Masters Degrees (School of Higher Education Studies)

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Browsing Masters Degrees (School of Higher Education Studies) by Advisor "Holtzhausen, S. M."

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    The formative evaluation of a HIV/AIDS module for first-year teacher education students at the Central University of Technology, Free State
    (University of the Free State, 2014) Nel, C. C.; Viljoen, M.; Holtzhausen, S. M.
    English: This study presents the embodiment of an evaluation of a compulsory HIV and AIDS modular (pilot) training programme for first-year Teacher Education students at the CUT: FS. The study focussed extensively on the evaluation of the HIV/AIDS module content with comparative norms and dimensions identified from contemporary literature on HIV and AIDS. Living positively with HIV and AIDS was evaluated in terms of the following: • How to prevent the spread of the disease: bio-medical knowledge base • How to care and support people living with HIV and AIDS • How to handle grief caused by the deaths of loved ones, and • How to support orphans and vulnerable children. Data were obtained from a group of (n=90) Teacher Education students that completed the modular course during the latter part of 2011. An appropriate questionnaire covering the respective dimensions was completed by 90 out of 200 students under controlled conditions. The data collected were professionally analysed by the Department of Statistics at the University of the Free State. The results obtained provided sufficient information reflecting that the module was not successful in altering the respondents’ attitudes, knowledge or skills regarding people living with HIV/AIDS, or that the retention of what was learned was not lasting.
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    The implications of current legislative changes for academic freedom and institutional autonomy of South African higher education institutions
    (University of the Free State, 2015-07) Van Pletzen, Johanna Helena; Fourie-Malherbe, M.; Holtzhausen, S. M.
    English: Traditionally HEIs have been places dedicated to the search for the truth, where the truth can be pursued without fear of retribution or interference and where academics can decide what and how they teach and research. This is the essence of academic freedom, one of the principles of HE, but also a prerequisite for well-functioning HEIs and a well-functioning HE system. Equally important is the institutional autonomy of HEIs, because without institutional autonomy, academic freedom cannot exist. In unequivocal terms, should HEIs fail to have autonomy when executing their core functions, the academic freedom of individual academics will be influenced. Both academic freedom and institutional autonomy are inextricably linked to the relationship between HEIs and government. The nature of the relationship between the government and HEIs is gleaned from legislative and other regulatory documents, and directly impacts on the academic freedom and institutional autonomy of HEIs. Given the importance of academic freedom and institutional autonomy for HEIs, the questions raised by scholars and HEI managers alike regarding the 2012 Higher Education and Training Laws Amendment Act are significant. These critics maintain that the Amendment Act impinges on the academic freedom and institutional autonomy of HEIs. This qualitative research study, framed within the interpretivist paradigm, was undertaken primarily to research what the real or potential implications of the Amendment Act are for the academic freedom and institutional autonomy of HEIs. The following research methods were applied in this study, namely: (a) Aliterature reviewof the the relationship between the government and HEIs, the principles of academic freedomand institutional autonomy, and the relationship between these principles, was performed, (b) Bacchi’s evaluative policy analysis “what’s the problem represented to be?” approach was applied to the Amendment Act,and (c) Semi-structured interviewswere conducted with information-rich participants (two senior officials and one senior academic staff member) of the three participating HEIs.Theseparticipating HEIs were selected by applying the classification system of high, medium and low research producing HEIs (one HEI from each category), while the participants were selected because of their intimate knowledge ofHElegislation and policy and its implications for HEIs, and to secure a wide range of representativeness. The aim of the semi-structured interviews was to determine the perceptions of the participants regarding whether the relevant provisions of the Amendment Act haveany potential or real implications for the academic freedom and institutional autonomy of HEIs. The data obtained from the semi-structured interviews were coded, with the application of the thematic approach. On completion of all these processes, namely, the literature review, policy analysis of the Amendment Act and the findings of the perception study, the results were integrated and the conclusion was reached that the Amendment Act does impinge on the academic freedom and institutionalautonomy of HEIs, with the consequence that the effective functioning of SA HEIsand the SAHE system isat risk. One of the recommendations that emanate from this study includes that the principles of academic freedom and institutional autonomy should be critically engaged with by HEIs, in order to establish a new definition of academic freedom and institutional autonomy appropriate for the post 1994 period.
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    The performance management system for educational staff at Motheo College: an evaluative case study
    (University of the Free State, 2006-05) Venter, Helouise; Holtzhausen, S. M.; Wilkinson, A. C.
    English: Worldwide, including in South Africa, Performance Management (PM) has become paramount within knowledge-producing institutions – not only to survive the extremely competitive and interconnected world we live in, but also to meet the demands for quality, accountability and high-level people power. Performance Management, embedded in human resource management and development (HRMD), has become critical in guiding and supporting the strategic (re-) planning of such institutions. The PM Project (of which this study forms part, with special reference to Motheo Further Education and Training (FET) College cluster) of the Centre for Higher Education Studies and Development (CHESD) at the University of the Free State was initiated with the purpose of addressing the shortcomings of current PM processes within South African further and higher education institutions. This is particularly significant since PM practices is a relatively recent phenomenon in further and higher education and also because HRMD in South Africa is an underdeveloped and poorly resourced function. In order to address the above-mentioned complex challenges, the aim of this study was to develop an effective and efficient performance management system (PMS) for the Motheo FET College cluster by: • undertaking a comprehensive literature and policy review on PM in the higher and further education and training sectors; and • investigating and critically analysing the existing PMS at the Motheo FET College cluster. Findings of the above-mentioned formative evaluative case study approach were based on qualitative (i.e. eleven semi-structured interviews with educators) and quantitative (i.e. a questionnaire survey targeting 157 educators) investigations. The main findings and conclusions from these investigations indicated an urgent need to formally implement an effective and efficient PMS at this institution for human and social development as well as for transformation purposes (where team-building amongst campuses and preparation of staff will be required). In addition, a structured PMS could then guide these educators by ensuring that they are able to keep abreast of developments in their own fields of teaching, as well as of changes in environment, teaching methods and technologies (especially since the merger, and because of multiple legislative demands). From the literature it has become evident that PM is normally a complicated and delicate matter. In this study the lack of communication between educators and management in terms of performance-related information was identified. In the light of this it is crucial to inject additional resources into management development (alongside the existing staff development and training), in order to prepare members of management to cope with change. It is also essential for educators to increase and enhance their performance and to prevent the loss of quality educators to other institutions. The perspectives and insights gained from the evaluative case study could guide the managers of the Motheo FET College cluster to develop an effective and efficient PMS, and indirectly to improve the educators’ knowledge and skills in becoming and remaining professionals in their respective fields.
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    A support programme for first-year chemistry students: a campus case study
    (University of the Free State, 2012-12) Moji, Rantooa Goodchild; Holtzhausen, S. M.; Meintjes, R.
    Chemistry is often regarded as a difficult subject, which is reflected in the high failure rates of university first-year students. These students are faced by diverse challenges such as the difficult and abstract nature of the subject, lack of interest in and motivation for this subject, irrelevant prior knowledge or misconceptions, large classes, and the application in the world of work. The success rate of first-year Chemistry students at the UFS (Qwaqwa campus) has also been unsatisfactory for some years and that adversely affected the through-put rates of the Faculty of Natural and Agricultural Sciences. This made it necessary to embark on a study to establish what could be the root causes of this problem and propose a possible way to remedy the situation. In order to address this problem, this study was designed to address the following main research question: What are first-year students’ and lecturers’ experiences of the teaching, learning and assessment employed in the Chemistry subject (i.e. CEM104) and how can possible shortcomings be addressed? This study used an adapted explanatory mixed methods design to address the main research question, using qualitative findings (from focus groups and semi-structured interviews) to explain the quantitative findings from the self-constructed questionnaire. Hundred and thirteen first-year Chemistry students (UFS, QwaQwa campus) participated in the questionnaire survey, while two focus groups were conducted and two lecturers were interviewed. In essence, the data revealed that both first-year Chemistry students and lecturers at the UFS (QwaQwa campus) perceived learning, teaching and assessment deficiencies, but the determinant factors/reasons for these were diverse. The participants, however, recognised the need for a support programme as well as various additional facilities (e.g. computers, e-mail, internet, library services and textbooks, academic support and a departmental manual) to improve the academic performance of first-year Chemistry students.