Browsing by Author "Theron, Erika"

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    Die sosiaal-ekonomiese toestand van werkende meisies - wat alleen 'n primere skoolopleiding gehad het - in Kaapstad en Worcester
    (Stellenbosch : Stellenbosch University, 1900) Theron, Erika; Stellenbosch University. Faculty of . Dept. of .
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    Fabriekwerksters in Kaapstad : 'n sosiologiese studie van 540 blanke- en kleurlingfabriekwerksters
    (Stellenbosch : Stellenbosch University, 1942) Theron, Erika; Wagner, O. J. M.; Stellenbosch University. Faculty of Arts ans Social Sciences. Department of Sociology and Social Anthropology.
    AFRIKAANSE OPSOMMING: Die toenemende groei van die nywerhede in Suid-Afrika gedurende die afgelope vyftien tot twintig jaar het beteken dat daar 'n vermeerdering van arbeidskanse vir vroulike arbeiders op die gebied moontlik gemaak is. Terwyl daar in 1923-24 in die Unie 7104 blanke en 7136 nie-blanke d.w.s. 'n totaal van 14240 vroulike persone in fabrieke werksaam was, vind ons dat in 1937-38 die getalle gestyg het tot 27483 blanke en 10534 nie-blanke of 'n totaal van 38017 vroulike persone. Die aantal fabriekwerksters in die Unie het dus gedurende daardie veertien jaar meer verdubbel. Wanneer die Kaapse Skiereiland alleen geneem word, vind ons dat in 1923-24 hier 1622 blanke en 4289 nie-blanke of 'n totaal van 5911 vroulike persone in fabireke werksaam was. In 1938 is daar eter volgens persoonlike berekinge ongeveer 'n 10000 vrolike persone weksaam waarvan ongeveer 60% kleurlinge is.
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    Student engagement as a way of enhancing student success at a private higher education institution
    (Stellenbosch : Stellenbosch University, 2015-03) Theron, Erika; Bitzer, E. M.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: Relevant literature in higher education indicates that the higher education scene is changing fast and that higher education providers and their educators are at the centre of such change. The changing student body is of particular interest to higher education providers as the changing needs of students result in new inquiries into how current students learn and perform. Student engagement is widely suggested as a means of addressing the changing nature of the current generation of students and enhancing student success. Student engagement may be defined as the time and effort students devote to activities that are empirically linked to the desired higher education outcomes. Student success is no longer considered merely as cognitive competence as there is a greater understanding today of what makes up the entire student and his or her learning needs. This study was aimed at determining to what extent student engagement is being promoted at a private higher education institution in the Western Cape, South Africa. A mixed method research design was applied. Self-constructed questionnaires were distributed to staff members and students at the institution and semi-structured interviews with individual staff members and focus group interviews with students were also conducted. Both quantitative and qualitative data were generated and appropriately analysed. From the findings of this study a number of issues emerged. Firstly, it was revealed that the institution as a private provider in the field of culinary arts and hospitality and its educators recognise the changing nature of their students. Secondly, staff seem committed to the concept of student engagement and related practices to foster student success. Thirdly, students acknowledge engagement in their own learning as a favourable feature, but indicate further engagement opportunities to be created by their lecturing staff and the institution. A number of implications also emerged from the study. It is evident that lecturers at The Private Hotel School may aim to gain a better understanding of the current generation of students and they may also focus on determining more ways to facilitate engagement. Furthermore, it is evident that students at this institution may be made more aware of their role in engaging in their own learning.
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    Studente se leerbetrokkenheid aan 'n privaat hoeronderwysinstelling
    (Suid-Afrikaanse Akademie vir Wetenskap en Kuns, 2016-03) Theron, Erika; Bitzer, Eli
    Voorgraadse residensiële studente in Suid-Afrika se studie- en leerbehoeftes verskil beduidend van dié van vorige geslagte. Dit blyk duidelik uit die onlangse studente-onrus oor aangeleenthede soos studie-bekostigbaarheid, studente-toegang tot hoër onderwys en die leermodusse in hoër onderwys. Nuwe leerbehoeftes hou ook verband met aspekte soos tegnologiese geletterdheid, onmiddellike behoeftebevrediging, die beskikbaarheid van kennisbronne, studente se sosiale aspirasies en -verbintenisse, hul self-gesentreerdheid asook die mate van studentebetrokkenheid by onderrig- en leersituasies. Hierdie navorsingsprojek se eerste doel was om te bepaal wat die leerbehoeftes van 'n groep studente aan 'n gekose privaat hoëronderwysinstelling is; tweedens is gepoog om vas te stel hoe betrokke hierdie groep studente, volgens hul eie waarneming en dié van hul dosente, by leersituasies is en derdens, wat gedoen kan word om leerbetrokkenheid te bevorder en derhalwe studente se potensiaal tot leersukses te verhoog. Deur 'n gemengde-metode navorsingsontwerp en deelname van die studente en dosente, maak die ondersoek drie hoofbevindings: Eerstens dat veranderende leerbehoetes van huidige studente in privaat hoëronderwys deeglik besef en erken word. Tweedens dat sodanige studente hul betrokkenheid by leer deurgaans as belangrik beskou, maar dat voldoende leergeleenthede enersyds moontlik nie optimaal deur die instelling geskep word nie, of andersyds, waar dit wel geskep word, dit nie optimaal benut word nie. Derdens blyk dit dat studente in privaat hoëronderwys bepaalde leerbehoeftes het wat, indien dit bevredig word, kan bydra tot groter leerbetrokkenheid. Die bevindinge dui ook op implikasies vir dosente aan hierdie tipe instellings om beter vir 'n nuwe generasie studente se leerbehoeftes voorsiening te maak.