M.Ed. / Technikons are independent tertiary institutions training potential technologists for industry. In order to fulfil this mission additional resources are required and foundations and/or trusts have been established to assist in the raising of these resources. Effective management is therefore essential. To obtain optimum results fundraisers must possess above average abilities in managerial skills and be focused to reach their goals and objectives based on business orientated principles. Good business principles involve sound strategic, marketing and financial planning and focusing on research. The manager must be well versed, practically and theoretically, in the planning, implementing, organising, controlling and evaluating of fundraising projects. In this respect also staff development plays a major role in that leadership development, commitment and motivation contribute to the success of the fundraising team. The fund-raiser must focus on both the internal and external markets. Expertise and insight are required of the fund-raiser to influence donors to the benefit of a particular technikon. Other role players assisting the fundraiser are technikon personnel, students, Technikon Council members and alumni. The following recommendations to improve fundraising at technikons are proposed: effective management; motivation of role players; staff involvement in the promotion and assistance of fundraising; external role players' involvement in fundraising; and effective planning to identify, explore and utilise target m

M.Comm. / Die Suid-Afrikaanse onderwysstelsel van vandag het met groot, nuwe uitdagings en ingrypende veranderings te kampe. Daar moet voldoende fasiliteite en personeel vir die toenemende aantal skoliere en die groeiende studentebevolking voorsien word en terselfdertyd moet standaarde gehandhaaf word. Transformasieprosesse is aan die orde van die dag en 'n algehele onderwysintergrasie is aan die gang en die Nasionale Kommissie vir Hoer Onderwys is die spil waarom verdere veranderings in die hoer onderwys sal draai. Hierdie transformasie noodsaak innoverende bestuur en onderrigprogramme, asook nuwe prioriteite. Daar word baie gese oor die bestuur van verandering, maar 'n duidelike proses word nie uitgelig waarvolgens dit gedoen moet word nie. Die probleem is dat die proses van verandering nie duidelik in ondernemings bespreek word the. Tweede golfbestuurders wil eerder die status quo handhaaf en stabiliteit verseker as om die risiko's van verandering te oorweeg. In die huidige omstandighede in Suid-Afrika is dit belangrik dat ondernemings verander om te kan oorleef. Bestuurspraktyke wat in die verlede toegepas is, is verouderd en onvoldoende om die veranderings waarvoor ondernemings tans te staan kom in positiewe geleenthede te omskep. Soos reeds genoem, is bestaande literatuur geneig om op die leierseienskappe te konsentreer wat nodig is vir die bestuur van verandering, op die kommunikasie van verandering en op modelle waarin die proses van verandering stapsgewys uiteengesit word. Daar is egter spesifieke voorskrifte wat direk verband hou met bovermelde fokusareas wat van kardinale belang is by die bestuur van verandering. Die volgende probleme is uit die voorafbespreking geidentifiseer wat in die verloop van hierdie studie bespreek sal word: Massafikasie - groeiende studentebevolking Tekort aan fasiliteite Verouderde en onvoldoende bestuurspraktyke `n Duidelike proses van verandering Afname in staatsfondse Verandering in arbeidswetgewing Politieke aspirasies van studente Verandering in waardes en norme van studente finplementering van deursigtigheid Aanstellingsprosedures Rol van studenteraad Verwagtinge van studente en personeel Verandering in didaktiese beginsels. In die lig van die agtergrond en probleemstelling van die studie, kan die doelwitte van die studie soos volg geformuleer word: Die primere doel is om die noodsaaklikheid daarvan vir technikons om te verander, te ondersoek. Daarbenewens het die studie ook die volgende doelwitte: Om te bepaal of technikons al verander het. Om te bepaal wie by verandering betrokke is. Om te bepaal of sekere aspekte en faktore tot verandering bygedra het.

Published Article / Quality Assurance has changed drastically in the last five years and these changes have impacted heavily on the operation of Higher Education Institutions in South Africa. The paper will review the process of quality assurance from as early as Certification of Council of Technikons Education (SERTEC) and Quality Promotion Unit (QPU) days. SERTEC and QPU did, pave the way for the Higher Education Quality Committee (HEQC) to perform its roles as assigned by the Council of Higher Education (CHE).

Higher education is important to the country's economic growth. Due to globalisation, it is important for higher education institutions to keep up with change. The introduction of universities of technology in response to this places a new demand on academic institutions in South Africa, creating more occupational stress on employees. Other expectations, for example demands for more research and publication exert more pressure on staff, which escalates these stress levels. Workload of staff fluctuates between higher and lower and with this, a change of fluctuating periods of stress from acute to chronic is described. This chronic stress has a negative impact on the individuals' physical and psychological health, their interpersonal relationships at work and the quality of their work, as well as on workplace morale. The objectives of the study were to establish how occupational stress, ill health and commitment are conceptualised in the literature; to establish what the occupational stress levels of staff at a university of technology are and to assess the mutual relationships among occupational stress, organisational commitment and ill health of employees at the specific institution. The research method consisted of a brief literature review and an empirical study. A cross-sectional survey design was used. A stratified random sample was taken of academic and support staff at a specific university of technology (N = 334). The ASSET Organizational Stress Screening Tool and a biographical questionnaire were administered on the personnel. Cronbach alpha coefficients were used to determine the significance of dimensions of the ASSET. Exploratory factor analysis was used to investigate the factor structure of the occupational stress items of the ASSET. Pearson correlation coefficients were used to specify the relationship between the variables. Standard multiple regression analyses were used to assess whether occupational stress predicts ill health and organisational commitment. The results showed that two occupational stressors, namely control and work relationships were higher than the norm. Physical and psychological ill health was predicted by occupational stress due to job demands and lack of organisational support. Occupational stress because of job demands had a significant effect on both affective and behavioural commitment of employees. Recommendations for future research were made. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2006.

Higher education is important to the country's economic growth. Due to globalisation, it is important for higher education institutions to keep up with change. The introduction of universities of technology in response to this places a new demand on academic institutions in South Africa, creating more occupational stress on employees. Other expectations, for example demands for more research and publication exert more pressure on staff, which escalates these stress levels. Workload of staff fluctuates between higher and lower and with this, a change of fluctuating periods of stress from acute to chronic is described. This chronic stress has a negative impact on the individuals' physical and psychological health, their interpersonal relationships at work and the quality of their work, as well as on workplace morale. The objectives of the study were to establish how occupational stress, ill health and commitment are conceptualised in the literature; to establish what the occupational stress levels of staff at a university of technology are and to assess the mutual relationships among occupational stress, organisational commitment and ill health of employees at the specific institution. The research method consisted of a brief literature review and an empirical study. A cross-sectional survey design was used. A stratified random sample was taken of academic and support staff at a specific university of technology (N = 334). The ASSET Organizational Stress Screening Tool and a biographical questionnaire were administered on the personnel. Cronbach alpha coefficients were used to determine the significance of dimensions of the ASSET. Exploratory factor analysis was used to investigate the factor structure of the occupational stress items of the ASSET. Pearson correlation coefficients were used to specify the relationship between the variables. Standard multiple regression analyses were used to assess whether occupational stress predicts ill health and organisational commitment. The results showed that two occupational stressors, namely control and work relationships were higher than the norm. Physical and psychological ill health was predicted by occupational stress due to job demands and lack of organisational support. Occupational stress because of job demands had a significant effect on both affective and behavioural commitment of employees. Recommendations for future research were made. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2006.

M.Ed. (Subject Didactics) / Please refer to full text to view abstract

M.Cur. / The revision of education legislation in South-Africa has brought about a changed approach in teaching which requires that students' background knowledge and frame of reference be accommodated in courses. Adult learners registering for post-basic courses at tertiary education institutions already possess acquired knowledge and experience, and have certain preferences in teaching and learning methods. They have also developed a personal interest in their vocational fields. Moreover, they are able to assume responsibility for their own learning, and they desire to become involved in the planning of their teaching. The principle of active involvement of adult learners in their learning, as well as the structuring of own knowledge, is endorsed by the literature as being the most effective approach to learning. Guidance by learning facilitators must take this into account. It appears that the active involvement of adult learners in the drawing up an agreement between learner and learning facilitator can offer a possible solution. The aim of the study was to formulate guidelines for framing an individualised learning-teaching agreement between adult learners and learning facilitators for the completion of a selected module in Community Health Nursing or Occupational Health at a residential Technikon. A contextual, qualitative, exploratory and descriptive research design was selected, in which an inductive strategy was followed. The study had three phases. During the first phase, focus-group interviews were conducted to explore adult learners' views of teaching, learning and a possibile agreement. The analysed data were summarised in a table of 37 consolidated statements. During the second phase, a literature study was carried out by using the main categories of the data of Phase 1 as a point of departure. A second table of 42 consolidated statements was drawn up. After completion of this phase, the main categories were represented in a conceptual framework. The data from the first two phases were consolidated and by logical inferences 11 guidelines were formulated, as well as the rationale and operationalision of each, for drawing up a teaching-learning agreement. These guidelines were validated during a critical discussion with fellow learning facilitators. The guidelines direct the learning facilitator and adult learner in jointly drawing up an individualised teaching-learning agreement, according to which the needs of the adult learner and the vocational requirements of the educational institution and occupational councils can be reconciled in order to ensure that effective learning and vocational preparation can eventually be achieved.

This study traces the development of vocational and technical education in South Africa up to 1990. The study was centered around three themes, political, social and economic in relation to the development of vocational and technical education in South Africa in the period under review. Historical method of documentation and analysis was employed in this study. The study analyzed the development of education in South Africa, particularly vocational and technical education prior to the colonial occupation. Colonial occupation completely altered or stopped all the advances which were made by the indigenous people of South Africa in education and other fields. Industrial revolution in South Africa, through the discovery of diamonds and gold, added a new element in the development of vocational and technical education in South Africa, that of labor production. Vocational and technical education became tightly connected with the needs of industries. The tumultus labor relations between the industrialists and the employees, and between the African employees and European employees set the direction in which vocational and technical education followed throughout the years. The study also analyzed the role played by the missionaries in the provision of education, particularly vocational and technical education for Africans. The association of vocational and technical education with the department of prisons through reformatory schools and with the welfare services through the orphanages and the indigent communities in South Africa created a lifelong stigma on vocational and technical education. This stigma has hampered the development of vocational and technical education in South Africa up to this day. Conclusions were drawn from the knowledge gained from this study, and recommendations were presented. The conclusions reached were that: (a) some form of vocational and technical education may have existed prior to the colonial period, (b) vocational and technical education during the colonial period was shaped by industry and labor, missionaries, and prejudicial government policy. / Ph. D.

It has come to the attention of the researcher while being involved in the tertiary education industry, that the current performance management system for academics is considered ineffective because it: • Does not provide meaningful, timely feedback • Is impossible to administer in an equitable manner • Is driven by numbers • Is focused too closely on rewards The impact of this performance management system is as follows: • It generates low moral • It discourages teamwork • It does not foster trust • It generates avoidance of assessment • It has an adverse effect on productivity • It discourages risk taking • It encourages quest for higher visibility • It produces feelings of being judged rather than being appreciated The study focussed on the question of: • How the performance management system at TSA affects employee attitudes? • How employee attitudes towards the performance management system affects their performance? The objectives of the study are to: • Determine the attitudes of the academics at TSA towards the performance management system • Determine how service delivery might be transformed by implementing an effective PMS • Determine the supporting/preventing factors of the existing PMS at TSA • Identify areas for improvement and produce recommendations for future performance management practice at TSA. / Thesis (MBA)-University of Natal, 2003.

M.Ed. / Please refer to full text to view abstract