Masters Degrees (Curriculum Studies)

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Academics' conceptions and orientations of graduate attributes in applied design programmes at a university of technology
(Stellenbosch : Stellenbosch University, 2014-04) Bester, Marianne; Bitzer, E. M.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: Based on a number of comprehensive international studies conducted in the past three decades as well as various other national surveys and reports, it is reasonable to argue that a focus on mere academic disciplinary knowledge is not sufficient to meet employers’ and students’ expectations about higher education studies. These studies support arguments of preparing students for today’s rapidly changing and highly competitive labour markets, for periods of unemployment in terms of economic downturn, and for lifelong learning. Moreover, the literature suggests that the so-called discrepancy between the needs of the world of work and those offered by higher education could possibly be addressed by placing a more pertinent focus on the development of graduate attributes. Despite the fact that graduate attributes have been the centre of discussion in many countries over a number of decades, literature indicates that the notion of graduate attributes is a complex concept that relates to issues such as employability, lifewide and lifelong learning, social responsibility and good citizenship, as well as others related to environmental consciousness and technological adeptness. This study is located within a constructivist-interprevist paradigm using a phenomenographic approach to investigate the qualitatively different ways in which academic staff members in five undergraduate Applied Design programmes at a University of Technology experience, conceptualise, perceive and understand the phenomenon of graduate attributes in the subjects they teach. The conceptual framework used in the study is based on the three domains of higher learning of the engaged curriculum model of Barnett and Coate (2005). For this study qualitative data was collected using multiple data collection methods, including curriculum document analysis, focus-group sessions and semi-structured interviews. The data analysis process consisted of seven stages of defining the categories of description that emerged from the qualitative data available to the researcher. This was an iterative process of discovery of which the categories of description were not based on predetermined classifications. A set of a limited number of hierarchically related categories of description emerged from this analysis. These categories of description, in conjunction with the relationships among the categories, constitute the outcome space of phenomenography. Based on the findings from the literature perspectives on graduate attributes and the empirical findings of the phenomenographic study a number of important issues can be highlighted. These include academics’ misconceptions of what is meant by graduate attributes as well as the interactions between their conceptions of graduate attributes and how they approach the development of graduate attributes through their teaching practice. The phenomenographic analysis indicates that if academics view graduate attributes as discrete, isolated units of learning that can be attached to an existing curriculum as a ‘quick-fix’ to address employers’ needs, they are likely to have a simplistic, technicist conception of curriculum and may adopt a transmission, teacher-centred approach to their teaching. Literature has revealed that such approaches negatively influence students’ learning experiences. As an alternative approach, an integrated capabilities framework is suggested to support the notion of graduate attributes as a complex, multi-dimensional and inter-related aspects of higher education.
An analysis of the tourism curriculum at Boland College : what the tourism industry in Stellenbosch requires from entry level college employees
(Stellenbosch : Stellenbosch University, 2013-12) Swart, Claudia; Bitzer, E. M.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies
ENGLISH ABSTRACT: Students graduate from Boland College after obtaining the National Certificates N4 – N6 in Tourism. I have been working at Boland College Stellenbosch Campus as a tourism lecturer for 12 years and over the past few years I have found that students have been struggling to find employment in the tourism industry on completion of their studies. The national tourism curriculum offered at FET colleges was implemented in 1995 with the last renewal in 2001 for selected subjects. The tourism industry, however, is a vibrant, ever-changing industry which stands in direct contrast with a static, needs-insensitive and unchanging curriculum. The aim of this study was to establish in which respects the current national tourism curriculum corresponds, or does not correspond, with what the tourism industry in Stellenbosch requires from entry-level employees in terms of expected skills, knowledge and attitudes. Qualitative methods were used to generate data from employers representing the tourism industry in Stellenbosch, graduates and lecturers from Boland College. Research participants were interviewed using semi-structured interviews. The data was analysed by doing verbatim transcriptions of the interviews, using coding and an Excel spread sheet analysis. The results revealed specific areas where the current national tourism curriculum does not correspond with the expectations and needs that the tourism industry in Stellenbosch has from entry-level employees in terms of expected skills, knowledge and attitudes.
The applicability of international benchmarks to an internet-based distance education programme at the University of Stellenbosch
(Stellenbosch : Stellenbosch University, 2001-03) Herman, Nicoline; Bitzer, E. M.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: The publication of the Report of the National Commission on Higher Education (NCHE) in 1996, the White Paper on Higher Education (1997) and the Size and Shape Report (2000) has profoundly changed the landscape of Higher Education in South Africa. Institutions of Higher Education have to re-think, among others, their teaching and learning strategies including the integration and use of technology. Although the use of technology in higher education is still in the early stages, the use of Information and Communication Technologies (ICTs) is growing rapidly. The University of Stellenbosch started to integrate the Internet in their teaching in 1998. Research was undertaken to find a suitable on-line course management system and Web Course Tools (WebCT) was chosen for this purpose. Since it was implemented, the use of WebCT has grown exponentially, although in most cases only as an add-on to classroom lectures. The World Health Organisation (WHO) Mental Health Disorders in Primary Care programme was the first programme developed as a full distance education course, delivered completely by means of WebCT and making use of the team approach to programme development. This programme was therefore chosen as the case study for this research. The purpose of this study is to apply 24 internationally developed benchmarks for quality on-line distance education to the WebCT component of the WHO programme in order to determine the applicability of these benchmarks for World Wide Web (WWW) programmes at the University of Stellenbosch. The research strategy for this study is a qualitative case study. Qualitative data was obtained by conducting semi-structured interviews with the individuals involved in the design, development and implementation of the WHO course. The study concludes that the 24 benchmarks cannot be applied to the current University of Stellenbosch context. The systems at the US will either have to be adapted, or established to meet the requirements of the international benchmarks. Another option for the US could be to develop their own benchmarks, taking international guidelines into account.
Die problematiek van wiskunde en wiskundige geletterdheid as voorbereiding vir BAgric-studie aan die Elsenburg Landbou-opleidingsinstituut
(Stellenbosch : Stellenbosch University, 2016-03) Conradie, Barend Len; Bitzer, E. M.; Stellenbosch University. Faculty of Education. Department of Curriculum Studies
Een van die dramatiese veranderinge in die Suid-Afrikaanse skoolkurrikulum was die feit dat leerders sedert 2006 verplig is om óf Wiskunde óf Wiskundige Geletterdheid tot en met graad 12 te neem, terwyl Wiskunde vroeër ’n keusevak was. Verder het die veranderinge in die Suid-Afrikaanse skoolstelsel in 2006 die behoefte aan billike keuringsmeganismes tot hoër onderwys laat toeneem. Hierdie faktore het besondere implikasies vir die Elsenburg Landbou-Opleidingsinstituut ingehou, aangesien die vereistes vir toelating tot die BAgric-program nou slegs verkry word deur die Nasionale Senior Sertifikaat-eksamen met ŉ minimumpunt van 50% vir die vier toelatingsvakke te slaag. Wiskunde met ŉ minimumpunt van 50% en Wiskundige AFRIKAANSE OPSOMMING : Geletterdheid met ŉ minimumpunt van 60% is twee van hierdie vakke. Die BAgric-program is een van die min graadprogramme waar ŉ student toelating kan kry met óf Wiskunde óf Wiskundige Geletterdheid. Hierdie studie het ondersoek ingestel na die Wiskunde-vereistes van die BAgric-program vir eerstejaars aan die Elsenburg Landbou-Opleidingsinstituut. Vir hierdie doel het die navorser hoofsaaklik van kwantitatiewe data gebruik gemaak in die vorm van ŉ dokument-analise, die statistiese analise van prestasiepunte en vraelyste aan dosente wat benut is om die navorsingdata in te samel. Die ondersoek het bevind dat studente wat Wiskunde aan die einde van graad 12 geslaag het, waarskynlik beter voorbereid sal wees vir eerstejaar- BAgric-studie as dié wat Wiskundige Geletterdheid gehad het, aangesien daar geen wiskundige onderwerp is wat vir hulle totaal nuut sal wees nie. In teëstelling daarmee is daar minstens ses wiskundige onderwerpe wat geensins in Wiskundige Geletterdheid op skoolvlak hanteer word nie en wat belangrik is vir eerstejaar- BAgric-studie. Studente wat Wiskundige Geletterdheid tot graad 12 geneem het, sal dus moontlik ondersteuning benodig om die Wiskunde-inhoud in die BAgric-program te kan baasraak, veral wat basiese algebra betref. Die implikasies van die navorsingsresultate dui veral daarop dat Wiskundige Geletterdheid geskik sou kon wees vir BAgric-studie, maar dat daar noodsaaklike veranderinge aan die keuringsbeleid by die Elsenburg Landbou-opleidingsinstituut gemaak sal moet word om te verseker dat die sterkste akademiese kandidate wel tot die BAgric-kursus toegelaat word.
Enhancing the quality of first-year Biology teaching at the University of Stellenbosch
(Stellenbosch : Stellenbosch University, 2002-12) Joubert, Lydia-Marie; Bitzer, E. M.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: Transformation in biology teaching is inevitable. There is a global concern about the quality of undergraduate biology teaching, especially when considering the growth in the fields of biotechnology and the molecular sciences. Programmes of learning have to be market orientated, and the contents of curricula have to equip students for entrance into a specific career. At the University of Stellenbosch the School for Biological Sciences has developed an interdisciplinary approach to first-year biology teaching. The new programmes in Biological Sciences, implemented in 2000, contain first-year curricula that introduce students to the disciplines of genetics, botany, zoology, microbiology, biochemistry and statistics. This involves participation by six departments, and lecture facilitation in two languages for up to 600 students. As contact sessions between lecturers and students are limited, self-study is becoming increasingly important, and lectures should be fully exploited to obtain deep learning. This study investigated various ways to enhance the teaching and learning process for first-year biology students in a module fraught with growing pains and problems. The influence of software support on student learning was evaluated, while the introduction of an innovative approach to teaching statistics to first-year students was analyzed. Supplementing the statistics section with video-recordings of the lectures was further considered as a possible way of overcoming various obstacles in especially this section of the module. The application of a practical laboratory course to enhance the quality of the theoretical lectures was also investigated and evaluated. It can be concluded that no simple solution could be found to solve the variety of problems that arose with implementation of the new programmes of learning. Technology proved to be invaluable, but should be applied after thorough needs assessment and impact studies have been performed. Provision of IT tools and facilities do not necessarily imply their application and effect, and innovation and inspiration still proved to be most effective in enhancing biology teaching.
Evaluating facilitation and mentoring in a Management and Leadership Fundamentals programme (MLF) for registered nurses
(Stellenbosch : Stellenbosch University, 2012-12) Coetzee, Catherina Maria (Kayline); Bitzer, E. M.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: In the private health care sector the demand for skilled registered nurses as shift leaders exceeds the supply. The shift leader of each shift plays an important and essential role in the nursing unit. The Management and Leadership Fundamental (MLF) programme has been developed to provide, equip and empower registered nurses with the best skills, knowledge and attitudes to lead a shift with confidence. The aim of this study was to investigate and evaluate the facilitation and mentoring experiences of the registered nurses as learners who completed the MLF programme successfully. A qualitative methodology was used to address the research questions of the discussion guide in the real life situation. The discussion guide consisted of four sections: section one focused on facilitation, section two on mentoring, section three on management, and the focal point of the fourth section was on the MLF programme. The data were collected by means of structured interviews conducted with 14 registered nurses as learners who had completed the MLF programme. The data were analysed by doing verbatim transcriptions of the interviews, using coding and an Excel spreadsheet analysis. The results revealed that facilitation and mentoring can contribute significantly to the success of the MLF programme.
An evaluation of the design and implementation of an outcomes-based education business studies bridging programme
(Stellenbosch : Stellenbosch University, 2001-12) Westraad, Susan Fiona; Bitzer, E. M.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies .
ENGLISH ABSTRACT: South Africa's education and training policy legislates that in order to be formally accredited all South African education and training programmes should be outcomesbased. The design and implementation of outcomes-based programmes can be a complex process and there are few exemplars. This study examines the design and implementation of the Ready for Business programme. The Ready for Business programme was designed to assist Grade 11 and Grade 12 learners from disadvantaged backgrounds to gain the necessary knowledge, skills and values to succeed in higher education business studies. The programme was piloted by the Siyabona Education Trust as a Delta Foundation project from 1997-2000. This study outlines the move towards outcomes-based education within a South African context. It specifically focuses on Spady's (1994) theory of transformational outcomesbased education and how this can be translated into practice within a South African education and training context. This study applies a programme evaluation approach within a constructivist-interpretive paradigm to assess the effectiveness of the design of the Ready for Business programme and its implementation by the Siyabona Education Trust. Essentially, the evaluation follows the principles of fourth generation evaluation. Data is gathered from the programme stakeholders through individual interviews, group interviews and questionnaires. A final group interview with stakeholders provides the foundation for further refinement of the programme. The researcher makes recommendations for improvement of the design and implementation of the programme based on the findings of the study.
An evaluation of the internal validity of specific learning outcomes in phase II of a revised undergraduate medical curriculum
(Stellenbosch : Stellenbosch University, 2001-03) Cilliers, Francois Jakobus; Bitzer, E. M.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: The Faculty of Medicine at the University of Stellenbosch has implemented an extensively revised undergraduate medical curriculum. Exit outcomes, that have been entitled the Profile of the Stellenbosch Doctor, have been formulated for the programme. The revised curriculum is presented in three phases. Phase I involves the study of non-clinical subjects under the guidance of the Faculties of Natural Sciences and Economic & Management Sciences. Phase II involves the study of subjects that lay the groundwork for the third phase. Phase III involves the study of pre-clinical and clinical subjects in an integrated fashion. The intended outcomes of phases II and III were elaborated by the formulation of specific learning outcomes. Determining whether the specific outcomes formulated for each module are achieved will be one aspect of quality assurance in the revised curriculum. This could be done by investigating the relationship between assessment and the specific outcomes. If, however, specific outcomes for the various modules are not congruent with the exit outcomes for the programme, then student assessment will be invalid as regards the programme outcomes. This study therefore entailed a formative evaluation of part of phase II of the revised curriculum. The aims of the study were, firstly, to determine the degree of congruence between the specific outcomes formulated for phase II and the exit outcomes for the programme and, secondly, to explore why the observed degree of congruence exists. The research strategy employed was a case study. The research techniques used were a document analysis and two questionnaire surveys. The study found that most specific outcomes formulated for phase II of the curriculum are congruent with one or more exit outcomes for the programme. However, few of the exit outcomes are addressed to any great extent by specific outcomes. This raises the concern that assessment of students based on the specific outcomes as presently formulated might not demonstrate development of students towards achievement of the exit outcomes. There are indications that this lack of congruence could be due to i) a large number of competing demands on lecturers' time; ii) lecturers not wanting to spend time doing work prioritised by others as important; iii) perceptions that work related to the revised curriculum is being forced on staff without necessarily consulting them; iv) a lack of reward for good teaching; v) the perception that the strategies adopted for the revised curriculum will not necessarily benefit students. Recommendations are made as to how these findings could be confirmed and strategies developed that could be utilised to ensure a greater degree of congruence between the specific and exit outcomes in future.
The experiences of secondary mathematics teachers teaching mathematics through problem solving
(Stellenbosch : Stellenbosch University, 2015-12) Matlala, Sego Jacob; Bitzer, E. M.; Wessels, D. C. J.; Stellenbosch University. Faculty of Education, Dept. of Curriculum Studies.
ENGLISH ABSTRACT: Secondary school mathematics focuses mainly on developing learners’ understanding and ability to reason. Regardless of the hours of instruction, learners often fail to master basic school algorithms or to apply them correctly in mathematical situations. The assumption is that teachers still use drill and practice methods in order to teach mathematics, despite the fact that a problem-solving approach offers an efficient alternative to these methods. In this thesis, the experiences of secondary school BEd (in-service) mathematics teachers were explored. The intention was to determine in particular what opportunities and challenges secondary mathematics teachers are faced with regarding teaching mathematics using the problem-solving approach while participating in a hybrid distance learning model offered by Rhodes University. One of the questions to be answered was “How do mathematics teachers apply a problem-solving approach in their own classrooms?” The interpretive qualitative paradigm underpinned this research study in that the study mainly centred on the significance of participants’ experiences and what meaning can be made from their experiences. As this was a case study, the focus was on four teachers (purposefully and conveniently selected among 12 teachers) in the John Taolo Gaetsewe district of the Kuruman area, Northern Cape province, South Africa, regarding how problem solving has impacted on their teaching practices as individuals. The four selected teachers were in their third and final year of the BEd (in-service) programme at the time of the study. This study made use of a variety of data-generation techniques that included a questionnaire, semi-structured interviews and observations. The researcher analysed and reported the findings regarding the teachers’ experiences using data generated from classroom observations, questionnaires and face-to-face interviews. The findings of this study indicated that teachers still facilitate mathematics lessons using a ‘traditional’ approach, namely ‘telling and showing’. Teachers still experiences challenges that prohibit them from incorporating a problem-solving approach.
The experiences of students and staff of assessment practices at one agricultural institute in the Western Cape Province
(Stellenbosch : Stellenbosch University, 2018-03) Abrahams, Hilton John; Bitzer, E. M.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT : Assessment plays a key role in determining the quality of student learning and is the tool used at many academic institutions to help gauge student performance and determine student success. In view of the myriad of factors that may influence the learning environment and particularly student performance and success, a need was identified to investigate the potential influence of assessment practices on student performance at an agricultural institute. In higher education students move from secondary education practices into a tertiary academic sector that may not adhere to the same assessment criteria. This sudden change in assessment environment could have an effect on student learning and student performance. Several authors have highlighted the fact that assessment drives learning while several have indicated assessment practices plays a role in student performance. Very few studies have been conducted on the assessment practices at agricultural education institution in South Africa. Such knowledge may provide valuable information to first-year students, lecturers and policy makers of foundation programmes at the Elsenburg Agricultural Training Institute and similar agricultural training institutes. In this study the research problem originated from staff observations and concerns at the Elsenburg Agricultural Training Institute (EATI) which included the quality of students that enter the institute, coupled with seemingly low throughput rates as well as first year success rates as well as the confusion around the existence and use of a teaching; learning and assessment policy. Thus, the aim was to investigate the experience of assessment practices at one agricultural institute potentially influence first year students’ and staff’s perceptions regarding academic performance. Two data sources were used, the experiences of the BAgric and Higher Certificate first-year students and the opinions of the lecturers involved in the teaching of first-year students. These data sources contributed to determining the perceptions of the tested parties on whether assessment practices had an impact on student performance. In conducting the study, a pragmatic stance on knowledge was taken and questionnaires for students and for teaching staff were used with qualitative and quantitative data sections. The findings of this inquiry indicate that there exists a perception amongst both staff and students that assessment practices (and several other contributing factors) could potentially impact on students’ academic performance at the EATI. Implications flowing from this study for the Elsenburg Agricultural training Institute as well as possibilities for future research are pointed out.
Exploring assessment for learning in one higher education classroom
(Stellenbosch : University of Stellenbosch, 2011-03) Koen, Magaretha Paulina; Bitzer, E. M.; Beets, Peter; University of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: Assessment, teaching and learning are key elements in lecturers' pursuit of quality in education. In fact, Black and Wiliam (1998) argue that assessment, a vital part of this reciprocal relationship should contribute to classroom learning rather than concentrate on restricted forms of tests that are not always linked to a student's learning experience. It is therefore open to debate whether a handwritten, one-hour examination does indeed stimulate students to learn and develop the knowledge, the understanding, the attitudes and the skills they need to develop. This statement mirrors the hotly debated and contradictory role of the lecturer of simultaneously having to both judge and support students' learning. In addition, widespread social and political turbulence and changes have played a role in the reform of assessment in South Africa during the past 20 years. It seems as if lecturers are caught in the middle of this conflicting role where they are expected to navigate themselves and their students through the uncertainty about how assessment should be organised, while at the same time being accountable to the students, parents, and the institution. Given the above background, the following question arises: "How can assessment enhance learning in one higher education classroom?" In answering this question, a basic interpretative qualitative approach employing focus groups and semi-structured interviews, was used in order to explore - through a variety of lenses - how final-year students in one higher education classroom dealt with assessment issues. This study aimed at using appropriate measures to conduct research to establish a chain of evidence (forward and backward) by implementing Lincoln and Guba's model for trustworthiness (1985). The conceptual framework for this study was mainly drawn from Race.s spreading ripples model of learning. The underlying premise of Race's theory is based on the idea that effective learning demands the dynamic interaction of four elements like the ripples on a pond, namely wanting/ needing, doing, feedback and digesting. The findings of the study suggested that assessment of a Life Skills Module should provide students with a variety of opportunities to demonstrate their learning in order to develop a well-rounded set of abilities when they enter the workplace. This idea signaled the importance of bearing in mind the first and foremost purpose of assessment, namely that assessment should serve student learning.
Exploring student teachers' active learning through self-assessment, peer assessment and reflection at Rundu Campus at the University of Namibia
(Stellenbosch : Stellenbosch University, 2013-03) Muhapili, Andrew Matumo; Bitzer, E. M.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
Student teachers are faced with the challenge of adapting their teaching so as to accommodate active learning through self-assessment, peer assessment and reflection. The objectives of the study were therefore to explore how active learning may be enhanced through self-assessment, peer assessment and reflection. The participants in the study were second- and third-year students at Rundu Campus of the University of Namibia. The research employed a case study design with qualitative data and using a descriptive, contextual approach. Semi-structured interviews, focus-group interviews and observations were utilised to obtain data. Once consent was obtained from the relevant authorities, second- and third-year student teachers were interviewed. Ethical requirements were adhered to throughout the research process. The findings indicated that students had both positive and negative perceptions in respect of self-assessment, peer assessment and reflection in promoting their active engagement in learning. Overall, the findings of the study revealed positive signs that active learning can be enhanced by student teachers through the use of strategies such as self-assessment, peer assessment and reflection. The study also pointed to implications of the research for teacher education practices and possible future research.
Exploring the potential theory-practice gap in the teaching methods of nurse educators
(Stellenbosch : Stellenbosch University, 2014-04) Van Zyl, Ann Elizabeth; Bitzer, E. M.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: The lack of theory-practice integration has a long-standing history in nursing education due to many factors and causes. It is continuously indicated in research studies that there is no easy or perfect solution. The causes for this theory-practice gap seem to be in the theoretical and/or clinical environment. In literature teaching methods are identified as one of the most important causes of the theory-practice gap. In view of the informal feedback received from nurse educators and nursing managers it was necessary to investigate the lack of theory-practice integration. The aim of the study was thus to explore in which respects current teaching methods utilised by nurse educators at a higher education institution comply or do not comply with teaching methods suggested in literature as essential for theory-practice integration. An exploratory descriptive research design was used to investigate the nature of the teaching methods utilised by nurse educators facilitating theoretical learning. Questionnaires were sent to nurse educators and student nurses registered for the Diploma in General Nursing Science programme. The questionnaire that mainly consisted of closed questions was used to collect and analyse the data. The data were generated at four learning sites of a higher education institution. The validity of the results was verified by an observer in the field for which a structured checklist was used. Results indicated that a wide spectrum of teaching methods were utilised by the nurse educators and that the student nurses had limited internet access at the learning centres. Eight (8) teaching methods, complying with teaching methods identified by literature as essential to enhance theorypractice integration, were used. However, it was evident that formal lectures were overused. It raises concerns as this method does not comply with teaching methods essential to enhance theory-practice integration. In fact, it limits the students’ ability to develop critical thinking and is seen as one of the possible causes of the theory-practice gap. Feedback relating to the teaching aids used showed that the data projector with PowerPoint slides, whiteboard and textbooks were the three teaching aids used most frequently. According to literature, the overuse of textbooks is generally viewed as the starting point of the theory-practice gap. The results of this study imply that an increased awareness and training of nurse educators regarding their teaching methods may increase their teaching and facilitation skills. It seems to be the nurse educator’s responsibility to ensure that teaching methods are used that are essential to enhance theory-practice integration and it is the responsibility of management at any higher educational institution to ensure that the necessary educational and information technology resources are available. It is recommended that further studies be conducted to determine whether nurse educators do indeed apply the teaching methods effectively to narrow the theory-practice gap.
Factors influencing the academic success of first-year students in chemistry at an agricultural training institution
(2016-03) Ross, Kachné; Bitzer, E. M.; Stellenbosch University. Faculty of Education. Department of Curriculum Studies
ENGLISH ABSTRACT : Learning is a multi-layered concept which depends on many different role-players, complex factors and different historical and contextual factors. In view of the many factors that may influence the learning environment, a need was identified to investigate the aspects of learning that are related to chemistry education. In basic chemistry, a variety of factors influence learning and academic performance as well as the strategies to learn chemistry in order to minimise the factors that have a negative influence on students’ learning and their academic performance. Several authors have highlighted possible factors that may influence the academic performance of students. Only a limited number of studies have investigated teaching and learning in chemistry education and in agricultural training in particular. Factors that were found to potentially influence students’ academic performance were incorporated in Astin’s inputenvironment- output model that was used as a framework to interpret the data generated for the study. Such knowledge may provide valuable information to first-year students, lecturers and the planners of foundation programmes at the Elsenburg Agricultural Training Institute and similar agricultural training institutes. In this study, the aim was to investigate the possible academic factors that influence the success of the BAgric students who study Chemistry (PAS) 111 in their first year. Three data sources were used: PAS 111 curriculum documents, the opinions of 2013 BAgric first-year students and the opinions of lecturers involved in the first-year courses and in PAS 111 in particular. These data sources contributed to determining to what degree, if at all, academic factors influence learning in Chemistry (PAS) 111 and how these factors are perceived by the main constituents. The main question addressed in this study was thus: Why do students at Elsenburg Agricultural Training Institute not perform well in Chemistry (PAS) 111? In conducting the study, a pragmatic stance was taken and a mixed-methods research design was used. The findings of this study indicate that language, admission requirements, student interest, and student support had a considerable influence on student academic performance for the 2013 PAS 111 student group. Implications flowing from the study for the Elsenburg Agricultural Training Institute as well as possibilities for future research are pointed out.
Generic learning outcomes in a technikon diploma programme : a critical analysis
(Stellenbosch : Stellenbosch University, 2002-12) Van Schalkwyk, Susan C.; Bitzer, E. M.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: In 1997, the South African Qualifications Authority (SAQA) published its guidelines 'to provide for the development and implementation of a National Qualifications Framework (NQF)' (Government Gazette 1997:35). This framework was to pave the way for compelling transformation in the education sector. One of the key features of the framework would be a directive that a series of competencies, or generic skills, that SAQA termed its 'critical cross-field outcomes' would have to be incorporated into the design of all programmes of learning. The publication of the guidelines sparked considerable debate; a debate that, in the five years since 1997, does not appear to have been resolved. As higher education institutions prepare for the 2003 submission of programmes to SAQA for registration, the importance of swift and meaningful intervention is self-evident. This report gives an account of a study undertaken to allow for the critical analysis of generic learning outcomes, or specifically SAQA's critical outcomes, as they present themselves in a technikon diploma programme. While the initial impetus in terms of the skills debate may appear to have arisen as a result of national imperatives, the overview of the literature pointed to international precedents, particularly when the issue of generic skills was contextualised against the background of the changing higher education landscape. Thus empirical research was conducted at the Cape Technikon using the National Diploma in Human Resources Management, its academic staff and its second-year student group, as its focus. The qualitative data, generated via multiple techniques including document analysis, interviewing, and a survey, provided a wealth of information and in-depth insight into the perceptions and attitudes of the respondents. The researcher endeavoured to maintain a practical focus throughout the study and sought to interpret and critique existing practice against best practice as described in the literature. The findings highlighted numerous issues relating to the integration of generic learning outcomes into programmes of learning. Key among these were the apparent lack of clarity and guidance among students and staff about the meaning of, and envisaged role for, the generic learning or critical outcomes; the fact that many in the technikon sector are already employing those teaching and learning strategies that are deemed appropriate when following an outcomes-based approach; that the changing student profile has had a direct impact on what happens in the classroom; and that assessment systems and practices appear to be the main barriers to the effective development of generic skills. In response, this study recommends that a structured, holistic, process approach be implemented at those institutions that are serious about integrating SAQA's critical outcomes into their programmes of learning. While such an approach would require institutional support and guidance, as well as an overall commitment to staff development, it is the contention of the researcher that the technikon sector, by virtue of its career-oriented focus and the design of its programmes, is ideally positioned to embrace the SAQA challenge successfully.
Perceptions of academic workload with particular reference to research : a cross sectional survey of lecturing staff at the Port Elizabeth Technikon
(Stellenbosch : Stellenbosch University, 2001-03) Ruscheniko, Iona Helen Felicity; Bitzer, E. M.; Boshof, H.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: Change characterises life in the early twenty first century and higher education is no exception. Higher education in South Africa is currently in a considerable state of flux which ultimately is actualised at institutional level. It is academic staff who encounter these changes first hand. Technikon lecturers, in particular, are faced with additional challenges not faced by their university counterparts - they have been called upon to change from a primarily vocational to an academic alignment as a result of technikons being given the right to award degrees. This study conducts a cross sectional survey of academic staff at the Port Elizabeth Technikon to identify their academic workload, with particular reference to their research function. It also seeks to establish whether lecturers consider themselves to be adequately prepared for their research function. A review of the literature reveals that lecturers in higher education are involved in a wide variety of activities, the main ones being teaching, research, service, and scholarship. The literature review also shows that in overseas institutions with missions similar to the technikons, lecturers experienced changes to their workload as a result of the restructuring of higher education. The empirical study shows that academic staff at the Port Elizabeth Technikon have much in common with their international peers in terms of the changes and pressures that have been experienced. The work reality for lecturers at the named institution includes all the traditional elements associated with being academic: teaching, research, service and scholarship. Although research is a new function, this has been positively embraced by most staff and that in most cases lecturers consider themselves to be adequately prepared for this function. The empirical study also shows that more than one third of the respondents do not support the institutional vision of becoming "the first choice technological university of South Africa". Further, the study shows that, in common with other studies, staff were of the opinion that the institution undervalues teaching and that research attracts more recognition and rewards. Finally, it shows that significant numbers of staff work in excess of 50 hours per week and carry teaching loads that are greater than the institutional guidelines. Recommendations are made on the basis of these findings and a further avenue of research is suggested.
Perceptions of curriculum innovation among educators in South African dental schools - an explorative study
(Stellenbosch : University of Stellenbosch, 2009-12) Gugushe, Tshepo Sipho; Bitzer, E. M.; University of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies.
Curriculum changes that have occurred in most South African dental schools have been influenced by several factors such as organizational outlook (the dental school as a learning organization), legislative frameworks that have had an influence on higher education in South Africa and epistemological interpretations of these changes by educators within dental schools. Very little is known about how medical and dental educators experience curricular change or innovations that in effect may contest their established pedagogical views. They themselves (especially those who have been teaching for many years) are products of a teacher-centred approach to learning. This, therefore, means they may have a product orientation rather than a process orientation to curriculum development. What may have been overlooked is that challenges and successes of curricular reform or revision may also be influenced by challenges to the established identity and role of teachers involved, and that some teachers’ perceptions about teaching may be in conflict with the recommended changes or innovations. The purpose of this study therefore, was to explore the influence (if any) on South African dental educators’ perceptions towards curriculum change or innovation which has occurred in the dental schools and to assess their orientation to modern pedagogic practice. The objectives of the study were twofold. Firstly to determine the South African dental educators’ perceptions and pedagogic practices to the following trends in health sciences education viz. curriculum organization, education for capability, community orientation, self-directed learning, problem-based learning, evidence-based health sciences education, communication and information technology and service learning. The second objective was to determine the influence of socio-demographic variables to the dental educators’ perceptions and pedagogic practices. Data was collected through a questionnaire which was sent to all educators at dental schools. At the time of conducting this study there were 220 educators; 168 educators responded to the questionnaire. There was a 76% response rate to the questionnaire. The data was processed utilizing responses and coding them into a computerized data set. It was coded, edited and checked using the procedures provided by the Statistical Analysis System (SAS) in order to work out the various calculations relevant to the study. The SAS FREQ procedure was used to calculate the descriptive statistics needed. The study indicated that the teacher-centred paradigm is still predominant, even though the educators claimed to be using some aspects of modern pedagogic practice. One socio-demographic variable that had a significant influence (p<0,05) on community orientation was the age of the educator. Another variable that had a significant influence on evidence-based health sciences education was number of years in academic dentistry.
Perceptions of staff on collegiality and accountability in promoting quality assurance at Helderberg College
(Stellenbosch : University of Stellenbosch, 2009-03) Appollis, Jilian Rosemary; Bitzer, E. M.; University of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies. Centre for Higher and Adult Education.
Over the past 10 to 15 years significant changes have taken place in higher education. Higher education institutions have been influenced by globalisation, an information explosion, shifts in teaching approaches to facilitate learning and new approaches to governance. Some of these factors have had implications on the decision-making processes which were traditionally used in higher education. Amongst these demands for change, the one which has apparently presented the most challenges is the demand for accountability to the stakeholders of higher education institutions. These stakeholders include the government, students, different communities and the constituents of the labour market. In order to meet the demands for accountability, an instrument referred to as quality assurance was introduced at all higher education institutions. Many institutions resorted to adopting a managerial approach to manage quality assurance and to facilitate efficiency. In using this approach, more regulation and demands for compliance were sought. The managerial approach appeared to be more bureaucratic than the traditional collegial ethos of universities. Lecturers experienced that their autonomy was being undermined and their academic freedom restricted. Therefore they often resorted to resistance. In this study the literature overview revealed that there is a strong debate as to which approach to quality management is most suited to higher education. A case study was conducted at Helderberg College, which is a private higher education institution in the Western Cape Province. The aim of this study was to explore how lecturers reacted to the concept of quality assurance, but more specifically, which approach to quality management they preferred. The main objective was to establish what lecturers would regard as a suitable quality assurance framework that would contribute to accountability and trust. Findings from the study suggest that there is no single model for quality assurance which would suit every institution, and Helderberg College in particular. The preference indicated by staff was for a collegial approach, which may include elements of managerialism to address the demands for efficiency, whilst protecting the autonomy of the lecturers. Other elements that were identified as likely to promote trust and accountability within a quality assurance framework, were shared vision, consultation, collaboration and involvement in decision-making processes.
Possible contributors to students’ non-completion of the postgraduate nursing diploma at Stellenbosch University
(Stellenbosch : University of Stellenbosch, 2010-12) Essa, Ilhaam; Bitzer, E. M.; University of Stellenbosch. Faculty of Education. Department of Curriculum Studies. Centre for Higher Education
ENGLISH ABSTRACT: In this research report I have argued that postgraduate student retention and completion rates in nursing education can be enhanced by attending to the following actions: increased institutional support, initiating students into an ethics of care, and engaging students and lecturers in some form of dialogical communication. In order to ensure that students do not prematurely depart from their programme of study, I have shown that it is not sufficient to offer merely institutional (mostly administrative) support to students, but also cultivating caring and dialogical communication in teaching and learning activities. My argument in defence of caring and dialogical communication is corroborated by an empirical investigation which confirms students’ non-completion and retention in the non-clinical postgraduate nursing education programmes offered by Stellenbosch University’s Nursing Division in 2008.
The relative influence of two different teaching strategies on the academic performance of a group of undergraduate radiography students in anatomy studies
(Stellenbosch : Stellenbosch University, 2016-12) Boshoff, Hendrika Johanna; Bitzer, E. M.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies
ENGLISH ABSTRACT : A three-year National Diploma in Radiography course is offered at the Cape Peninsula University of Technology (CPUT). Anatomy is a one-year subject in the first year of the course. A radiographer must know theoretical anatomy in order to place a patient in certain positions to best illustrate the anatomy on x-ray images and to evaluate the images anatomically and technically to ensure a correct diagnosis. The main purpose of teaching and learning of anatomy to radiography students is for them to understand and know the theoretical anatomy, to be able to apply it clinically and to evaluate it radiographically. However, a question arose why students at CPUT do not perform academically well in anatomy studies. Although many factors can influence students’ academic performance, the aim of this study was to investigate which teaching strategy, namely, team-based learning (TBL) or lecturing will have a greater influence on students’ academic performance in anatomy studies. A quasi-experimental research design was employed to generate quantitative data on 40 first-year radiography students’ academic performance in anatomy while comparing TBL and lecturing. The generated data were analyzed and the findings indicated that TBL had no significant influence on students’ academic performance. The implications from the study as well as possibilities for future research are pointed out. The study does however prove that TBL provides a more engaging learning environment for students when compared to lecturing and, therefore, has the potential to enhance radiography education with active student-centered teaching and learning.

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