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2011 Teaching and Learning report

- University of Johannesburg. Institutional Advancement's Corporate Communication Division

  • Authors: University of Johannesburg. Institutional Advancement's Corporate Communication Division
  • Date: 2013-02-25
  • Subjects: Teaching and learning , University of Johannesburg
  • Type: Report
  • Identifier: uj:5366 , http://hdl.handle.net/10210/8256
  • Description: The University of Johannesburg, one of the largest, multi-campus, residential universities in South Africa, seeks to achieve the highest distinction in scholarship and research within the higher education context. Born from the 2005 merger between the former Rand Afrikaans University (RAU), the Technikon Witwatersrand (TWR) and the Soweto and East Rand campuses of Vista University, the University of Johannesburg’s unique academic architecture reflects a comprehensive range of learning programmes, leading to a variety of qualifications, from vocational and traditional academic to professional and postgraduate, across the four campuses – Auckland Park Kingsway, Auckland Park Bunting Road, Doornfontein and Soweto. The campuses vary in size and each has its own character and culture, contributing to the Institution’s rich diversity...
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A review of facilities management at two higher education institutions in Gauteng : a comparative case study

- Molloy, Steven James

Academic's experiences of a merger in higher education

- Goldman, Geoff A.

  • Authors: Goldman, Geoff A.
  • Date: 2010-03-10T06:27:36Z
  • Subjects: University of Johannesburg , Vista University , Technikon Witwatersrand , Universities and colleges' mergers , College teachers' attitudes , Organizational change management
  • Type: Thesis
  • Identifier: uj:6668 , http://hdl.handle.net/10210/3073
  • Description: D.Phil. , The restructuring of the South African Higher Education landscape in postapartheid era has been the scene of vast organisational change as numerous mergers between Higher Education Institutions have typified this transformation. One such a merger is the merger between the Technikon Witwatersrand, the Rand Afrikaans University and two campuses of Vista University (namely the East Rand and Soweto Campuses) into the University of Johannesburg. Announced on 31 May 2002 and intended to be effective as of 1 January 2005, this merger represents the birth of the largest residential university in South Africa and presents the opportunity of studying the effects of all-encompassing change on employees first hand. In terms of organisational change – with mergers representing a specific type of organisational change – it is apparent that the effect of change on staff members is not only a widely overlooked matter in practice, but also in organisational change literature (and in mergers and acquisitions literature in particular). This study explores the merger experiences of academic staff at the University of Johannesburg and also examines the role leadership has played in these experiences. Using an Interpretive, case study design, 40 academic staff members were interviewed. These research subjects were selected on a purposive basis from all faculties across all campuses. Using the Strauss and Corbin application of Grounded Theory, the collected data was analysed to construct the reality of academic staffs’ merger experiences and perceptions of the merger at the University of Johannesburg. In terms of the University of Johannesburg, findings indicate that institutional predisposition is a major contributor to shaping research subjects’ initial attitude toward the pending merger. Furthermore, the interim phase that the University found itself in directly after merger the date, was a cause of great discontent amongst academic staff and was seen as the greatest debilitating factor to the successful roll-out of the merger. The study indicates that academic staff relay their experiences and perceptions of the merger in three discernable time frames, or perspectives, each with its own unique dynamic. Collectively, these three perspectives constitute the Reflective Experience of Mergers (REM) theory, which examines how the merger experiences of academic staff shape their perceptions of and attitudes toward the merger over time. The REM-theory reiterates the temporal nature of change; it is a phenomenon that evolves over time in discernable stages. Furthermore the REM-theory also underscores the effect change has on the emotional and psychological well being of individuals over time. The REM-theory also highlights the important role leadership plays in a merger as, in the case of the University of Johannesburg, research subjects tended to be far more critical of deficiencies in leadership as opposed to deficiencies in management.
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An exploration of the University of Johannesburg heads of department’s experiences and perceptions of the university’s performance management system

- Seyama, S.E

  • Authors: Seyama, S.E
  • Date: 2013
  • Subjects: Performance management , Performance appraisal , University of Johannesburg
  • Type: Article
  • Identifier: uj:6119 , http://hdl.handle.net/10210/12416
  • Description: Against the backdrop of the unrelenting influence of globalisation, marketisation, massification and the South African political transformation agenda, the University of Johannesburg (UJ) responded to a demand for accountability by aligning performance to its strategic goals and holding staff accountable for their performance through a performance management system (PMS). The implementation thereof has resulted in both positive and negative sentiments. This study is a descriptive phenomenological exploration of a selection of nine UJ academic Heads of Departments’ (HODs). In-depth semi-structured interviews provided data of the participants’ lived experiences and perceptions of the institution’s PMS. Duquesne School ‘s data analysis method as enunciated and used by Hycner and simplified by Groenewald was employed to construct the themes. The findings showed that HODs support the implementation of a PMS within higher education (HE), alluding to its potential to enhance performance. However, participants’ narrative of their lived experiences highlighted the tension between the corporatisation agenda and the university’s traditional social role. Negative experiences were reported regarding the perceived inadequate financial rewards, high administrative workloads, reduced academic privileges and compromised academic excellence, all of which deprive managers of adequate performance bonus rewards. A lack of transparency on ratings and indecisiveness about the purpose of the PMS were also reported.
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And, action!

- Clifford, Jacques

  • Authors: Clifford, Jacques
  • Date: 2009-03-13T07:54:46Z
  • Subjects: University of Johannesburg , FNB varsity Cup , Shimlas
  • Type: Article
  • Identifier: uj:1074 , http://hdl.handle.net/10210/2279
  • Description: March, 06 , 2009 Northcliff Melville Times Page Number: 24 , The University of Johannesburg (UJ) kicked off the first of three consecutive FNB Varsity Cup home games with an emphatic win over the Shimlas at UJ Stadium in Westdene. UJ (wearing the orange kit) outran the men from Bloemfontein scoring six tries to one in beating the visitors 44-8. Their victory assured they kept their playoff hopes alive come the semifinals on March 23. UJ take on Tukkies at UJ Stadium on March 9 at 6.45pm, before playing their final league game against the Nelson Mandela Metropolitan University (NMMU) in Port Elizabeth on March 16.
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Barriers to entry into the tax technician profession : a case study of the UJ Diploma in Accountancy

- Soobramoney, J.M.P.M.

  • Authors: Soobramoney, J.M.P.M.
  • Date: 2016
  • Subjects: South African Institute of Tax Professionals , University of Johannesburg , South African Revenue Service , Quality Council for Trades and Occupations (South Africa) , Tax consultants , Taxation - Study and teaching (Higher) - South Africa
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/237310 , uj:24315
  • Description: M.Com. (Taxation) , Abstract: With the ever-increasing need for tax practitioners in this rapidly growing, regulated tax environment, education has become an important element in preparing graduates for such an environment. Tax education at universities is not currently regulated, and as a result, gaps exist between what is expected of universities in producing tax professionals. The objective of the present study is to identify shortcomings and obstacles in the curriculum and programme delivery of the tax modules in the Diploma of Accounting at the University of Johannesburg (UJ) as compared to the requirements of the tax technician qualification. This research is conducted as a case study and various data sources have been used, notably a literature review and interviews, to identify the gaps in the curriculum of the UJ Diploma of Accounting. Interviews were also used to seek the opinion of lecturers and head of department of Commercial Accounting and Head of Education and Standards at the South African Institute of Tax professionals (SAIT) on their views and recommendations on how to address the identified shortcomings. The findings of this study show that there exists a significant gap between the UJ tax curriculum in the Diploma of Accounting and the requirements of the tax technician qualification. Other elements such as practical skills, work-readiness, soft skills and ethics were also identified as lacking in graduates leaving the university. It is therefore recommended that the UJ become an accredited institution with the SAIT so that the curriculum can be formally regulated, enabling graduates to be adequately equipped when they enter the tax profession.
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Callers commenting on various issues: E Cape bi-election results

- Radio 702

Clinical audit of new patients consulting at the University of Johannesburg chiropractic clinic

- Hoffman, Charlotte

  • Authors: Hoffman, Charlotte
  • Date: 2018
  • Subjects: Chiropractic clinics , Chiropractic clinics - South Africa - Johannesburg , University of Johannesburg
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/285698 , uj:30901
  • Description: M.Tech. (Chiropractic) , Abstract: Background There is a lack of available demographic information pertaining to the patients in the chiropractic clinic of the University of Johannesburg. Further to this, information available is not in a usable and accessible format. Aim The aim of the study was to collect, analyse and understand the demographics of the patients who attend the chiropractic clinic at the University of Johannesburg. This information was used to analyse significance within itself as well as to compare it to a previous study done at the same site in 2004, as well as in foreign countries. Method Existing data files of patients from the 1st of January 2016 to the 31st of July 2016 were used. Fields of interest were extracted and manually captured in an excel spreadsheet. The patient characteristics captured were: age, gender, occupation, employment status, month of initial consultation, region of complaint, number of follow-up consultations, cost of 1st treatment, total payments in rands, number of payments made, labourer versus non-labourer, musculoskeletal versus non-musculoskeletal complaints, area of residence and body mass index. Results From the sample studied, the age range was from 1 to 86 years. The mean age was 41.11 years. The gender distribution shows that more females visit the clinic than males. The results reflected that no race or marital status is captured on any of the forms. During February and March the most patients visited the clinic with a combined percentage of 37.0% while the rest of the months were evenly distributed from April onwards. The areas of initial complaint were lower back complaints at 35.1% followed by cervical spine complaints at 19.8%. The data indicated that most patients attended the clinic at least twice, but 22.4% of patients never returned to the clinic. More than half of the total...
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Comparative study on energy consumption at the University of Johannesburg residences

- Ayeleru, Olusola O., Adeniran, Joshua A., Ntsaluba, Sula, De Koker, J. J.

  • Authors: Ayeleru, Olusola O. , Adeniran, Joshua A. , Ntsaluba, Sula , De Koker, J. J.
  • Date: 2017
  • Subjects: Energy usage , University of Johannesburg , Residences
  • Language: English
  • Type: Conference proceedings
  • Identifier: http://hdl.handle.net/10210/231944 , uj:23642 , Citation: Ayeleru, O.O. et al. 2017. Comparative study on energy consumption at the University of Johannesburg residences.
  • Description: Abstract: This study evaluates the pattern of energy usage at the twenty-eight residences of the University of Johannesburg during the 2016 academic year. The study investigates the trend of energy consumption based on total energy usage per residence in terms of the number of students at each of the residences on a monthly and daily basis. The data employed in this study were collected over a period of eleven months which is the overall effective academic calendar. The results obtained showed a contrast between the total energy usage per residence and energy usage per student. Sophia town residence recorded the highest total annual energy usage of 149286 kWh while Takalani residence recorded the least which was 97093 kWh of all the residences considered in this study. However, when energy consumption was measured as a function of number of students in each residence, Goudstad residence recorded the highest monthly energy usage per student (450.69 kWh), followed by YMCA (389.09 kWh) while the least monthly energy usage of 51.30 kWh was recorded in Maqhawe residence. Similarly, results obtained from the study on daily energy usage per student in the last five months of the 2016 academic year showed Goudstad residence (23.32 kWh) and YMCA (20.34) as the two residences with the highest daily energy usage per student respectively. However, the energy usage does not follow a regular pattern within the period under consideration.
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Creative interventions : an integrated arts based pedagogical approach in the workplace preparation classroom of the extended access programme at the University of Johannesburg

- Beagle, Amalia

  • Authors: Beagle, Amalia
  • Date: 2019
  • Subjects: Art in education - South Africa - Johannesburg , Art - Technological innovations , Educational technology - South Africa - Johannesburg , Creative teaching - South Africa - Johannesburg , Art and technology - Study and teaching , University of Johannesburg
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/438057 , uj:38060
  • Description: Abstract: This study evaluates how the integrating of arts based approaches in my teaching practice can be used to both expand my practice and to utilise the capability of the Workplace Preparation Programme (WPP) to achieve a more equitable and accessible curriculum. I am concerned with promoting appropriate changes in the classroom in order to foster a more egalitarian and democratic value system in the teacher/learner relationship which promotes individual and collective freedoms. I integrate arts based methods in my pedagogical practice in order to expand the modes for communication and meaning-making in the classroom: these methods include visual, performative, indirect, non-verbal and symbolic techniques. I contend that these teaching approaches are relevant for the contemporary multilingual classroom and more especially for teaching first-year students. Arts based methods can foster opportunities for multimodal learning and for developing the kinds of student capacities and relationships that can contribute to positive learning experiences... , M.Tech. (Fine Art)
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Current status of cycling lanes at University of Johannesburg

- Thaba, Sebonkile Cynthia, Jacobs, Lunga

Debt literacy of First-Year Students at a Johannesburg University

- Boyce, Lulama, Bolton, Jordy

Energy efficiency at a South African higher education institution: a case study of the Auckland Park Kingsway campus, University of Johannesburg

- Maistry, Nandariani

  • Authors: Maistry, Nandariani
  • Date: 2014-06-30
  • Subjects: University of Johannesburg , Universities and colleges - Energy conservation - South Africa - Johannesburg , Electric power - Conservation - South Africa - Johannesburg
  • Type: Thesis
  • Identifier: uj:11618 , http://hdl.handle.net/10210/11331
  • Description: M.Phil. (Energy Studies) , In recent years, the costs of electricity in South Africa have increased enormously, thus, most institutions of higher education are seeking ways to manage their utility costs by reducing consumption rates. Hampering their initiatives, however, is the fact that South Africa in general, and buildings in particular, lag the world in knowledge and implementation of demand side management strategies. This case study outlines the efforts of a large metropolitan university in Gauteng to examine the implementation of energy efficiency within the context of the green or sustainable campus movement. The study comprises three core parts: analysis of electricity consumption data; identification of institutional barriers inhibiting implementation of energy efficiency projects, and, lastly establishing key role players responsible for effective implementation. The study found that seasonality and the campus academic calendar both have profound effects on energy consumption. High demand coincides with winter and a distinct correlation was found between peak consumption and core working hours. Consumption peaked at an average of 2 500 kWh during active ‘in-session’ periods. Less active, ‘out-of-session periods’ recorded an average peak of 2 250 kWh. The lowest average peak consumption of 2 100 kWh occurred during ‘recess’ periods. Similar patterns were evident for the maximum demand. It was evident that the university had a high base load (between 1 300 kWh and 1 650 kWh). This high base load could be attributed mainly to the heating and cooling system. To stimulate decision making towards improved options, an energy savings financial model was developed to provide a tool for calculating the return on investment period for energy efficiency projects. Interviews conducted with key role players (in the university’s operations, academic and management divisions) and a staff questionnaire were used to establish the main barriers to energy efficiency implementation: a) the absence of an energy policy; b) a general low level of awareness of institutional energy efficiency activities and (c) the shortage of dedicated, skilled staff to implement energy efficiency projects. The managerial, operational, and financial divisions are arguably the key role players in energy efficiency projects. Lastly, leadership commitment from the highest levels of the university is required. The novel contribution of this thesis is through combining technological and behavioural approaches to energy efficiency at a tertiary institution through a mixed method study design. Key recommendations are presented to stimulate energy efficiency implementation.
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Evaluating and aligning facilities management operations in a South African higher education institution : a case study

- Ogbeifun, Edoghogho

  • Authors: Ogbeifun, Edoghogho
  • Date: 2016
  • Subjects: University of Johannesburg , Facility management , Education, Higher - Facilities - Planning , Performance
  • Language: English
  • Type: Doctoral (Thesis)
  • Identifier: http://hdl.handle.net/10210/225370 , uj:22762
  • Description: Abstract: The quality of the support facilities and facilities services available in the learning environments of a Higher Education institution influences the performance of the core functions of teaching, learning and research, whether in the physical or virtual space. It further affects the level of customer satisfaction in the workplace interface and the competitive advantages of the institution in the community of similar institutions. It is imperative, therefore to continuously evaluate and align the operations of the organ responsible for the development and operation of the support facilities towards achieving the objectives of the institution, using the instrument of performance management. The case study method of qualitative research was adopted. The data collection involved using the combination of in-depth interviews, evaluation of periodic reports, and observation of evacuation drill exercises as well as coordinating the mutual development of the performance measuring standards, using the Delphi technique. The research reveals that the Facilities Management unit in the University of Johannesburg is recognised for its strategic importance; the unit has a suitable organisational structure and operational system. However, the unit has not been able to manage the relationship between it and the customer effectively, due to unsatisfactory service delivery in capital development, operation and maintenance projects as well low quality of periodic reports as tools for effective communication. The academics and Facilities Management unit mutually developed the performance measuring standards. Further analysis helped in identifying the source and magnitude of variances contributed by the customer and the service provider. If the service provider will apply due diligence and use the developed performance measurement tool, after addressing the observed variances, the application will facilitate improved relationship between the customer and service provider. Furthermore, the performance measurement tool provide for continuous evaluation and alignment of the operation of the service provider towards achieving the objectives of the institution. The research is situated in single case study; therefore care should be taken to contextualise the result before applying same to other context. , D.Ing. (Engineering Management)
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Factors in the success of disadvantaged University of Johannesburg students

- Ombeva, Rachel Aleyo

  • Authors: Ombeva, Rachel Aleyo
  • Date: 2011-12-12
  • Subjects: University students , University of Johannesburg , Students with social disabilities
  • Type: Thesis
  • Identifier: uj:1893 , http://hdl.handle.net/10210/4247
  • Description: M.A. , This was a study of how a group of second and third year humanities students at the University of Johannesburg managed to access University and progress past the critical and often turbulent first year. Data collected from the study participants through in-depth interviews and life histories reveal that encouraging parents and teachers, access to information on financial aid, and self-determination, were significant in contributing positively toward academic success. The study also reveals that role models play a very important part in student success. Especially significant is the role played by mothers (most with low educational qualifications) in encouraging their children to pursue higher education. This is noteworthy because it shows that students‘ pursuit of higher education is not wholly dependent on parents‘ education but on the parents‘ educational aspirations for their children.
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Factors that influence students’ engagement with the Facebook page of a selected University

- Dundu, Nyaradzo

  • Authors: Dundu, Nyaradzo
  • Date: 2017
  • Subjects: Universities and colleges - South Africa - Johannesburg , University of Johannesburg , Facebook (Electronic resource) - Social aspects , Online social networks , Universities and colleges - Communication systems , UJ Facebook page
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/262250 , uj:27675
  • Description: M.Com. (Business Management) , Abstract: Customer engagement creates an environment in which the customer can interact directly with the brand. Customer engagement is an important method that marketers apply to retain customers by creating loyalty and positive word of mouth, and this is also true in higher education. As competition within university institutions increases, engaging with students provides the university with direct access to students’ concerns, wants and expectations about the university. There are many social media platforms, which students can use to engage with their university, and Facebook is a popular tool used by this generation. On daily basis students spend a great deal of time on their Facebook accounts and they follow brands that are interesting, informative and fun. It is therefore important for universities to understand the factors that would increase students’ need to engage with the university’s Facebook page. These factors will assist in providing an analysis, which the university can use on their Facebook page to encourage engagement, increase loyalty, positive word of mouth and a satisfactory university experience for the students. A quantitative research study through surveys was conducted with the third year Faculty of Management students at the University of Johannesburg (UJ). Third years were targeted as they had more experience with the UJ Facebook page than other year groups. A non-probability quota sampling method was employed, which is a combination of judgement and convenience to access a representative sample from all eight departments in the specific faculty. From the 600 questionnaire distributed 399 could be used for analysis to achieve the main objective to determine the factors that influence student engagement with the UJ Facebook page. The two main methods used to analyse the data were Exploratory Factor Analysis (EFA) and Structural Equation Modelling (SEM). EFA was employed to group similar variables, test and verify the scale construction, reduce the information and ultimately to simplify the data for further analysis. SEM was employed to test the proposed casual relationships relating to the independent variables (perceived ease of use, critical mass, capability, and perceived playfulness), the intervening variables (perceived usefulness and intention to use) the moderate variable (trustworthiness) and the dependent variables (actual use/customer engagement) of the UJ Facebook page...
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Higher Education Act, 1997 (Act no. 101 of 1997), Merger of public higher education institutions the Rand Afrikaans University and the Technikon Witwatersrand, Government Gazette 25737, 14 November 2003

Managing the multitudes: making sense within the plethora of integrated flexible learning environments

- Janse van Vuuren, Franci, Axmann, Mandi

  • Authors: Janse van Vuuren, Franci , Axmann, Mandi
  • Date: 2010-07-19T12:14:37Z
  • Subjects: Project management , Technology-assisted learning , Educause Australasia 2009 , Open Universities Australia , University of Johannesburg
  • Type: Presentation
  • Identifier: uj:5407 , http://hdl.handle.net/10210/3352
  • Description: The project management role is becoming more prominent in today’s flexible learning design context. Project managers from an educational background can therefore neither afford to follow a camera-shy, behind-the-scenes management style, nor to be ill-prepared for tasks such as identifying project goals, managing work and task sequences, budgeting, assessing risks and ensuring quality. This paper will explore the generic roles and tasks of the project manager, as applied to the context of integrated flexible learning environments within an adapted ADDIE model. Both authors are employed as project managers within this environment at their current institutions, and will draw and reflect on their current practices, also comparing notes within their different organisational contexts.
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Mentorship and sustainable research output : a case study of the University of Johannesburg

- Nundulall, Reetha, Dorasamy, Nirmala

Mentorship as a strategy to improve research output at tertiary institutions : a case study of University of Johannesburg

- Nundulall, Reetha, Reddy, K.

  • Authors: Nundulall, Reetha , Reddy, K.
  • Date: 2011
  • Subjects: Mentorship , University of Johannesburg , Research
  • Type: Article
  • Identifier: uj:5624 , http://hdl.handle.net/10210/14714
  • Description: The increasing pace of globalisation, is not only affecting the shape and mode of operation of HEIs, but also their purpose. HEIs in South Africa are no exception to this challenge, as they are now also under pressure to meet global standards in order to be able to compete with the best in the world. Alt (2002, 9) adds that increasing globalisation of higher education and the consequent extension of “competition” beyond regional and national boundaries, will make it inevitable for HEIs in South Africa to look at practices in other countries to inform their decisions i.e. institutions will have to benchmark. The functions of HEIs are teaching, research and community engagement. While there is a major focus on teaching, there is a shift towards promoting research at traditional universities and universities of technology. This goal is supported by the HEIs. For instance, the University of Johannesburg (UJ), a comprehensive university offering both academic and technological study programmes, iterates that “research remains a top priority of the university as it enables the development of distinguished scholarship, the collective outcome of which must be teaching excellence. Research is also the source for new knowledge” (Research Top Priority at UJ 2007, 1)...
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