Doctoral Degrees (Communication Science)
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Browsing Doctoral Degrees (Communication Science) by Subject "Higher education"
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Item Open Access Directives for the application of social media as computer-mediated communication in South African higher education(University of the Free State, 2014) Coetzee, Emmerenzia Johanna Susanna; Wilkinson, A. C.; Krige, D.English: This study has been conducted from the disciplinary context of Communication Science (CS) and more specifically, the subfield of Computer-mediated communication (CMC). The field of application of the study is higher education and, specifically, the educational context of higher education (teaching and learning) with its specific users (learners and educators). As a result of the continuous developments in CMC technologies, research in the possible application of social media in HE has exploded. Unmanageable amounts of information have become available, making it difficult to keep up with primary research evidence about the way social media may be utilised in an educational context. In addition, available studies in this regard do not show any uniform theoretical basis, nor do they consider communication theory, or connections between communication and educational theories. These problems informed the decision to conduct a systematic review of selected studies on the topic and to summarise existing information about the use of CMC and social media in HE into directives for the utilisation of CMC and social media in South African higher education. The literature review reflects the three angles from which the use of social media in HE had to be considered, referred to as three theoretical ”lenses” in the study. The first lens, the “communication-centred lens”, provides important background and theoretical perspectives (principles) on effective communication, which includes communication by means of social media. The second lens, the “social media-centred lens” provides focus on the social media landscape and recent and predicted developments in technology and social media. The third lens, the “education-centred lens”, highlights the educational context through a discussion of applicable educational theory and principles. The many similarities and congruities between educational principles and the theories and principles derived from CS and CMC theories, provide a strong binding factor in the study. The literature review aided the compilation of a conceptual framework that guided the study and the ultimate compilation of a set of directives for effective teaching and learning using social media in higher education. The empirical investigation took on the format of an extensive systematic analysis on 220 relevant research documents. Using inductive category coding, data were categorised according to themes and then organised into data sets which were used for the analysis. The findings provide perspectives on the effective use of social media in the educational context, and the most effective social media tools to be used in this regard. Key perspectives gained from the analysis and the literature review are presented in an integrated framework from which 12 possible directives for the utilisation of CMC and social media technologies in South African higher education are proposed. The directives focused on: 1) Factors impacting on access to and effective use of social media technologies; 2) The role of the educator in the choice and use of applicable social media technologies; and 3) The effective use of social media technologies to ensure active learning. The significance of the study lies in the contribution the study makes to the theory of CS and CMC, especially in regard to the use of social media in South African higher education. The study furthermore highlights the important link between Communication Science and Education as disciplines. The directives and other findings of the study, if appropriately disseminated, may also foster broad interest and contribute to a more extensive and effective application of social media in higher education worldwide.Item Open Access An integrated communication model for marketing the UFS(University of the Free State, 2008-06) Mulder, Dalmé; De Wet, Johann C.English: The higher education environment in South Africa has changed much in the past decade. In transforming the higher education sector, markets were created that lead to the corporatisation of universities. Corporate universities are predominantly characterised as institutions that follow a business model within the educational landscape. The University of the Free State (UFS) has accepted this new identity of corporate university in many ways. It is now also time to embrace it from a marketing communication, and specifically an integrated communication (IC), perspective. The goal of this study was to develop an integrated communication model for marketing the UFS. In realising this goal, the marketing-related structures and processes at the UFS were explored among other matters. The integrated approach to marketing and communication was dealt with as benchmark for the UFS and this approach directed a conceptual IC model for marketing the UFS. The conceptual model was subject to scrutiny by critical role-players at the UFS. Other critical issues explored were the higher education environment and its multi-cultural nature; the nature and scope of IC; and existing models of IC which were described and critically evaluated. A qualitative research approach was followed and the study was divided into four phases. Grounded theory was employed as overarching research strategy for all four phases, while other research strategies to gather and analyse data were implemented during some of the phases. The main contribution of this study was a conceptual IC model formulated for marketing the UFS. Based on the scrutinising of several IMC and IC models, a number of aspects were identified that was kept in mind when the IC model for marketing the UFS was developed. Furthermore, the basic principles of IC identified after an extensive investigation into the relevant literature, were interweaved in the conceptual IC model suggested for use by the UFS. The study confirmed that cultural sensitivity is a necessity if an organisation wants to be successful in the diverse South African environment. The factors that impact on inter-cultural communication effectiveness in organisations were described. It was explained that cultural differences manifest in an organisation in two ways, namely on an individual level, and on an organisational level. The organisational level indicators have specific relevance to this study. Organisational culture is also known as corporate culture. A number of corporate culture components that reflect an organisation with a strong culture were identified and it was noted that the majority of corporate culture components and integrated communication principles show significant resemblance. It is thus argued that the implementation of an IC model in a multi-cultural environment can foster a strong corporate culture. The scrutinising of the conceptual IC model by UFS role-players indicated that the majority of the respondents were positive about the model and were of the opinion that the model would address a number of marketing-related concerns and would provide a solution to some of the problems currently experienced with communication and marketing at the UFS. It was recommended inter alia that a number of structural changes with regard to the position of marketing and communication at the UFS be made. Processes that should be put in place were highlighted, and several conduct changes were advised. The application of the conceptual IC model within the suggested Institutional Communication section was illustrated.