Tertiary institutions in South Africa are being called to account for the quality of education that they provide. Evidence suggests that staffs at all levels are working longer hours than in the past in order to adhere to the above-mentioned requirement. Non-academic personnel in universities are the key performers to establish service quality. They know that they have to support academic staff in their main roles of research and teaching at institutions of higher education. Different support personnel groups within a university experience distinct problems. The nature of the support personnel's work is continuous and demanding. Support personnel must deal with the dilemmas inherent in simultaneously administering, supervising instruction, being accessible, delegating and accepting responsibility. Multiple personal and professional qualities seem to be needed to carry out the job successfully. Not surprisingly, then, support personnel in tertiary institutions can be extremely prone to experience burnout and occupational stress. The objective of this research was to determine the relationship between burnout, strain and job characteristics and to determine whether dispositional optimism moderates the effect of job characteristics on burnout. A stratified random sample (N = 334) was taken of personnel working in universities in the North-West province. The Maslach Burnout Inventory - General Survey, the Health subscales of ASSET and the Life Orientation test (revised edition) were used as measuring instruments. Descriptive and inferential statistics were used to analyse the results. The results of the study showed that work overload and certain task characteristics (for example, no possibilities for independent thought and action) caused personnel to experience exhaustion as well as cynicism, which resulted in strain. On the other hand, certain task characteristics (for example, variety in work, adequate management and job security) were all linked to higher professional efficacy, which, in turn, resulted in less experienced strain. Exhaustion and cynicism, both of which are dimensions of burnout, were also significantly correlated. Dispositional optimism, however, was related to lower exhaustion and professional efficacy, which resulted in less experienced strain and burnout. Therefore, it seems that optimism moderates the effects of job characteristics on exhaustion. Recommendations were made for future research / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2004.

The purpose of this study was to investigate the total quality management of the academic administration services’ post–graduate department within the Potchefstroom Campus of the North–West University, in terms of the following: – The implementation of TQM at the University – The organisational profiles of the University – How the organisation’s goals and missions are structured around the needs of its customers – Total Quality Management is a concept generally used throughout organisations providing tertiary education in South Africa. There are, however, some universities that do not use TQM. This study investigates the use of TQM within a tertiary education institution at the post–graduate administration department. The results of the problems experienced through the implementation of TQM are reported in this study. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

The purpose of this study was to investigate the total quality management of the academic administration services’ post–graduate department within the Potchefstroom Campus of the North–West University, in terms of the following: – The implementation of TQM at the University – The organisational profiles of the University – How the organisation’s goals and missions are structured around the needs of its customers – Total Quality Management is a concept generally used throughout organisations providing tertiary education in South Africa. There are, however, some universities that do not use TQM. This study investigates the use of TQM within a tertiary education institution at the post–graduate administration department. The results of the problems experienced through the implementation of TQM are reported in this study. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

Thesis (MA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: In recent years, there has been an increase in the use of educational interpreting at tertiary institutions in South Africa. Various pilot studies, as well as long-running interpreting projects at North West University, University of the Free State, and the University of Johannesburg have shown that educational interpreting is a viable way of implementing a multilingual language policy and accommodating various languages in the classroom. Educational interpreting has also been researched at Stellenbosch University (SU) in recent years and following the success of a 2011 pilot project at the Faculty of Engineering, the university plans to implement the service in other faculties as well (see Stellenbosch University Language Policy 2014). The study reported in this thesis was conducted at SU and was interested in the perceptions of interpreting held by the three main role players in the interpreting service. The main focus of the study was on examining perceptions of interpreting held by second year Engineering students who attended lectures in which educational interpreting was used as mode of delivery. The data collected on these perceptions was also contextualised by findings from data collected on students’ language backgrounds (including language use, language attitude and actual and perceived language proficiency). As a secondary aim, the study was interested in the perceptions held by lecturers and interpreters working in the Faculty of Engineering. Findings indicated that students generally had positive perceptions of interpreting and felt that interpreting was a good way to accommodate various languages at SU. It also proved useful to collect data on students’ language backgrounds in order to contextualise the results of the interpreting questionnaire, as important nuances emerged which were not apparent when these results were considered on their own. This lead to the insight that feedback from students regarding their experience of the interpreting service should be contextualised in terms of their language backgrounds, as this would lead to more valuable and useful feedback. Finally, lecturers and interpreters both showed positive perceptions of interpreting, with a marked progression in perception of the role of the interpreter in the classroom becoming apparent as experience of educational interpreting increased. The most important suggestion to follow from this finding was that students and lecturers should be made (more) aware of what interpreting entails, how interpreters are trained and how they prepare for lectures, as this should lead to more positive perceptions and increased use of this service. / AFRIKAANSE OPSOMMING: Opvoedkundige tolking het oor die afgelope paar jaar baie gewild geword by tersiêre instellings. Verskeie loodsprojekte en gevestigde tolkprogramme by NWU, UVS en UJ het bewys dat opvoedkundige tolking ‘n lewensvatbare manier is om meertalige taalbeleide te implementeer, en om die gebruik van verskeie tale binne die klaskamer moontlik te maak. Opvoedkundige tolking word ook by SU nagevors en sedert die sukses van ‘n loodsprojek gedurende 2011 by die Fakulteit van Ingenieurswese het die gebruik van opvoedkunidge tolking in klaskamers begin toeneem. Die studie het belang gestel in die persepsies van tolking van die drie hoofrolspelers van die tolkdiens. Die primêre fokuspunt van die studie was om die persepsies van tolking van tweedejaar-ingenieurswesestudente wat lesings gehad het met opvoedkundige tolking te ondersoek. Die data wat oor hierdie persepsies ingesamel is, is ook gekontekstualiseer deur bevindinge wat gemaak is uit die beskouing van data oor die studente se taalagtergrond (insluitende taalgebruik, taalhouding, en werklike en waargenome taalvaardigheid). Die sekondêre fokuspunt van die studie was om insigte te verkry oor die persepsies van tolking van dosente by die Fakulteit van Ingenieurswese, asook van die tolke wat die ingenieursmodules getolk het. Soos reeds genoem het die Fakulteit van Ingenieurswese reeds sedert 2011 sekere modules aangebied deur middel van opvoedkundige tolking. Teen die tyd wat data ingesamel is in die tweede semester van 2013 was dit moontlik om data te verkry van tweedejaar-ingenieurswesestudente wat reeds vir amper twee semesters aan opvoedkundige tolking in hul klaskamer blootgestel is. Die bevindinge van die studie het oor die algemeen aangetoon dat studente ‘n positiewe persepsie gehad het van tolking, en dat hulle gevoel het tolking ‘n goeie manier is om verskeie tale by die universiteit te akkommodeer. Die gebruik van data oor studente se taalagtergrond as konteks vir die bespreking van die persepsiedata was ook baie handig, aangesien belangrike nuanses vorendag gekom het wat nie duidelik was toe die persepsiedata op sy eie beskou is nie. Dosente en tolke het beide ‘n positiewe persepsie van die tolking getoon, met ‘n duidelike progressie wat plaasgevind het in hul persepsie van die rol van die tolk in die klaskamer namate die omvang van hul ervaring met opvoedkundige tolking vermeerder het.

Magister Commercii (Industrial Psychology) - MCom(IPS) / Even though attitudes have been studied for many years, attitudes toward individuals with disabilities still remain an important issue, today (Geskie & Salasek, 1988; Popovich, Scherbaum, Scherbaum & Polinko, 2003). With the relationship between numerous demographic factors and attitudes toward those with disabilities being inconsistent across existing research and the absence of research conducted in the South African context this research study investigated whether variables such as gender, age, education level, exposure to a person with a disability or having a friend or family member with a disability had an effect on attitude towards disability. The population of this study constituted students from the Economic and Management Sciences (EMS) Faculty and Support Staff in a Higher Education Institution in the Western Cape. A non-probability convenience sample method was utilised of which 140 respondents completed two questionnaires. Namely, a Biographical questionnaire and the Affective Reactions Subscale of the Disability Questionnaire (Popovich et al. (2003). Statistical analyses included both descriptive and inferential statistics (the t-Test and ANOVA). According to the findings of this research study, significant relationships do not exist between variables such as gender, age, educational level, amount of contact and exposure to or having a friend or family member with disability and staff and student attitudes toward those with disabilities in a Higher Education Institution in the Western Cape. A few limitations related to the study were recognized and it is recommended that a combination of quantitative and qualitative research approaches be implored as well as other faculties and Institutions in the Western Cape be used to contribute to greater representativeness and generalisability for future research. Also, to establish organisations or institutions as employers and institutions of choice among those with disabilities, organisations and institutions are to better market disability facilities and accommodations. It is also proposed that students and staff with disabilities should be encouraged to fully participate in the design and event management of disability awareness campaigns.

Since 2000, the educational landscape in South Africa has been undergoing immense changes, which have impacted on the perceptions and consumer behaviour of prospective students. Public tertiary institutions were merged during the period 2000-2004 to form new institutions, while a National Qualifications Framework (NQF) was implemented to regulate the programmes that should be provided by tertiary institutions. Due to the above changes, universities and technikons (now known as universities of technology) have been reorganised to meet the needs of different target markets in South Africa (Department of Education, 1998:19-20). In the Cape Metropole, there are now three FET colleges and four universities. There were previously nine of the former and five of the latter. All the current institutions continue to serve the same geographical area as before, while continuing to recruit students from the same target market. Against these changes in the market place, the objective of this study was to determine what the information needs and preferred sources are of high school learners in the Cape metropole, and what definitive subgroups exist within this target market, in order to develop a tailor made IMC plan to effectively reach this market. A review of the literature shows that limited studies have been carried out to measure the high school learner’s information needs regarding further study (Bruwer, 1996; Gaika, 2002; Imenda&Kongolo, 2002). Certain studies have focussed on the perceptions of students attending a university or a technikon. Studies on Further Education and Training colleges have evaluated marketing strategies from the perspective of internal publics, but have not researched the actual information sources used by the market at whom the strategies are aimed. The main component of the research was quantitative empirical research, using questionnaires to determine the information sources high school learners use, the factors they consider important when selecting a tertiary institution and their specific characteristics. Grade 11 learners residing in the Cape Metropole were surveyed, using their secondary schools as the disseminating and surveying point. Nineteen schools in the above areas were surveyed, and just over 920 surveys were administered. It was found that five distinct subgroups exist within the target market, each sharing similar information needs and source preferences when obtaining information about attending a tertiary institution. This information was suitable to be used in proposing an IMC plan for a tertiary institution within the Cape Metropole. Information needs of different subgroups were found to be varied. Information is not limited to only one type of need for the entire target market, but it is recognised that subgroups value certain types of information in order to make decisions about studying further. These needs seem to be impacted by the individual’s socio-economic circumstances, needs that the potential student wishes to meet, and career ambitions. In the same light, the types of sources that the members of different subgroups prefer to consult indicate that each subgroup has specific preferences and that these, too, are influenced by the individual’s socio-economic circumstances. Within the media sources category, the use of specific media vehicles is also specific to each subgroup. The study therefore shows that, for an institution to target the potential student target market as a whole within the Cape Metropole, it has to take cognisance of the different subgroups that exist, and tailor-make the content, presentation and media used according to the preferences of each. The study shows that treating the target market as a single homogeneous market with one message to ‘fit all sizes’ will not successfully reach the market or meet their individual needs. Finally, as in an IMC approach, these individual messages and media need to be integrated and co-ordinated in the institution’s overall marketing strategy. / Dissertation (MCom)--University of Pretoria, 2007. / Communication Management / MCom / Unrestricted

Philosophiae Doctor - PhD / Mental skills are critical to the development of a positive mind-set in the athlete in order to develop the ability to concentrate more, focus attention, manage arousal, develop self-esteem and thereby enhance self-confidence in competitive sport. This study was an exploratory study to investigate how well Zimbabwean inter-collegiate athletes were prepared mentally and how this was handled during their participation in inter-collegiate games. The study focused specifically on just one group of athletes, netballers.

Compared to other subjects, Learning Area Technology teaching is a relatively new knowledge area world-wide, especially in the South African school curriculum, and it consequently presents new challenges. One of these challenges is the fact that no previous tertiary training programmes exist for the Learning Area Technology; thus new ones have to be developed. Since limited research has been done regarding Learning Area Technology teaching, teachers of Technology are forced to base their professional teaching and learning practices on approaches from other fields of knowledge and adapt these. This is not necessarily ideal for Learning Area Technology teaching in the South African context. The following question can thus be posed: To which extent do existing pre-service training programmes develop the essential competences and skills required for the effective teaching of the Learning Area Technology? Against the background of this overarching aim of the study, this research attempted to find answers to the following research questions: • What are the competences a qualified Learning Area Technology teacher should possess? • What is the nature of Learning Area Technology teacher training in South Africa? • What is lacking in training programmes for pre-service Learning Area Technology teachers in South Africa? To provide answers to these questions, a literature study as well as an empirical study was conducted. To achieve the aim of the empirical study a phenomenological approach was applied in executing an exploratory qualitative study. A random sample was drawn from available tertiary institutions training pre-service Technology teachers in the Learning Area Technology. Individual, semi-structured interviews were conducted with lecturers to enable the researcher to comprehend and interpret experiences and realities in terms of the research question. Findings from the literature study on the competences a qualified technology Teacher should possess indicate that a Technology teacher, upon completion of studies, should posses the following competences to present the Learning Area Technology as a subject specialist: indepth subject knowledge of the various knowledge areas for the Learning Area Technology; suitable pedagogical content knowledge to be able to transform technological knowledge to teachable matter; technological skills in technological processes and techniques; and positive values and attitudes which can be integrated successfully during various learning opportunities. It is also imperative that pre-service Learning Area Technology teachers possess knowledge of appropriate teaching strategies to accomplish critical, creative and problem-solving skills among learners. The empirical research was aimed at establishing the nature of pre-service training programmes in South Africa, as well as identifying shortcomings in the training of pre-service Technology teachers. Data analyses regarding the nature of pre-service training of Learning Area Technology teachers-.enabled the researcher to identify particular shortcomings in preservice training programmes in South Africa. The following shortcomings were identified: insufficient subject knowledge and technological subject skills; limited subject specific pedagogical knowledge; lack of real life situations in learning opportunities; and a lack of modelling of teaching strategies during facilitation of the Learning Area Technology. Based on the findings of the research which was also related to the literature, specific recommendations were made in order to improve the quality of pre-service training for the Learning Area Technology. Recommendations on the identified shortcomings include the following: the training of Learning Area Technology teachers as subject specialists by establishing standards appropriate for tertiary training in order to enhance the development of subject knowledge; the development of subject specific pedagogical content knowledge by implementing micro lessons; revision of time planning and facilities for the practising of technological skills; and sufficient opportunities to practise, analyse and reflect on teaching processes to develop proper and appropriate teaching strategies. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010

Compared to other subjects, Learning Area Technology teaching is a relatively new knowledge area world-wide, especially in the South African school curriculum, and it consequently presents new challenges. One of these challenges is the fact that no previous tertiary training programmes exist for the Learning Area Technology; thus new ones have to be developed. Since limited research has been done regarding Learning Area Technology teaching, teachers of Technology are forced to base their professional teaching and learning practices on approaches from other fields of knowledge and adapt these. This is not necessarily ideal for Learning Area Technology teaching in the South African context. The following question can thus be posed: To which extent do existing pre-service training programmes develop the essential competences and skills required for the effective teaching of the Learning Area Technology? Against the background of this overarching aim of the study, this research attempted to find answers to the following research questions: • What are the competences a qualified Learning Area Technology teacher should possess? • What is the nature of Learning Area Technology teacher training in South Africa? • What is lacking in training programmes for pre-service Learning Area Technology teachers in South Africa? To provide answers to these questions, a literature study as well as an empirical study was conducted. To achieve the aim of the empirical study a phenomenological approach was applied in executing an exploratory qualitative study. A random sample was drawn from available tertiary institutions training pre-service Technology teachers in the Learning Area Technology. Individual, semi-structured interviews were conducted with lecturers to enable the researcher to comprehend and interpret experiences and realities in terms of the research question. Findings from the literature study on the competences a qualified technology Teacher should possess indicate that a Technology teacher, upon completion of studies, should posses the following competences to present the Learning Area Technology as a subject specialist: indepth subject knowledge of the various knowledge areas for the Learning Area Technology; suitable pedagogical content knowledge to be able to transform technological knowledge to teachable matter; technological skills in technological processes and techniques; and positive values and attitudes which can be integrated successfully during various learning opportunities. It is also imperative that pre-service Learning Area Technology teachers possess knowledge of appropriate teaching strategies to accomplish critical, creative and problem-solving skills among learners. The empirical research was aimed at establishing the nature of pre-service training programmes in South Africa, as well as identifying shortcomings in the training of pre-service Technology teachers. Data analyses regarding the nature of pre-service training of Learning Area Technology teachers-.enabled the researcher to identify particular shortcomings in preservice training programmes in South Africa. The following shortcomings were identified: insufficient subject knowledge and technological subject skills; limited subject specific pedagogical knowledge; lack of real life situations in learning opportunities; and a lack of modelling of teaching strategies during facilitation of the Learning Area Technology. Based on the findings of the research which was also related to the literature, specific recommendations were made in order to improve the quality of pre-service training for the Learning Area Technology. Recommendations on the identified shortcomings include the following: the training of Learning Area Technology teachers as subject specialists by establishing standards appropriate for tertiary training in order to enhance the development of subject knowledge; the development of subject specific pedagogical content knowledge by implementing micro lessons; revision of time planning and facilities for the practising of technological skills; and sufficient opportunities to practise, analyse and reflect on teaching processes to develop proper and appropriate teaching strategies. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010

<p> <p>&nbsp / </p> </p> <p align="left">Within a context of rapid technological change and shifting market conditions, the South African education system is challenged with providing increased education opportunities without increased budgets. Many educational institutions are answering the challenge without increased budgets. Several educational institutions are answering the challenge by developing distance education programs through information technology, but in the case of one institution, strategic intentions involving information technology and distance learning have not been fulfilled. At its most basic level, distance education takes place when a teacher and student(s) are separated by physical distance. Technology, often in combination with face-to-face communication, can be used to bridge instructional gaps. It can be argued that modes of teaching and learning are changing, and we must redefine what is meant by the word &ldquo / student&rdquo / . For example: what should we really call an adult involved in life long learning? The term &ldquo / student&rdquo / seems inappropriate. These types of programs can provide adults with a second chance at tertiary education, reach those disadvantaged by limited time, distance or physical disability, and update the knowledge base of workers at their places of employment. The aim of this research is to determine and understand the growing role of information technology in promoting quality assurance in higher education, and in expanding the education opportunities and workplace learning through the use of distance learning. This work investigates how distance learning can be improved by making use of IT with <font face="Times-Roman" size="3">particular regard to the underprivileged, and the potential contribution to national transformation. This is summarized in the research question: </font><i><font face="Times-Italic" size="3"><font face="Times-Italic" size="3">&ldquo / How can we improve distance learning in South Africa with emerging technologies?&rdquo / </font></font><font face="Times-Roman" size="3">&nbsp / review of the literature, interviews with experts, and reviews of conference papers provided the principle inputs. The academic literatures were supplemented by studies of papers from the Department of Education and other non-academic sources. Based on the reading of the literature, and the views of experts, questionnaires and field experiments were designed and applied to a statistically significant population of respondents. A combination of statistical analysis and content analysis of open questions from the questionnaires lead to comparative evidence about different learning styles and different communities of learners, and the extent to which different learning styles are effective for the different kinds of learners.</font></i></p>