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The H.B. Thom Theatre : an evaluation of its potential as a regional arts and cultural centre /Esterhuizen, Johan. January 2005 (has links)
Thesis (MDram)--University of Stellenbosch, 2005. / Bibliography. Also available via the Internet.
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Strategiese linguistiese beleefdheid en institusionele beeld : 'n ondersoek na die invloed van beleefdheidstrategieë op institusionele beeld deur gepaarde waarnemings /Du Plessis, Philip. January 2007 (has links)
Study project (MPhil)--University of Stellenbosch, 2007. / Bibliography. Also available via the Internet.
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Vertaalde studiemateriaal aan die Universiteit van Stellenbosch : 'n kritiese analise /Botha, Johan. January 2005 (has links)
Thesis (PhD)--University of Stellenbosch, 2005. / Bibliography. Also available via the Internet.
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Geskiedenis van die Departement Sielkunde aan die Universiteit van Stellenbosch, 1917 tot 1979Scholtz, Magda 12 1900 (has links)
On t.p.: Werkstuk vir die graad van Magister in Lettere en Wysbegeerte (Voorligtingsielkunde) / Thesis (MA)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: In this document specific attention was given to the foundation and
development of the Department of Psychology at the University of Stellenbosch
during the period 1917 to 1979. Furthermore, the role that the Department of
Psychology played in the development of psychology in South Africa has been
addressed.
The initial development of the Department of Psychology, important staff
appointments made by the Department as well as contributions made by
individuals was mentioned. The role that the Department played in the
development of Counselling Psychology, the development of the Clinical- and
Counselling Psychology courses, the approval of these courses and the
registration of psychologists are discussed. The services rendered by the
Department of Psychology, as well as research that have been done and the
role that the Department played in the South African context is also included in
this study.
The findings entailed that the Department had an important influence in the
development of psychology. The Department of Psychology at the University of
Stellenbosch is the oldest psychology department in South Africa. A strong
scientific and experimental approach was established in the Department.
Fundamental laboratory work formed the basis for a variety of internationally
acknowledged research studies and publications. The Department followed a
preventative approach in the training of professional psychologists. The first
grade course for the training of counselling psychologists in South Africa was
instituted at the Department. The Department also played a leading role in the
establishment of the University of Stellenbosch Bureau for Student Counselling.
The Department was often criticised for not being involved in socio-political
matters in the country during the apartheid era and that the research done by
the department was focused on sustaining the apartheid ideology. / AFRIKAANSE OPSOMMING: In hierdie werkstuk word die totstandkoming en groei van die Departement
Sielkunde aan die Universiteit van Stellenbosch tussen 1917 en 1979 sowel as
die rol wat die departement in die ontwikkeling van sielkunde in Suid-Afrika
gespeel het, bespreek.
Die totstandkoming van die Departement Sielkunde, belangrike personeel
aanstellings wat gemaak is en die belangrikste bydraes wat gelewer is, word
bespreek. Daar word ook aandag geskenk aan die rol wat die Departement in
die ontwikkeling van Voorligtingsielkunde gespeel het, die ontwikkeling van die
Kliniese- en Voorligtingsielkunde kursusse, die goedkeuring van dié kursusse
en registrasie van sielkundiges. Verder word gekyk na dienste wat deur die
Departement Sielkunde gelewer is, navorsingswerk wat gedoen is asook die
Departement se rol en betrokkenheid in die Suid-Afrikaanse konteks.
Daar word bevind dat die Departement 'n uiters belangrike rol in die
ontwikkeling van sielkunde gespeel het. Die Departement Sielkunde aan die
Universiteit van Stellenbosch is die oudste sielkunde departement in Suid-
Afrika. 'n Sterk wetenskaplike en eksperimentele inslag is van die begin af in
die Departement gevestig. Fundamentele laboratoriumwerk wat gedoen is, het
tot verskeie internasionaal erkende navorsingsaktiwiteite en publikasies gelei.
In die opleiding van professionele sielkundiges is 'n voorkomende benadering
deur die Departement gevolg. Die eerste graadkursus vir die opleiding van
voorligtingsielkundiges in Suid-Afrika is gevolglik ook by die Departement
ingestel. Die Departement het verder 'n leidende rol gespeel in die vestiging
van die Universiteit van Stellenbosch se Buro vir Studentevoorligting. Dit word
egter ten laste van die Departement gelê dat die Departement 'n mate van
onbetrokkenheid by die sosio-politiese strominge in die land gehad het en deur
sy vroeë navorsing bygedra het tot die grondlegging van die
apartheidsideologie.
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Acquiring academic literacy : a case of first-year extended degree programme students at Stellenbosch University /Van Schalkwyk, Susan C. January 2008 (has links)
Dissertation (PhD)--University of Stellenbosch, 2008. / Bibliography. Also available via the Internet.
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An evaluation of the Stellenbosch University Student Mentor ProgrammeLoots, Anna G. J. (Anna Gertruida Johanna) 03 1900 (has links)
Thesis (MPhil)--University of Stellenbosch, 2007. / ENGLISH ABSTRACT: Student success, access to higher education and accountability are concerns of universities and
communities worldwide. Universities are now implementing interventions such as mentor
programmes, Supplemental Instruction and resident advisors in order to keep abreast of a
changing higher education environment, and to provide broader access and support for a wider
range of students. The Stellenbosch University Student Mentor Programme (SMP) was designed
and implemented in 2003 as an intervention to address some of the problems encountered by
first-year students at the institution. The monitoring and realising of the outcomes of the
programme necessitated a comprehensive evaluation.
The discussion of various theoretical paradigms forms a backdrop against which the multiple
meanings of the concept of mentoring and its many practices can be understood. It is
emphasised that there is no meta-narrative or grand structure that fulfils all the purposes and
objectives of mentoring. The most obvious theories in the mentoring process are played out in
the functionalist and the radical humanist paradigms, with the constructivists as an important
catalyst in the realising of certain processes, procedures and actions. No single study has yet
offered a full analysis of mentor programmes in the various paradigms, and the analysis that I
present is likewise not a “final answer”, only a pliable structure to enhance the understanding of
the underlying social theories as they utilise mentoring.
An evaluation study on the SMP was conducted during 2005. Questionnaires and interviews were
used to establish the effectiveness of programme delivery and the resulting levels of satisfaction.
The evaluation was conducted with both programme monitoring and programme outcomes in
mind. The programme is highly structured and managed according to the key categories of a
logic model, which also provides the relevant delivery and evaluative steps. The programme has
two target groups, namely the mentors (senior students) and the mentees (mainly first-year
students), organised into small groups, each with a peer mentor.
The monitoring and evaluation of the SMP highlights the benefits of group interaction among
students, and shows the positive academic as well as psychosocial outcomes for students who
attend the mentor sessions regularly. The short-term outcomes give an indication not only of the
positive academic effects of the programme, but also of student experience and performance. As
seen in the current study, the group in a mentoring situation fulfils an important developmental,
synergistic role. Although the main aim of the design, implementation and evaluation of the SMP
was to address the high dropout and failure rates of first-year students, many other advantages
became apparent, and the outcomes of the programme indicate a positive effect on more than
one terrain, such as unexpected growth and development for the mentors. The success of the
programme can be seen as an important value-adding strategy to the university’s teaching and
learning environment, as well as a cost-effective intervention to retain students. / AFRIKAANSE OPSOMMING: Wêreldwyd het studente-sukses, toegang tot hoër onderrig en aanspreeklikheid van universiteite
in gemeenskappe belangrik geword. Ten einde te voldoen aan die eise van ’n veranderende
opvoedingsomgewing, het universiteite begin om intervensies soos mentorprogramme,
addisionele onderrig en raadgewing te implementeer om oor ’n breë front ondersteuning aan
studente te bied. Die Universiteit van Stellenbosch se Studente-mentorprogram (SMP) is in 2003
ontwerp en geïmplementeer om van die probleme wat eerstejaars ervaar aan te spreek. Die
monitering van die program met die gepaardgaande uitkomste het ’n omvattende evaluering
daarvan genoodsaak.
Die bespreking van verskeie teoretiese paradigmas vorm die agtergrond waarteen die
meervoudige betekenis van die konsep mentorskap en die vele toepassings daarvan verstaan
kan word. Dit word benadruk dat daar nie ’n metanarratief of grootse struktuur bestaan wat al die
doelstellinge en kontekste van mentorskap omvat nie. Die mees ooglopende teorieë waarin
mentorskap pas, is die funksionalistiese en die radikale humanistiese paradigmas, met die
konstruktivisme as belangrike katalis wat die prosesse, prosedures en aksies betref. Die huidige
bepreking daarvan is ook nie ’n poging om ’n finale antwoord oor die “plek” van mentorskap in
sosiale teorie te verskaf nie, maar is bloot die daarstel van ’n plooibare struktuur waarin hierdie
aksies kan plaasvind.
Die evaluering van die Studente-mentorprogram het gedurende 2005 plaasgevind. Vraelyste en
onderhoude is gebruik om die effektiwiteit van die program te bepaal ten opsigte van beide
operasionalisering en uitkomste. Die program is hoogs gestruktureerd, en word bestuur aan die
hand van die stappe uiteengesit in ’n logiese model. Die logiese model dien ook as die
evalueringsraamwerk. Daar is twee teikengroepe in die program, naamlik die mentors (senior
studente) en die mentees (hoofsaaklik eerstejaars), georganiseer in klein groepe elk met ’n
portuurmentor.
Die monitering en evaluering van die SMP toon duidelik die voordele van groep-interaksie tussen
studente, met beduidende positiewe akademiese en psigososiale resultate vir diegene wat die
groepsessies gereeld bywoon. Die korttermyn-uitkomste dui nie slegs op die positiewe
akademiese effek van die program nie, maar ook op positiewe studente-ervaring en –prestasie.
Dit blyk duidelik dat die groep in die mentorsituasie ’n belangrike ontwikkelende en sinergistiese
rol vervul. Hoewel die hoofdoel van die ontwerp, implementering en evaluering van die program
die aanspreek van die hoë druip- en uitvalsyfers onder eerstejaars was, het dit baie ander
positiewe uitkomste op vele vlakke gehad, byvoorbeeld die ontwikkeling van die mentors self.
Die sukses van die program kan gesien word as ’n strategie van waarde-toevoeging tot die
universiteit se leer-en onderrigomgewing, sowel as ’n koste-effektiewe intervensie om studente in
hoër onderrig te behou.
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Managing corporate identity at the University of StellenboschBakker, Hans-Peter 03 1900 (has links)
Thesis (MBA)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: The University of Stellenbosch is a proud institution with a proud tradition. It delivers
graduates and research that can compete with the world's best.
It is facing a landscape that is becoming increasingly competitive, and higher education
institutions in South Africa are only now discovering the need and value of sound
marketing principles.
The University consists of 11 faculties and more that 100 departments. Out of those
faculties and departments many other operating entities have grown. Entities such as the
Institute for Winebiotechnology, the Bureau for Economic Research, the University of
Stellenbosch Printers and the Graduate School of Business, to name but a few. Each of
these have over time developed strong individual identities. In virtually all cases the link
with the University has not been severed, and in many instances the association has been
beneficial to both the University and the operating entity.
As the environment becomes more competitive and as universities compete for shrinking
financial resources, issues such as high media costs and effective communication become
more important.
One way of ensuring economy of scale in communication is to co-ordinate the visual
identity of an institution.
At the University of Stellenbosch the visual presentation of its various operating entities
has not been coordinated, resulting in vast inconsistencies with regard to the institution's
visual communication. Apart from failing to achieve economies of scale in
communication, such a situation will also, inevitably, lead to confusion among the
institution's target audiences. This project assesses the situation and develops a model according to which the
University and its operating entities can coordinate their visual communication. It is
expected that this model will stimulate discussion and that it may lead to implementation
as soon as possible.
Once the framework for managing corporate identity is in place, a great deal of work will
be required to bring the communications process in line with the objectives of the
institution and the requirements of its corporate identity strategy.
This report is intended as starting point in the process that will lead to effective and
optimal corporate identity management at the University of Stellenbosch. / AFRIKAANSE OPSOMMING: Die Universiteit van Stellenbosch is 'n instelling met 'n trotse tradisie. Hy lewer graduadi
en navorsing wat met die bestes ter wêreld kan meeding.
Die Universiteit bestaan in 'n omgewing wat toenemend kompeterend is, en hoër
onderwys instellings begin nou eers die waarde besef van effektiewe bemarking.
Die Universiteit bestaan uit 11 fakulteite en meer as 100 akademiese departemente.
Vanuit hierdie fakulteite en departemente het menige ander bedryfseenhede ontwikkel.
Eenhede soos die Instituut vir Wynbiotegnologie, die Buro vir Ekonomiese Ondersoek,
the Universiteit van Stellenbosch Drukkery, en die Nagraadse Bestuurskool. Elkeen van
dié bedryfseenhede het oor tyd heen sy eie, unieke identiteit ontwikkel. In feitlik alle
gevalle het die noue verbintenis met die Universiteit behoue gebly, en in baie van die
gevalle het die wedersydse assosiasie tot beide se voordeel gestrek.
Namate die omgewing waarbinne die Universiteit bedryf word meer kompeterend raak en
namate die Universiteit meeding vir kwynende finansiële bronne, raak aspekte soos
stygende media kostes en effektiewe kommunikasie belangriker.
Een manier om te verseker dat skaalbesparings bereik word, is om the visuele identiteit
van 'n instelling te koordineer.
Aan die Universiteit van Stellenbosch word die visuele aanbieding van die verskeie
bedryfseenhede nog nie effektief gekoordineer nie. Dit het tot gevolg gehad dat groot
verskille aan die lig gekom het ten opsigte van die organisasie se visuele kommunikasie.
Behalwe dat sulke omstandighede nie skaalbesparings bevorder nie, sal dit ook lei tot
verwarring onder die instelling se teikengehore. Hierdie projek het ten doeI om 'n model, of raamwerk te ontwikkel waarvolgens die
Universiteit en sy bedryfseenhede hul visuele kommunikasie beter kan koordineer. Daar
word verwag dat hierdie model verdere gesprek sal stimuleer en so spoedig moontlik sal
lei tot die implementering van 'n model wat vir die Universiteitsgemeenskap aanvaarbaar
is.
Nadat 'n raamwerk vir die bestuur van korporatiewe identiteit aanvaar is, volg nog 'n
groot taak om die kommunikasieprosesse in lyn met die instelling se doelwitte en
vereistes ten opsigte van sy korporatiewe identiteitstrategie te bring.
Hierdie verslag kan as aanvangspunt dien in die proses wat sal lei tot die effektiewe en
optimale bestuur van korporatiewe identiteit aan die Universiteit van Stellenbosch.
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The relationship between the use of language learning strategies and performance on a standardised English proficiency testWait, Tania Hanlie 03 1900 (has links)
Thesis (MEd)--University of Stellenbosch, 2007. / ENGLISH ABSTRACT: This investigation was aimed at gaining an understanding of the learning processes in the
English Foreign Language programme at Stellenbosch University. The relationships between
students’ reported language learning strategy use and their language proficiency as
measured on a standardised English language proficiency test were recorded and the
influence of other learner factors such as age, gender, motivation, culture and educational
background, and teacher-centeredness versus learner/learning-centeredness in learning
situations and curricula were explored.
A literature review was done to provide some insight into similar research conducted
internationally and in South Africa and to provide a framework for this investigation.
Research contributions by Chamot & Kupper (1989), Mahlobo (1999), Oxford (1990) and
Van der Walt and Dreyer (1995a & 1995b) provided insight and a foundation for this
investigation.
The research is primarily qualitative and set in an interpretivist paradigm in an attempt to
firstly explore the relationship between reported language learning strategy use and English
language proficiency in the skills of reading and listening and secondly to explore other
factors which could impact on the development of English language proficiency in all four
language skills. The study was not concerned with a search for generalisible phenomena, but
was aimed at providing a descriptive analysis of the interpreted understanding of social
phenomena with regard to English Foreign language learning processes, where English
proficiency had to be used for academic purposes. Information was obtained through
observation, informal discussions, questionnaires, interviews, focus group interviews and
English language proficiency test results.
Results were interpreted for this particular situation at Stellenbosch University and
suggestions were made as to how language learning strategies could be incorporated into
the English Foreign Language curriculum to optimise the development of English language
proficiency. Suggestions for further related research were also made. / AFRIKAANSE OPSOMMING: Hierdie ondersoek was daarop gemik om insig te verkry in die leerprosesse in die Engels as
Vreemde Taal (EFL) program by Stellenbosch Universiteit. Die verhoudings tussen leerders
se aangeduide taalleerstrategieë en hulle prestasie op ’n gestandardiseerde Engelse
taaltoets is ondersoek asook ander faktore wat moontlik ’n invloed sou kon hê op die
taalleerproses: ouderdom, geslag, motivering, kultuur en opvoedkundige agtergrond, asook
onderwyser-gefokusde versus leerder-gefokusde onderrig en kurrikula.
’n Literatuurstudie is gedoen om ’n insig te verkry oor soortgelyke navorsing wat gedoen is
op internasionale vlak en in Suid-Afrika, en ook om ’n raamwerk vir hierdie navorsing te
voorsien. Die navorsing van veral Chamot & Kupper (1989), Mahlobo (1999), Oxford (1990)
en Van der Walt en Dreyer (1995a & 1995b) het bygedra tot insig en ’n agtergrond vir hierdie
ondersoek.
Die navorsing is hoofsaaklik kwalitatief in ’n interpretiwistiese paradigma om eerstens die
verhouding te ondersoek tussen aangeduide taalleerstrategie gebruik en Engelse
taalvaardigheid in the lees- en luistervaardighede, en tweedens om ondersoek in te stel na
ander faktore wat moontlik ’n invloed kan hê op die taalleerproses in al vier die
taalvaardighede. Die studie is nie in die eerste plek onderneem om veralgemenings te kan
maak nie, maar was gemik op die verkryging van ’n beskrywende analise van die sosiale
invloede betrokke by die aanleer van Engels as ’n vreemde taal vir gebruik as ’n akademiese
taal. Inligting is verkry deur observasie, informele gesprekke, vraelyste, onderhoude,
fokusgroeponderhoude en Engelse taalvaardigheidstoetsuitslae.
Bevindinge is ontleed vir die spesifieke situasie by Stellenbosch Universiteit en aanbevelings
is gemaak oor die moonlike insluiting van taalleerstrategieë in die leerplan en kurrikula van
die Engels as Vreemde Taal (EFL) program. Aanbevelings vir verdere navorsing is ook
gemaak.
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Strategiese linguistiese beleefdheid en institusionele beeld :'n ondersoek na die invloed van beleefdheidstrategieë op institusionele beeld deur gepaarde waarnemingsDu Plessis, Philip 03 1900 (has links)
Thesis (MPhil (Afrikaans and Dutch))--University of Stellenbosch, 2007. / In this study, students’ reactions towards linguistic politeness and the lack thereof in
letters distributed by Stellenbosch University (SU), is tested. The aim of the research is
to determine the answers to mainly two questions: Does letters which lack linguistic
politeness influence institutional image negatively? Is linguistic politeness considered a
vital component in institutional letters? SU is currently engaged in establishing the
institution’s proposed image in letters directed to students. For that reason, male and
female students from the Faculty of Arts and the Faculty of Natural Sciences were
chosen as respondents.
The pioneers in the field of pragmatic politeness, Penelope Brown and Stephen C.
Levinson, identified approximately 40 politeness strategies utilised in social interaction.
According to Brown and Levinson, these strategies protect two intrinsic aspects of the
human personality: positive face (roughly, the want to be respected by others) and
negative face (roughly, the want not to be impeded by others).
Consequently, two official letters from SU were tested to establish senior students’
interpretation of the letters’ contribution to face loss. One letter, incorporating no
politeness strategies, and a manipulated version comprising appropriate strategies was
employed. The research was accomplished by means of pared observations in which
fifteen analogous politeness concepts were tested. Senior students responded to
comparable questions that assessed the letters’ effect on their positive and negative
face. Despite this, the respondents were never fully aware of the fact that their opinion
of politeness was tested.
The next step entailed the statistical processing of the answers that were ultimately
featured on comparable histograms. The results prove that the writer (as a
representative of SU) of the letter in which politeness strategies lack, shows no respect
for the student (she/the letter generates positive face loss). However, this letter is
mainly responsible for negative face loss which means the writer is excessively
prescriptive.
Interestingly enough, the student respondents were more sensitive towards linguistic
politeness in the manipulated text than the lack thereof in the original version.
Alternatively, the students are more appreciative towards the institutional letter which employs positive and negative politeness strategies. The results prove the high
probability of linguistic politeness promoting institutional image and white, Afrikaans
speaking students’ regard for linguistic politeness in institutional letters.
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The development of an integrated problem-based learning (PBL) approach in a post-matriculation programme at the University of StellenboschMalan, Sharon Brenda 03 1900 (has links)
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.
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