<p>The purpose of this thesis is to investigate patterns in educational enrollment and attainment in educational levels among women in South Africa. Some evidence from the literature suggest a slow increase in women&rsquo / s education and employment opportunities in South Africa. However, little is known about the way in which this slow pattern reflects at all levels and fields of education with special reference to the female population in South Africa. The thesis aims at examining changes of attainment in women&rsquo / s education from a sociodemographic perspective between 2004 and 2007. Factors affecting women&rsquo / s education in South Africa are also considered as they play major roles in women&rsquo / s enrollment and completion at school. The study focuses on women through different social and demographic attributes, by taking account of variables such as age, education attainment, geographic areas, population group to name but a few. All educational institutions are covered and two female groups are considered, women at school and women who left school. The study makes use of already existing data from General Household Survey conducted in 2004 and 2007 respectively, to bring some comparative perspective. The scope of the study is national in that, all the nine provinces are covered making distinction of rural and urban areas.</p>

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Der vorliegende Beitrag stellt mit dem Change Management-Methodenbaukasten einen konzeptionellen Ansatz vor, mit dem die hochschulweite E-Learning-Integration aus Perspektive des Marketings und der Organisations- bzw. Personalentwicklung professionalisiert werden kann. Dabei werden sowohl die einzelnen Elemente als auch die theoretischen Grundlagen des Konzeptes, welche sich aus der Akzeptanz- und Organisationsforschung herleiten, detailliert dargestellt. Der Change Management-Methodenbaukasten ist ein wertvolles Werkzeug, um zukünftigen Change Management-Aktivitäten systematisch und strategisch zu planen und umzusetzen. Damit wird ein wichtiger Beitrag zur Ausbreitung des E-Learning an Hochschulen sowie zur Gestaltung des Lehr- und Lernkultur-Wandels geleistet.

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The tertiary education environment has become known for its stressful working conditions. Factors such as high work demands (i.e. work overload, excessive time demands and work pressure) and insufficient resources (i.e. limited developmental possibilities, poor performance feedback, lack of support, etc.) all contribute to these stressful circumstances. As a result, these circumstances can cause employees to experience negative interferences between their work and nonwork roles. In addition, employees do not have adequate time to invest in their nonwork domains, hence nonwork roles are neglected (such as being a parent, being a spouse, spending time on domestic activities and spending time on religious/spiritual activities). To decrease these negative interferences, it is important for employees to recover from strains that were activated at work. The objectives of this study were to determine 1) which demands and resources significantly predicted work-nonwork interference among employees working in a tertiary education institution; and 2) which recovery strategies were significant in dealing with high levels of work-nonwork interference caused by high demands and a lack of resources. A random sample of 366 married parents was taken from a tertiary education institution in the North-West Province. A list was obtained of all the married parents of the institution. All of these employees were given the choice to participate in the research. A measuring battery measuring job demands (i.e. work pressure, emotional demands and cognitive demands), job resources (i.e. autonomy, social support and developmental possibilities), work-nonwork interference (i.e. work-parent, work-spouse, work-domestic and work-religion/spirituality) and recovery strategies (psychological detachment, relaxation, mastery and control) respectively was utilised in this study. Descriptive and inferential statistics, Cronbach alpha coefficients, Pearson product-moment correlations and stepwise multiple regression, using the enter method, were used to analyse the data. The results indicate that work pressure and emotional demands significantly predict interference between all four nonwork roles. Additionally, autonomy and developmental possibilities significantly predicted work-parent and work-religion/spirituality interference respectively. Furthermore, all of the recovery strategies decreased specific worknonwork interference. Psychological detachment decreased the interference between the workspouse relationship and the work-religion/spirituality relationship. Relaxation predicted the decrease of interference between the following relationships: work-parent, work-spouse, and work-domestic. Mastery and control only significantly predicted the decrease of interference between the work-parent relationship and between the work-domestic activities respectively. Various recommendations were made for tertiary education institutions as well as for future research. Tertiary education institutions should manage high job demands by examining employees’ workload and job descriptions. Managers could possibly diminish work pressure and emotional demands by means of courses/workshops pertaining to self-management, time and organisational skills, emotional intelligence and/or coping with emotions. Tertiary education institutions should also focus on supporting employees who experience work-nonwork interferences and manage it effectively. In addition, the awareness of recovery and various recovery strategies should be promoted. Recommendations for future research include expanding the research to other occupational groups, longitudinal research designs, obtaining various opinions and perspectives of individuals also involved in the work-nonwork dyad and the study of the positive interaction between the work and nonwork roles. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2011

In 2002 New Zealand�s government set out to "accelerate" the nation�s "transformation into a knowledge society" (Ministry of Education, 2002a, p. 16). Underpinning the development of this so-called 'knowledge society' was a new approach in the way tertiary education was funded. This included introducing a new contestable model of research funding called Performance-Based Research Funding (PBRF). The research reported here was conducted at a critical juncture in the ongoing development and implementation of PBRF because it captures the experiences of fifteen academics as they encounter PBRF and the Quality Evaluation exercise for the first time. Their experiences of the inaugural 2003 Quality Evaluation exercise were examined using a discourse analysis approach informed by Michel Foucault�s (1926-1984) ideas of 'subjection' and 'governmentality'. 'Subjection' occurs when individuals shape their identities by responding to the multiple discourses that are available to them at any particular time and within any historical context (Foucault, 1969). 'Governmentality' refers to a particular instrument, technique or activity that guides and shapes conduct by producing a compliant human subject capable of supporting the interests and objectives of the state (Foucault, 1994a). In the case of academics this might mean conforming to PBRF policies and practices and participating in the development and transformation of a new 'knowledge society'. In this thesis I examine the potential for PBRF to reshape and redirect the nature of research and suggest that some assessment elements of the 2003 Quality Evaluation were flawed and, as a result, a number of participants in this study were now making decisions about their research that appeared contrary to their best interests. I also investigate PBRF as a field of compliance and argue that the Quality Evaluation exercise represents a technology of government that targets the activities and practices of New Zealand�s research academics with the effect of manifesting a more docile and compliant academic subject. I then question PBRF�s impact on the career aspirations and opportunities of academics and claim that the PBRF Quality Evaluation framework has already shifted from being a mechanism for distributing funds for research to one that identifies and rewards the most 'talented' researchers via institutional appointments and promotions. Finally, I interrogate the pursuit and practice of academic freedom and argue that as a consequence of PBRF, a number of participants in this study have positioned themselves in ways that could diminish and constrain their traditional rights to academic freedom. PBRF has the potential to locate academics within a new status-driven hierarchy of professional validation whereby the Quality Evaluation exercise will purportedly measure, evaluate and reward the most 'talented' researchers and the 'best' research. In this thesis I argue that the PBRF Quality Evaluation framework operates as a form of disciplinary power exercised as part of an international trend of intensifying audit and assessment practices in higher education. In this sense, I claim that PBRF exists as an instrument of governmentality capable of constituting a new type of academic subject by significantly shifting the way academics will have to think and conduct their professional selves in relation to their work and research.

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