Thesis (MPhil)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: Distance education is increasingly being regarded as a possible solution for some of South Africa's educational problems. The Literature, however, illustrates no concrete research that has been conducted in terms of the creation of an environment conducive to adult distance learning institutions like Technikon Southern Africa. There are perhaps numerous reasons for this, however being a 'distance learning setting' is probably one the most prominent reasons for not seriously considering the learning environment as both an essential and vital determinant governing the learning process. In this research an interpretative study has been done of the programme group Police Practice of Technikon Southern Africa. The purpose of this study was to establish whether an environment conducive to adult learning does in fact exist in Police Practice and to develop a set of recommendations/criteria which could be used by this programme group of TSA. Various critical questions stimulated this study. These questions were in tum used to generate interview questions, which were used during the interview process. A qualitative approach was followed and data was obtained by means of interviews. The subjects of the study were educators of the programme group Police Practice of Technikon Southern Africa. There were a number .of conclusions drawn from this study. Some of the most prominent of them were as follows: • This is a lack of meaning given to the open / flexible approach. • Considering adult learning principles in distance learning IS of vital importance. • A more personalized approach to distance learning is necessary. • There is a crucial need for in-service training and staff development. • Technological advancements should be adopted with caution. • There exists a need to create a much more challenging environment for learners. Various recommendations were generated from both the conclusions and the literature study of this research. Some of the most important of them were as follows: • An open learning approach should be used. • The implications of adult learning principles should be carefully considered. • Personalising learning through the use of the text should be implemented. • Appropriate in-service training for educators should be made available. • A challenging environment should be created. In addition to this a possible checklist was proposed for the creation of an environment more conducive to adult learning (distance education). / AFRIKAANSE OPSOMMING: DIE SKEP VAN 'N OMGEWING WAT BEVORDERLIK IS VIR LEER AAN TECHNIKON SUIDER-AFRIKA Afstandsleer word toenemend beskou as 'n moontlike oplossing vir sekere Suid-Afrikaan onderwysprobleme. Volgens die literatuur is daar egter geen bewys van konkrete navorsing oor die skep van 'n omgewing wat bevorderlik is vir volwassene onderwysinstansies soos Technikon Suider-Afrika nie. Een van die hoofredes waarom die onderwysomgewing in afstandsonderwys nie as 'n noodsaaklike bepalende faktor in die leerproses beskou word nie is juis dat dit binne 'n "afstandsleer-konteks" val. In hierdie navorsing is 'n interpretatiewe studie van die Programgroep: Polisiepraktyk van Technikon Suider-Afrika uitgevoer. Die doel van die navorsing was om vas te stelof daar wel 'n onderwysomgewing wat bevorderlik is vir afstandsleer by polisiepraktyk bestaan. Verder was die doelook om riglyne te ontwikkel wat deur die Programgroep van Technikon Suider-Afrika gebruik sou kon word. Verskeie kritieke vrae het hierdie navorsing gestimuleer. Hierdioe vrae is op hulle beurt gebruik om vrae wat in die onderhoudproses gebruik sou word, te genereer. 'n Kwalitatiwe benadering is gevolg en die data is deur middel van onderhoude ingesamel. Fasiliteerders/dosente van die Programgroep: Polisiepraktyk van Technikon Suider- Afrika vir die onderhoude gebruik. Verskeie gevolgtrekkings/afleidings het uit die navorsmg gespruit. Van die mees prominente gevolgtrekkings sluit in: • Daar is 'n gebrek aan sinvolheid met betrekking tot oop/plooibare leer. • Dit is duidelik dat volwassene leerbeginsels in afstandsleer belangrik is. • 'n Meer persoonlike benadering tot afstandsleer is noodsaaklik. • Daar is 'n deurslaggewende behoefte aan indiensopleiding en ontwikkeling. • Omsigtigheid in die benadering tot tegnologiese vooruitgang is noodsaaklik. • Daar bestaan 'n behoefte aan die skep van 'n veel meer uitdagende omgewing vir leerders. 'n Aantal aanbevelings is op grond van die gevolgtrekkings en die literatuurstudie van hierdie navorsing gegenereer. Voorts is 'n moontlike kontrolelys vir die totstandkoming van 'n omgewing wat bevorderlik is vir volwassene afstandsleer, voorgestel. Die belangrikste daarvan was die volgende: • Die gebruik van 'n oop-leer-benadering • Die inagneming van die implikasies van volwassene leer-beginsels • Die verpersoonliking van leer deur die gebruik van die teks • Toepaslike indiensopleiding vir opvoeders • Die sken van 'n omgewing wat uitdagings bied.

D.Phil. / The restructuring of the South African Higher Education landscape in postapartheid era has been the scene of vast organisational change as numerous mergers between Higher Education Institutions have typified this transformation. One such a merger is the merger between the Technikon Witwatersrand, the Rand Afrikaans University and two campuses of Vista University (namely the East Rand and Soweto Campuses) into the University of Johannesburg. Announced on 31 May 2002 and intended to be effective as of 1 January 2005, this merger represents the birth of the largest residential university in South Africa and presents the opportunity of studying the effects of all-encompassing change on employees first hand. In terms of organisational change – with mergers representing a specific type of organisational change – it is apparent that the effect of change on staff members is not only a widely overlooked matter in practice, but also in organisational change literature (and in mergers and acquisitions literature in particular). This study explores the merger experiences of academic staff at the University of Johannesburg and also examines the role leadership has played in these experiences. Using an Interpretive, case study design, 40 academic staff members were interviewed. These research subjects were selected on a purposive basis from all faculties across all campuses. Using the Strauss and Corbin application of Grounded Theory, the collected data was analysed to construct the reality of academic staffs’ merger experiences and perceptions of the merger at the University of Johannesburg. In terms of the University of Johannesburg, findings indicate that institutional predisposition is a major contributor to shaping research subjects’ initial attitude toward the pending merger. Furthermore, the interim phase that the University found itself in directly after merger the date, was a cause of great discontent amongst academic staff and was seen as the greatest debilitating factor to the successful roll-out of the merger. The study indicates that academic staff relay their experiences and perceptions of the merger in three discernable time frames, or perspectives, each with its own unique dynamic. Collectively, these three perspectives constitute the Reflective Experience of Mergers (REM) theory, which examines how the merger experiences of academic staff shape their perceptions of and attitudes toward the merger over time. The REM-theory reiterates the temporal nature of change; it is a phenomenon that evolves over time in discernable stages. Furthermore the REM-theory also underscores the effect change has on the emotional and psychological well being of individuals over time. The REM-theory also highlights the important role leadership plays in a merger as, in the case of the University of Johannesburg, research subjects tended to be far more critical of deficiencies in leadership as opposed to deficiencies in management.

Thesis (M.Tech.: Entrepreneurship)-Dept. of Entrepreneurial Studies, Durban Institute of Technology, 2004 xiv, 91 leaves / The study examines the perceptions of lecturers and students on integrating entrepreneurship training and education in the academic programme Food and Beverage Management in the Eastern Cape Technikon. The study aims to integrate entrepreneurship training and education in the academic programme, Food and Beverage Management and to promote the concept with the students in the early stages of their studies.

Due to the inadequate schooling system and the underpreparedness of learners in South African High Schools, Higher Education Institutions are faced with learners who do not meet the minimum criteria for acceptance into mainstream science programmes. In an attempt to increase access into the institution and meet the demands of more science and technology graduates, the Department of Chemistry at the historically disadvantaged ML Sultan Technikon introduced the Augmented programme for the National Diploma: Analytical Chemistry in 1994. This study provides a report on the profile of the students registered from 1994 to 1996, their graduation rate and a correlation of their points calculated for matric symbols with their graduation rate as well as their performance in Analytical Chemistry, the major subject of their diploma. Interviews are used to determine the perceptions of the lecturers regarding the structure of and teaching in the Augmented programme. / Chemistry / M.Sc. (Chemical Education)

M.Comm. / The traditional mode of distance education has been correspondence teaching. This mode makes use of study guides which can be authoritarian, pedantic and not learner-centered (Buitendacht, 1994: 2). Minimal use is made of media other than the written word and teaching flows mainly one way: from the lecturer to the student (lecture centered instead of student/learner centered). In the past Technikon SA's study material was no exception. When Technikon SA adopted the ILCDE model, the need for quality courseware was immediately identified. This led to the establishment of the Centre for Courseware Design and Development (CCDD). The task of the CCDD is to develop quality interactive, learnercentered, needs-driven distance education courseware for Technikon SA's learners. Courseware is designed in accordance with the needs and expectations of industry, always taking into account the learner profile. The project team approach is utilized in the management of course development. This approach incorporates business principles such as contracting, cost-effective production, effective scheduling, maintaining quality products and project management techniques. Each project team is multi-skilled and consist of a course writer, a moderator, editor, translator, graphic designer, graphic artist, DTP (Desk fop Publisher) operator and didactic adviser (i.e. instructional designer). The objective is to produce quality courseware for distance education. Quality courseware is defined as courseware that is interactive, reader-friendly, learnercentered and related to the needs of the workplace. Emphasis is shifted from a productorientated approach (where students were expected to memorize most of the work and to reproduce it as such) to the process-orientated approach focusing on mastery of subject content (CCDD Information Guidelines, 1995:1).

D.Ed. (Adult Education) / A Programme for the professional development of Academic staff at Technikon SA. This research has been undertaken against the background of the contribution that the academic staff at Technikon SA can make in lowering the high drop-out rate of students, delivering high level manpower to the community and the effectiveness of this tertiary distance education institution. After an in-depth study of literature study it became evident that: It students dropping out in distance education is a complex matter and a great number of reasons exist why students do not successfully complete their studies: the responsibilities of lecturers have drastically in distance education; the professional role of distance education lecturers is undefined; professional development of Technikon SA academic staff is neglected; and lecturers have certain needs for professional development which must be identified and addressed. The problem addressed in this study has been to probe into the desirability and the nature of a programme for the professional development of Technikon SA lecturers. The objectives of this study are: It the literature exploration of the nature of and reasons for student drop-out and the professional role of distance education lecturers; the empirical identification and analysis of the developmental areas of Technikon SA lecturers; and to design a programme for the professional development of Technikon SA academic staff. The most important findings of this study are the following: Student drop-out rates can probably be reduced if the necessary student supporting structures are created and established within a distance education institution. Technikon SA as a tertiary distance education institution has developed rapidly over the past 14 years with the emphasis on scientific practice, co-operative education and training, technological practice and rendering of service to the community by delivering high level manpower. The professional role of Technikon SA lecturers comprises: teaching, research. community service and managerial tasks, For effective and efficient execution of these tasks, lecturers should have the necessary skills. There is a definite need for professional development amongst academic staff of distance education institutions which should be addressed by the institution. Empirical research. by means of a questionnaire. as to the importance and frequency of appearance of the tasks was launched amongst the full-time lecturers at Technikon SA and revealed that: lecturers regard teaching and managerial tasks as very important. while research and community service were regarded as not important: and more than 96% of programme for the staff in the form programmes. the group favours the design of a professional development of academic of shorter workshops and self study Findings of the empirical research together with the findings of the sources studied. result in the design of a programme for the professional development of academic staff. After taking various developmental conditions and possible restraining factors into consideration, the programme. based on the QDen systems approach, was developed in five phases. The most important conclusions drawn at the completion of this study are as follows: a definite need for the professional development of academic staff in distance education has been detected: job description of Technikon SA lecturers must be defined and outlined: Technikon SA must deliberately strive to create and establish a research cuIture: and a diplomatic approach towards professional development must be adopted in order to overcome resistance to change

Thesis (M.Tech.: Entrepreneurship)-Dept. of Entrepreneurial Studies, Durban Institute of Technology, 2004 viii, 102 leaves / The study examined the perceptions of the Eastern Cape Technikon (ECT) Department of Electrical Engineering (DEE) learners on entrepreneurship education as part of their curriculum, their learning styles and learning approaches. This was important in order for the researcher to devise teaching approaches and materials that would suit their learning styles and approaches. The study was therefore based on the assumption that changing from traditional to innovative learning and teaching approaches would motivate and better prepare learners to become entrepreneurs.

Thesis (MPhil)--Stellenbosch University, 2004 / ENGLISH ABSTRACT: There are indications that the emergence of global trends in the production and dissemination of knowledge is influencing science policies worldwide, and compelling universities and technikons in South Africa to become more market oriented, competitive and entrepreneurial. Some of these trends include new modes of knowledge production, increased financial and academic accountability and distance education. The changing higher education landscape worldwide has implications for South African tertiary institutions. In addition, one of the objectives of the democratic government that took power in 1994 was to transform higher education. The publication of the White Paper on Education in 1997, the establishment of the Council on Higher Education (CHE) and the Higher Education Quality Committee (HEQC), and the National Plan for Higher Education in 2001 heralded the beginning of change. Consequently, it became necessary for higher education institutions to deliberate on the future course of their undergraduate and postgraduate teaching and training programmes. In this context, it is important for universities and technikons to understand the needs of their postgraduate students. The overall aim of this study was to identify the perceptions of ex-Technikon Natal (now the Durban Institute of Technology) postgraduate students on their research experiences with regard to supervision, communication, the Technikon generally, availability of resources, finance, time, departments, faculties, research, research methodology, statistics, library and expertise. The particular focus was on postgraduate students registered at the Technikon Natal in 2001, whether or not they had submitted their research proposals. A postal survey was carried out to determine the students' perceptions of their research postgraduate experiences at the then Technikon Natal. The results of the survey indicate that the majority of postgraduate students have a negative perception of the Technikon. Students feel that there are insufficient experienced supervisors available for consultation, leading to unacceptable delays. With regard to communication, students feel that the Technikon does not disseminate enough information on processes and procedures about postgraduate issues. Overall, students in the Health Sciences are more dissatisfied than students in the other faculties. In fact, the postal survey reveals that students in these other faculties are more positive than negative about their postgraduate experiences. However, it is worth pointing out that a large proportion of Science and Engineering students (38%) are undecided on this matter. It is interesting to note that the open-ended comments section at the end of the questionnaire reveals far more negative perceptions than the closed questions. Students are dissatisfied about the lack of modern computer facilities and available funds. They also feel strongly that it takes too long to get a research proposal approved. The majority feels that a postgraduate information kit would assist greatly. Comments about Research Methodology as a subject are particularly negative with regard to statistics, and the course, which they feel is too general. Students do not seem to have any major difficulties with the library services. The Technikon has to put structures in place to improve these negative perceptions and manage the students' needs. Combined with the impact of the merger of the former Technikon Natal and M.L. Sultan Technikon, the effects of which are not yet fully understood, the new Durban Institute of Technology should give serious consideration to the needs of its postgraduate population, especially in the Faculty of Health. / AFRIKAANSE OPSOMMING: Globale tendense in die produksie en disseminasie van kennis blyk wereldwyd 'n invloed op wetenskapsbeleid te he en noodsaak universiteite (en ook technikons in Suid-Afrika) om 'n groter markgerigtheid, mededingendheid en ondernemingsgees te openbaar. Hierdie globale tendense behels, onder andere, 'n verskuiwing na nuwe modi van kennisproduksie, sowel as 'n toename in finansiele en akademiese verantwoordbaarheid, en afstandsonderrig. Suid-Afrikaanse tersiere instellings kan hierdie wereldwye veranderinge in die landskap van hoar onderwys moeilik ontsnap. Daarbenewens het die demokratiese regering, wat in 1994 aan bewind gekom het, dit ten doel gestel om hoar onderwys in die land te transformeer. In 1997 het die eerste veranderinge ingetree met die publikasie van die Witskrif op Onderwys, en dit is in 2001 opgevolg met die totstandkoming van die Raad op Hoar Onderwys (CHE), die Hoar Onderwyskwaliteitskomitee (HEQC), en die Nasionale Plan vir Hoar Onderwys. Gevolglik het dit nodig geword dat hoar onderwysinstellings oorleg pleeg rakende die toekomstige verloop van voorgraadse en nagraadse onderrig- en opleidingsprogramme. Binne hierdie konteks is dit nodig vir universiteite en technikons om begrip te he vir die behoeftes van hul nagraadse studente. Die oorhoofse doel van hierdie studie was om die persepsies te identifiseer van nagraadse studente aan die eertydse Technikon Natal (nou deel van die Durban Instituut vir Tegnologie). Die fokus was op studente se navorsingservarings met betrekking tot supervisie, kommunikasie, die technikon in die algemeen, die beskikbaarheid van hulpbronne, finansies, tyd, departemente, fakulteite, navorsingsmetodologie, statistiek, biblioteekfasiliteite en kundigheid. Studente wat in 2001 aan die Technikon Natal geregistreer was, is by die ondersoek betrek, ongeag of die student 'n navorsingsvoorstel ingedien het of nie. 'n Posvraelys-opname is gebruik. Die resultate van die opname toon die meerderheid nagraadse studente het 'n negatiewe persepsie van die Technikon. Die studente voel daar is nie genoeg ervare studieleiers om te raadpleeg nie, en dit lei tot onnodige vertragings. Wat kommunikasie betref, voel die studente dat die Technikon nie genoeg inligting omtrent nagraadse prosesse en prosedures versprei nie. In geheel gesien, het studente in die Gesondheidswetenskappe 'n veel groter ontevredenheid uitgespreek as studente in ander fakulteite. In die ander fakulteite was 'n geringe persentasie studente meer positief as negatief omtrent hul nagraadse ervaring. 'n Redelike persentasie studente in die Natuur- en Ingenieurswetenskappe (38%) was egter besluiteloos in hul opinie. Verder het die oop vrae aan die einde van die vraelys, wat kommentaar versoek, veel meer negatiewe as positiewe persepsies ontlok. Die studente is ontevrede met die gebrek aan moderne rekenaarfasiliteite en beskikbare fondse. Hul voel dat dit te lank neem om 'n navorsingsvoorstel goedgekeur te kry. Die meerderheid is van mening dat 'n nagraadse informasiepakket van groot waarde sou wees. Die kommentaar omtrent Navorsingsmetodologie as 'n vak is besonder negatief, veral wat statistiek bet ref, en hulle voel die kursus is te algemeen. Die studente blyk nie ernstige probleme met biblioteekdienste te he nie. Die technikon moet derhalwe strukture in plek stel ten einde die negatiewe persepsies van die studente aan te spreek en hul behoeftes doeltreffend te bestuur. Tesame met die impak van die samesmelting (waarvan die effek nog nie ten volle begryp word nie), moet die instelling ook ernstige oorweging skenk aan die behoeftes van die nagraadse populasie, veral in die Fakulteit van Gesondheid.

Thesis (M.Tech.: Entrepreneurship)-Dept. of Entrepreneurial Studies, Durban Institute of Technology, 2004 viii, 102 leaves / The study examined the perceptions of the Eastern Cape Technikon (ECT) Department of Electrical Engineering (DEE) learners on entrepreneurship education as part of their curriculum, their learning styles and learning approaches. This was important in order for the researcher to devise teaching approaches and materials that would suit their learning styles and approaches. The study was therefore based on the assumption that changing from traditional to innovative learning and teaching approaches would motivate and better prepare learners to become entrepreneurs.

Text in Afrikaans / Various technological developments have taken place in the last century, but most of them had very little or a minimal influence on higher education. It has often been speculated that technology would increase the pass mark and retention of students, but to date that has not happened. Where has technology failed? Or is it not technology that has failed, but, rather, the educational model? These questions will be addressed in this study. Riegelman, Povat, Ott and Piemme (1985:279) state that knowledge doubles every three to five years and that lecturers can no longer be mere disseminators of knowledge. Therefore, the present-day student should be guided to find knowledge him- or herself within a broad framework. This means that the educational model of higher education institutions needs to be renewed. The traditional lecturer-centered teaching approach should give way to a more student-centered learning approach. However, the problem is that there are not yet guidelines [or a model] for the use of, for example, the Internet in such a new educational approach. In this study, the focus is on the creation of a didactically justifiable model [guidelines] for the use of the Internet in a multi-mode educational approach, since the Technikon currently does not have such a model. This model and these guidelines should enable the lecturer, as the teaching-learning manager, to plan, develop, implement and evaluate a multi-mode teaching-learning programme. However, before any didactic model is, or guidelines are, developed, it is essential to determine the starting point from which the design should be done. In order to arrive at a well-founded starting point, a comprehensive literature study of local and international publications was undertaken, personal interviews were conducted and specialists locally and abroad were visited. In this manner, an illuninating overview was obtained of that which has already been done to deal with the set problem, as described in the previous paragraph. The research for the development of the model [didactic guidelines] was preceded by a three-year institutional study, in the course of which trends, needs and perceptions were debated at an institutional forum chaired by the researcher, namely, the TLTR [Teaching, Learning and Technology Roundtable]. The report on this study is divided into six chapters and represent the problems identified by the TLTR, which form the foundation [core] on which the model and guidelines are based. The questions are as follows: Who are we and how do we currently execute our core task? [How do we teach?] Who are our clients and what are their needs? [How do they learn and how do they wish to be served?] How could we use technology to facilitate our task and teach our students effectively without sacrificing quality? [What teaching-learning opportunities are there?] The theoretical study that provides the answers to the above questions is embodied in a model [guidelines] for the use of the Internet within a multi-mode educational approach. This model is then evaluated by 106 lecturers and 437 students to: Determine the lecturer's attitude to the proposed model, determine the lecturer's perception of the differences between on-line and contact instruction management, and determine whether there are any differences in the learning experience(s) of students who receive instruction by means of an Internet-supported programme and students who receive contact instruction. Lastly, attention is given to a number of related findings and recommendations that flow forth from the study. These aspects also lead to recommendations on future research in this field. / Educational Studies / D. Ed. (Didactics)