdie dreigende watemood hou verreikende gevolge vir die sosio-ekonomiese ontwikkeling van die land in, indien daar nie 'n daadwerklike poging aangewend gaan word om die waterhulpbronne volhoubaar te bestuur nie. Sedert die negentigerjare het die konsep van geintegreerde opvanggebiedbestuur (GOGB) as waterhulpbronbestuursmeganisme wye belangstelling begin geniet. Dit was hoofsaaklik afgedwonge, staatsgeinisieerde projekte met min direkte gemeenskapsbetrokkenheid wat beperkte sukses gehad het. Hierdie studie het 'n gemeenskapsgedrewe geintegreerde opvanggebiedbestuur op 'n relatief klein opvanggebied in die Veldwachtersrivier vallei in die Stellenbosch omgewing in die Wes-Kaap ondemeem, ten einde die effektiwiteit daarvan as 'n volhoubare waterhulpbron-bestuursmeganisme te ondersoek. Die studie plaas eerstens die konsep van GOGB in perspektief, waama die studiegebied ruimtelik binne die Suid-Afrikaanse en streekskonteks afgebaken word. Gemeenskapsgebaseerde aksienavorsing as navorsingsbenadering verskaf die tegnieke om die tweeledigheid van die GOGB proses, naamlik menslike en fisiese elemente in 'n opvanggebied, te verso en en te integreer en om die gemeenskap suksesvol by die proses te betrek. Die eerste fase van die studie behels die insameling van bestaande en nuwe inligting en die ornskrywing van die omgewingstatus van die opvanggebied in 'n situasie-analise, wat as inligtingsdokurnent aan die gemeenskap voorgele word om publieke deelname te inisieer. Gedurende die tweede fase is 'n gemeenskapsvennootskap gevestig met behulp van inleidende onderhoude, korrespondensie, fokusgroepbyeenkomste en pub Iieke forums. Die derde en uitvoerende lase is gekenmerk deur die mobilisering van die gemeenskapsvennootskap m die uitvoering van strategiese beplanningsprosedures soos die formulering van 'n opvanggebiedvisie, prioritisering van tersaaklike opvanggebiedkwessies, bestuursdoelwitstelling en die formulering en implementering van aksieplanne vir die bestuur van verskeie kwessies in die opvanggebied. Die gevolgtrekking na die noukeurige evaluering van die verloop van hierdie studie, is dat die implementering van gemeenskapsgedrewe gemtegreerde opvanggebiedbestuur in 'n kleiner opvanggebied wel suksesvol kan wees. 'n Paar beslissende vereistes moet met toekomstige toepassings elders in ag geneem word, naamIik: • Dat die studiegebied oppervlakgewys klein genoeg moet wees sodat alle rolspelers relatief maklik betrek kan word en 'n opvanggebied-identiteit en "eienaarskap" van die proses kan ontwikkel; • Die proses moet aanvanklik ekstem fasiliteer word, totdat 'n gemeenskapsvennootskap gevestig is en 'n bestuurskomitee verkies is, waama die fasilitering en bestuur van die proses aan die gemeenskap oorgegee moet word om uiteindelik ten volle gemeenskapsgedrewe te word; • Dat sosio-ekonomiese kwessies aanvanklik aandag b6 die natuurlike omgewing sal geniet, maar dat hierdie kwessies benut moet word om die GOGB proses te vestig, waama die natuurlike omgewing vanselfsprekend hoer prioriteit sal geniet; en • Dat die navorser veral gedurende die tweede en derde fases van die proses geduld moet behou, omdat publieke deelname en veral die vestiging van 'n gemeenskapsgedrewe proses, tydsaam en vermoeiend kan wees. Hierdie gevallestudie beklemtoon dat elke toepassing van GOGB uniek sal wees omdat die mate van gemeenskapsdeelname en -prioriteite tussen opvanggebiedgemeenskappe sal verskil. Gemeenskapsgedrewe gemtegreerde opvanggebiedbestuur is onder geen ornstandighede 'n kitsoplossing vir waterbestuur en -bewaring nie, maar dit is die enigste volhoubare opsie. SLEUTEL WOORDE: opvanggebiedbestuur, publieke/gemeenskapsdeelname, situasie-analise, waterhulpbronbestuur, aksienavorsing