Alfabetiese lyste van proefskrifte van die Universiteit van Stellenbosch, 1929-1977

Some digitised pages may appear illegible due to the condition of the original hard copy.Alphabetical lists of theses and dissertations from Stellenbosch University, 1929-1977

Global representatives flock to Stellenbosch for 3rd student affairs global summit

Media release on Global Summit on Student Affairs and Services

Wittewater: A Community Profile

The main objective of this study is to make the socio-economic characteristics of the inhabitants of Wittewater available to all interest groups. The questionnaire consists of three sections. The first section deals with the socio-economic characteristics of all the inhabitants of each residential unit and is presented in the first section of the report. The second section of the questionnaire deals with the respondent and not with all the members of the household. The third section deals with farming activities at Wittewater

Transitioning out of the professional player pathway: A grounded theory on the process in South African Men’s tennis

Thesis (PhD)--Stellenbosch University, 2022.ENGLISH ABSTRACT: To understand and describe the athlete and their environment(s), researchers, historically, have confined their description of retrospective events, such as sport participation, development, career transitions, etc., to the sport context. This approach has been limiting to researchers’ scope of interpretation (qualitative designs) and / or projection (quantitative designs) of past, present and future (athletic) selves along with transitioning and non-transitioning sporting careers. In other words, the person and athlete are portrayed as mutually exclusive. Considering this, the motivation for the current research project was to understand, reimagine and amplify the human experience of South African men’s tennis players, i.e., the people within their development pathways. To do this, a rigorous constructivist grounded theory (GT) methodology was employed both as the research process and as a strategy to generate theory. This GT study explored South African men’s tennis player transitions within and out of the professional player pathway in the Western Cape Province, South Africa. Four research questions guided the study: 1) what is happening in the development process of a promising competitive junior tennis player in the Western Cape, South Africa?; 2) what is happening [on and off the court] in the development of these players?; 3) what are the transitional processes throughout the junior career pathway and how are these transitions understood?; and 4) how do men’s tennis players [with a promising national junior ranking] transition out of the professional player pathway? To best answer these research questions, a range of tennis participants (n = 34) were selected using purposeful sampling (theoretical sampling) along with maximum variation sampling. Data collection entailed semi-structured interviews augmented with observational work. Theory generation adhered to the procedures for constructivist GT analysis (initial codes, focused codes, categories and categories underpinning theory). As a result, a GT model that explains South African men’s tennis player development and transition processes was developed. This model is underpinned by eight core categories: 1) pursuing a rich man’s sport; 2) transitioning steps; 3) playing inside the lines [small world]; 4) SA Coaching world; 5) life orbiting tennis; 6) college: driving the tennis vehicle; 7) manhood eclipsing childhood; and 8) being a pro at life, not tennis. The practical implications of this model are recognised firstly in its approach to tennis development, i.e., placing greater emphasis on the person and their individual life transitions and how these influence their tennis trajectories. Secondly, this model provides a unique context to the South African tennis player journey. A journey that Tennis South Africa’s (TSA) current long-term player development model (LTPD) generically and collectively attempts to accommodate in a long-term development plan. However, without context and individual experiences of junior to senior transitions, i.e., sport within life domains, the South African tennis player remains (figuratively) confined to a linear, reductionist and prescriptive approach to development and the complexity of their path is grossly misunderstood and misrepresented. A practical recommendation for TSA is to accommodate the doubles format as a mechanism for tennis development and utilize it as a viable professional tennis pathway.AFRIKAANSE OPSOMMING: In ʼn poging om die atleet en hul omgewing(s) te verstaan en te beskryf, het navorsers histories gesproke hul beskrywing van retrospektiewe gebeure soos sportdeelname, ontwikkeling, loopbaan veranderinge, ens., tot die sport konteks beperk. Hierdie benadering het beperkend op navorsers se omvang van interpretasie (kwalitatiewe ontwerp) en / of projeksie (kwantitatiewe ontwerp) van die verlede, hede en toekomstige (atletiese) eie-ek, tesame met veranderende en nie- veranderende sport loopbane, ingewerk. Met ander woorde, die persoon en atleet word as wedersyds eksklusief uitgebeeld. Met dit in gedagte, was die motivering vir die huidige navorsingsprojek om die menslike ervaring van Suid-Afrikaanse mans tennisspelers, dit wil sê, die persone binne hulle ontwikkelingsroetes te verstaan, opnuut te bedink en toe te lig. Om dit te vermag is ’n onbuigsame konstruktivisties gegronde teoretiese (GT) metodologie gebruik as beide die navorsingsproses en as ’n strategie om die teorie te genereer. Hierdie GT studie het Suid- Afrikaanse mans tennisspeler veranderinge binne en buite die professionele arena in die Wes- Kaapse Provinsie in Suid-Afrika ondersoek. Vier navorsingsvrae rig die huidige studie: 1) wat gebeur in die ontwikkelingsprosesse van ’n belowende mededingende junior tennisspeler in Wes-Kaapland, Suid-Afrika?; 2) wat gebeur [op en van die baan] in die ontwikkeling van hierdie spelers?; 3) wat is die oorgangsprosesse tydens die junior beroepsloopbaan en hoe word hierdie veranderinge verstaan?; en 4) hoe verlaat mans tennisspelers [met ’n belowende nasionale junior ranglys posisie] uit die professionele ontwikkelingsroete? Om hierdie navorsingsvrae ten beste te beantwoord is verskeie tennisspelers (n = 34) deur middel van doelgerigte steekproefneming geselekteer (teoretiese steekproefneming) saam met maksimum variasie steekproefneming. Data insameling het semi-gestruktureerde onderhoude behels wat deur waarneming aangevul is. Teorie generering het getrou gebly aan die prosedures vir konstruktivisties GT analise (aanvanklike kodes, gefokusde kodes, kategoriee en kategoriee wat teorie ondersteun). As gevolg hiervan is ’n Gegronde Teoretiese model ontwikkel wat die Suid-Afrikaanse mans tennisspelers se ontwikkeling en veranderende prosesse verduidelik. Hierdie model word gerugsteun deur agt kernkategorieë: 1) die beoefening van ’n rykmansport; 2) oorgangstappe; 3) speel binne die lyne [klein wereld]; 4) Suid-Afrikaanse (SA) Afrigtingswereld; 5) lewensbaan tennis; 6) kollege: bestuur die tennis voertuig; 7) manlikheid wat die kinderjare verduister; en 8) om professioneel in lewe te wees, nie tennis nie. Die praktiese implikasies van hierdie model word eerstens erken in die benadering tot tennisontwikkeling, dit wil sê meer klem op die persoon en hul individuele lewensoorgange en hoe dit hulle tennis ontwikkelingsroete beinvloed. Tweedens voorsien hierdie model ’n unieke konteks aan die Suid-Afrikaanse tennisspeler se reis – ’n reis wat Tennis Suid-Afrika (TSA) se langtermyn speler ontwikkelingsmodel (LTSO) generies en gesamentlik poog om in ’n langtermyn ontwikkelingsprogram te akkommodeer. Dit is egter so dat sonder konteks en individuele ervarings van junior tot senior oorgangstydeperke, dit wil se, sport binne die lewensdomein, bly Suid-Afrikaanse tennisspelers (figuurlik) beperk tot ’n liniere, reduksionistiese en voorskriftelike benadering tot ontwikkeling en die kompleksiteit van die spelers se loopbane word erg misverstaan en verkeerd voorgestel. ’n Praktiese aanbeveling vir TSA is om die dubbelspel formaat as ’n meganisme vir tennisontwikkeling te implementeer en om dit as ’n lewensvatbare professionele roete aan te wend.Doctora

Mentorship and sustainable research output : a case study of the University of Johannesburg

Abstract: Higher education institutions (HEIs) in South Africa are facing challenges arising as a result of the shift from traditional teaching activities to a combination of research and teaching. Increasing emphasis on research, an integral part of this transformation of higher education, has required HEIs to develop and implement capacity development strategies to enable those new to research to engage in research output; and mentorship is a strategy that is enjoying increasing popularity. This article explores the challenges faced in the implementation of a formal research mentorship programme (REMP), using the University of Johannesburg as a case study. A quantitative approach was adopted to obtain the perceptions of academic staff of REMP as a strategy for building research capacity. The findings reveal that whilst the REMP is strongly favoured by academics as a means of guiding novice researchers, key factors need to be addressed to ensure its success. This article examines the challenges for both mentors and mentees and suggests actions to help mentorship programmes make sustainable contributions to the development of research capacity

Leadership for literacy 2016-2017

This compilation of "Leadership for Literacy" data provides both quantitative and qualitative data gathered from learners, teachers and school leaders/managers in township and rural schools in South Africa. These data were gathered as part of the mixed methods study “Understanding resilience and exceptionalism in high-functioning township and rural primary schools in South Africa”. The quantitative data is obtained from 61 primary schools in three South African provinces (KwaZulu-Natal, Limpopo and Gauteng) at the beginning and end of the school year. The quantitative dataset contains: 1) A plethora of contextual datasets on each school to establish school wealth, resourcing and school climate factors, teacher perceptions of school leadership and management processes and observational data on indicators of school functionality. These data are gathered from interviews with teachers, principals and deputy principals as well as conducting observations of the school and classroom environment. 2) One-on-one reading assessment data in English and 3 African languages (isiZulu, Sepedi and Xitsonga) from tests of oral reading fluency, letter recognition and word recognition for over 600 grade 3 children and grade 6 children. Pre- and post-test data were collected for the same children. 3) Reading comprehension and vocabulary test data for over 2600 grade 6 learners with pre- and post-test data available for the same learners. Qualitative data comprise 8 case studies that were compiled after in-depth interviews in a sub-set of the 61 schools. The aim of the present study is to understand resilience and exceptionalism in high-functioning township and rural primary schools in South Africa. Previous research has shown that a large part of the explanation behind these schools' success is the leadership and management practices of teachers and particularly principals. Despite this near universal acceptance of the pivotal role of school leadership and management (SLM) for student achievement, accurate quantitative indicators of these practices remain elusive. Put simply, we do not currently have appropriate questionnaires that can accurately capture the school leadership and management practices among schools in challenging contexts in developing countries. One of the reasons for this is that these instruments are designed primarily with a developed-country-context in mind and do not account for possibilities that are prevalent in developing countries and typical in challenging contexts. Furthermore, in large-scale quantitative research, existing measures of SLM capture effective or ineffective SLM practices in superficial and fragmented ways. When looking at existing quantitative models of educational achievement researchers regularly find that there is a large unexplained component despite controlling for school resources and various student home-background factors. This is especially the case in challenging contexts where this disconnect between resources and results seems largest. One of the tentative explanations for this lack of explanatory power is that we are not currently capturing the true leadership and management practices (or lack thereof) in these schools and that this is partly due to inappropriate and inadequate SLM instruments. This is the first motivation for the inter-disciplinary nature of the proposed study; that the disciplines of Economics and Education bring different but complementary perspectives to bear on this issue of school leadership and management. Our previous research on schools in poor contexts in South Africa showed that deeper insights were obtained by a comparison between paired sets of schools with similar demographic and locational features, one performing poorly and the other performing strongly. This matched-pair approach is discussed briefly below. The proposed inter-disciplinary matched-pair analysis is, to the best of our knowledge, the first of its kind in either developing or developed countries. The current research uses 30 matched-pairs (matching 30 exceptional schools and 30 typical schools) because this provides the stark relief needed to identify which practices are driving the difference between the high performing schools and the average/low-performing schools in rural areas and townships in South Africa. The research will involve five stages: (1) Use population-wide assessment data to identify 30 exceptional primary schools (and their 30 matched pairs) in townships and rural areas in South Africa, (2) Conduct an in-depth study of 12 of the schools (6 exceptional and 6 matched typical) (3) Using the insights gained from Stage 2 develop new, more accurate and more context-specific measures of school leadership and management and pilot these in a different set of 18 schools (9 matched-pairs); (4) After finalising the new questionnaire this will be administered to all 60 schools to capture the SLM practices and behaviours of all matched pairs. In addition the team will administer background questionnaires to staff and students and monitor the Annual National Assessments in each of the 60 schools, (5) The final stage will involve validating the SLM measures identified in Stage 2, developed in Stage 3 and captured in Stage 4. The aim here is to use rigorous quantitative analysis to determine whether or not these new measures of SLM practices and behaviours are systematically related and specifically their predictive or explanatory power.</p