OpenUCT :: Browsing by Author "Louw-Potgieter, Joha"

Browsing by Author "Louw-Potgieter, Joha"

Now showing 1 - 20 of 28

Open Access
Applying a model of technology trust to the implementation of a student administration system at a university
(2006) Van der Westhuizen, J Wilhelm; Louw-Potgieter, Joha
This study tested the generalisability of a model of technology trust in human resource information systems (Lippert & Swiercz, 2005) to non-HRIS system implementations. The strength and direction of the relationship of four of the tenconstructs identified by Lippert and Swiercz were examined in a South African environment. The implementation of the PeopleSoft student administration system at the University of Cape Town was researched. Regression analysis showed that a very high percentage (57.6% ) of the dependent variable (technology trust) could beexplained by the variable technology usability. The construct, predisposition to trust, had an insignificant contribution, while organisational trust (10.7%) and organisational culture (19.1%) were the other two constructs that were researched. The relationship between technology trust and implementation success was significant with r = +0.75.
Open Access
Applying the contact hypothesis to a study of intergroup relations in a postgraduate class at a South African university
(2008) Bonhomme, L; Louw-Potgieter, Joha; Nunez, David
Includes abstract. Includes bibliographical references (leaves 53-61).
Open Access
Assessing the usability of the 2006 process evaluation of a grant-making organisation's enhancement of capacity programme
(2011) Bhikoo, Asgar; Louw-Potgieter, Joha
Evaluations can only be effective if evaluators provide clients with improvements that are easy to understand, implement and fit their needs. Often evaluation recommendations are not used because these factors are overlooked once the evaluation has been completed. This evaluation assessed whether the client used the evaluation improvements recommended to them by evaluators. It presents a follow-up evaluation to a Process Evaluation conducted in 2006 on a Grant-making Organisation's Capacity Building Programme. It focuses on the Enhancement of Capacity Programme which is a core training programme within the Capacity Building Programme of the Grant-making Organisation. Furthermore this evaluation provides a programme description, a programme theory and a plausibility assessment of the programme theory.
Open Access
Career psychology factors as antecedents of career success of women academics in South Africa
(2007) Riordan, Sarah; Louw-Potgieter, Joha
The difference in career success among male and female academics is welldocumented and a number of qualitative studies have offered explanations about the challenges faced by women academics. This study provided an empirical investigation into the relationship between selected career psychology variables and the career success of women academics in South Africa. This research employed organisational theory to explain career success. The impact of work centrality, motivation, career anchors and self-efficacy on career success was examined. Care-giving responsibility was included as a moderating variable on work centrality. The examination of career theory and the testing of these particular career variables in relation to the career success of academic women have not been conducted before in South Africa. Other studies in the field have typically been qualitative in nature or have focused on explanations why women are often unsuccessful in academia. Those few studies that address success amongst academic women have been conducted outside of South Africa and thus offer findings from a different context. This study builds on this previous body of knowledge by examining the constructs empirically.
Open Access
Evaluation of a pay-for-performance system at a South African university
(2009) Emmett, Katharine; Louw-Potgieter, Joha
This study evaluates a pay-for-performance (PFP) system implemented at the University of Cape Town (UCT). Joseph and Louw-Potgieter (2007) did a previous evaluation that found the PFP system at UCT worked partially for some Professional, Administrative and Support Staff (PASS). Thus, this study asked the following evaluation questions: Why did the PFP system at UCT work for some PASS employees and not for others? Are there interventions/variables which can predict for whom the system would work? It was assumed that the PFP would work effectively if Cooperative Objective Setting with line managers were to take place, and if a PASS employee could show the output of this cooperation, namely an Existing Development Plan. It was however not known what variables would predict the occurrence of these two components.
Open Access
An evaluation of a social context training programme for South African magistrates
(2008) Goodman, Suki; Louw-Potgieter, Joha
This study is an evaluation of the Law, Race and Gender (LRG) Unit’s social context training programme for magistrates (1998-2004). The programme was developed in the context of the political transition of 1994 and the promulgation of the new constitution. These factors created an impetus for the transformation of the justice system. Research suggests that the South African lower court system was plagued by discriminatory practices in relation to race and gender. Under apartheid magistrates were public servants and responsible for enforcing apartheid legislation. Their work demands changed after 1994, yet many members of the magistracy were ill-prepared for the new requirements of their job. The Law, Race and Gender Unit’s training programme was developed to increase magistrates’ awareness, knowledge and skills of the social context concerns of race and gender. The aim of the programme was to help magistrates deliver fair and equal justice to all of South Africa’s citizens. There are few published evaluations of social context training programmes for judicial officers specifically and judicial education interventions generally. This study aims to contribute to this relatively under-researched field. It is also the first study to apply Brinkerhoff’s (2003; 2006) success case method (SCM) to a judicial education training programme. The evaluation is designed according to Rossi, Lipsey & Freeman’s (2004) evaluation hierarchy. The study presents the method, results and discussion of evaluations across this hierarchy. The evaluations include an assessment of the needs identification process, analysis of the programme impact theory, appraisal of programme implementation and evaluation of programme outcomes. A variety of research methods and techniques were used in the different evaluations. These include document analysis, interviews and Brinkerhoff’s (2003; 2006) SCM. The results of the evaluation of the needs identification process suggest that the training need was not identified through a traditional systematic needs analysis. The LRG Unit was established and funded prior to any formal needs assessment. The lack of a comprehensive needs identification process had implications for the development of the actual training intervention. The theory evaluation uses social science research to critique the impact theory implicit in the programme and offers suggestions as to how the impact theory could be strengthened. The implementation evaluation concludes that the training programme was well delivered and received by the trainees and external evaluators. The results of the SCM outcome evaluation demonstrate that despite some of its limitations, the programme succeeded in enriching the education and social awareness of magistrates, which in turn enhanced their work and the way they served their communities and the ends of justice. The study is the first of its kind in that it offers a comprehensive, multi-levelled evaluation of a social context training intervention for judicial officers. It aims to contribute new knowledge to the area of judicial education programme evaluation.
Open Access
An evaluation of the Rape Crisis Cape Town Trust's Birds and Bees peer education programme in Khayalitsha
(2014) Strydom, Sarah Jean; Louw-Potgieter, Joha
This dissertation reports a theory, process and outcome evaluation of the Rape Crisis Cape Town Trust's (RCCTT) Birds and Bees programme. The Birds and Bees is a peer education programme that aims to create safer schools by decreasing incidents of sexual violence in schools and increasing the reporting of sexual violence. The programme in its current form has been implemented in high schools in Khayelitsha since 2009 and this dissertation focuses on two high schools in Khayelitsha that received the programme throughout 2013.The Birds and Bees programme theory was investigated for its utility and plausibility and a revised programme theory was proposed. Eight questions relating to the implementation of the programme were posed in order to assess whether the programme was implemented as intended. These questions related to the selection and attendance of peer educators, their ability to fulfil their role, the suitability of the peer educators' supervisors and the implementation of school activities and supervision meetings. Five questions regarding outcomes were posed that enquired about the effectiveness of the school safety plan, the number of learners who approached the peer educators for advice and the number of learners who reported sexual violence and accessed the services of the RCCTT. The evaluation used secondary data collected throughout 2013 and included interviews with the programme coordinator and the two supervisors responsible for the training and supervision of the peer educators. Data analysis methods included the use of descriptive statistics for the pre- and post-test data and QSR International's NVivo 10 software for qualitative data.
Open Access
Evaluator characteristics and programme evaluability decisions: an exploratory study of evaluation practice in South Africa, Brazil, the United Kingdom, and the United States of America
(2017) Boodhoo Beebee Adiilah, Ibrahim; Louw-Potgieter, Joha
Responding to recent calls in the literature for cross-country comparisons of evaluation practice, this simulation study investigated (a) evaluators' perspectives on what determines a programme's evaluability, (b) what criteria evaluators prioritise when assessing a programme's evaluability, and (c) the degree to which practice context (developing, developed, or both) and self-reported levels of evaluation experience predict programme evaluability decisions. Valid responses from evaluators practising in the United States of America (n = 94), the United Kingdom (n = 30), Brazil (n = 91) and South Africa (n = 45) were analysed. Q factor analyses using data collected via a Q Sort task revealed four empirically distinct evaluability perspectives. The dominant perspectives were labelled as theory-driven and utilisation-focused. Correspondence analyses demonstrated that participants used different criteria to assess the evaluability of three fictitious evaluation scenarios. Multinomial regression analyses confirmed that practice context and level of experience did not predict the type of evaluability criterion prioritised in any of the scenarios. Evaluators practising in developed countries were more likely to characterise a programme with robust structural features, unfavourable stakeholder characteristics, and unfavourable logistical conditions as evaluable with high difficulty than as evaluable with medium difficulty. Evaluators with limited experience were more likely than unlikely to embark on an evaluation of such a programme. This study represents the first empirical investigation of how evaluators from selected developed and developing countries assess programme evaluability.
Open Access
A formative evaluation of a programme for street people
(2011) O'Donoghue, Kevin; Louw-Potgieter, Joha
This dissertation is a theory-driven process evaluation of a programme for street people. The programme is run by Living Grace, a faith-based organisation which aims to help clients leave a life on the street and reintegrate into mainstream society. The evaluation is intended to be formative in nature and the primary audience is the programme manager.
Open Access
A formative evaluation of a refugee programme : ARESTA
(2009) Richter, Teri; Louw-Potgieter, Joha
Includes abstract. Includes bibliographical references (leaves 77-85).
Open Access
A formative evaluation of the Humanities Faculty Mentorship Programme
(2017) Linde, Candice; Louw-Potgieter, Joha
In South Africa university under-preparedness, due to social, economic and cultural disadvantage, makes black students vulnerable to a complex set of problems when entering university. This negatively affects retention and graduation rates among non-traditional students. Universities must recognise these students' social, academic and economic struggles and implement interventions to support them. The Humanities Faculty Mentorship Programme (HFMP) provides psychosocial support through mentoring for students likely to be under-prepared to meet the demands of the University of Cape Town. This paper presents process and outcome evaluations of the HFMP. The process-level evaluation questions are divided into service utilisation, service delivery and organisational support categories. The outcome-level evaluation questions address the programme's intended outcomes; psychosocial adjustment, academic proficiency and university retention. Results indicate that mentor involvement was sufficient, mentees were generally satisfied with their mentoring experience as were mentors with mentor training. Psychosocial adjustment and academic proficiency were achieved. However, over-coverage, poor mentee attendance, and issues with staffing and programme monitoring could have affected the programme's implementation. In addition, the recurrence of academic problems among mentees warrants attention. Suggestions for improving the programme are presented as are recommendations for future evaluations to improve data quality and the assessment of programme effect.
Open Access
A formative evaluation of the Ndinogona 'I can' stimulation programme
(2016) Bradley, Hollie; Chapman, Sarah; Louw-Potgieter, Joha
This dissertation reports an outcome and process evaluation of the Ndinogona ''I Can'' Stimulation Programme. The programme caters for children with disabilities by targeting Early Childhood Development (ECD) centres attended by children with disabilities. The programme facilitators provide training to the caregivers within these centres in terms of the importance of play and how to handle and position children with disabilities correctly. The centres are also provided with stimulation kits including a variety of toys and activities aimed at children with all types of disabilities. The programme aims to encourage stimulation and inclusion of children with disabilities as well as to improve child developmental outcomes. The programme has been implemented in several centres since it began in 2011. This dissertation focused on 18 centres within the Western Cape which received the programme during 2015. The Ndinogona ''I Can'' Stimulation programme theory was investigated for its plausibility in the form of a literature review. The evaluation focused on evaluating programme outcomes to determine the programme's effectiveness as the programme requires an independent evaluation for a funder. This evaluation therefore primarily addressed two outcome evaluation questions and one process evaluation question. The outcome evaluation used secondary data which was set to be collected by the programme's facilitators using data collection forms developed by the evaluator in collaboration with the programme staff. This outcome evaluation could not be realised due to a lack of empirical data stemming from inadequate data collection tools and procedures. The available data was analysed using the SPSS statistical programme. The descriptive statistics and the initial exploration of the data are presented. The results for the outcome evaluation questions are limited due to the lack of empirical data. Preliminary findings for child assessments showed a positive trend however more data is needed to confirm this. As a result of the lack of data the evaluator engaged with additional process questions in the discussion chapter and presents a revised monitoring and evaluation framework for the programme to facilitate an in-depth outcome evaluation in the future. This includes a clear and simple set of data collection tools which cater for all the organisation's information needs whilst taking into account their monitoring capacity.
Open Access
A formative evaluation of the poverty hearings programme in South Africa, 2008 (PHPSA)
(2009) Makamanzi, Buhle; Louw-Potgieter, Joha
Includes bibliographical references (leaves 77-84).
Open Access
A formative evaluation of the SAEP non-academic bridging year programme
(2015) Mahomed, Shariefah; Boodhoo, Adiilah; Louw-Potgieter, Joha
This dissertation reports on a formative theory-based evaluation of the non-academic component of the Bridging Year Programme (BYP) implemented by the South African Education and Environment Project (SAEP), a Non-Governmental Organisation (NGO) working mainly in the impoverished community of Phillipi near Cape Town, South Africa. The focus of the evaluation was: (1) to extract the underlying assumptions of the non-academic component of the BYP, (2) to assess the plausibility of the underlying programme assumptions and (3) to develop an outcome monitoring framework for the non-academic component of the BYP. The Bridging Year Programme Description This programme recruits learners from poor socio-economic backgrounds who have gained a National Senior Certificate (NSC) at bachelors pass level but have not gained access to their tertiary level programmes of choice. Its aim is two-fold, (1) to assist learners to improve their NSC standard in order to gain access to their tertiary education programme of choice and (2) to provide them with personal development skills to cope with the academic and social demands of tertiary education. The assumption is that if the learners' personal development skills are enhanced their prospects of success in tertiary education and the employment market will be improved. Thus, the programme comprises an academic component and a non-academic (personal development) component. The scope of this evaluation focused specifically on the non-academic component of the BYP. Background A review of local and international bridging courses found that most students from poor socio-economic backgrounds are underprepared to cope with the social and academic workload of tertiary education, leading to high tertiary-dropout rates. A number of programme evaluations found that if students are provided with a set of non-academic (personal development) skills including planning and organising, prioritising their workload and English literacy skills, they will be better prepared to cope with the academic demands, thus improving their prospects of success at tertiary institutions.
Open Access
An implementation evaluation of the rehabilitation care workers training programme
(2014) Lufuluabo, Rolly Ngandu; Louw-Potgieter, Joha; Goodman, Suki
In 2011, the Western Cape Department of Health (WC DoH) adopted a health plan called Healthcare 2020. The framework of the plan emphasizes the necessity to de-hospitalize care in the province. The healthcare plan has brought about a shift in care policy. That is, moving from a passive delivery to a more active delivery where patients act independently. Active care refers to care that takes into account the needs of patients. Developing rehabilitation and care skills within the Western Cape Province is a key element to meet the de-hospitalization goal. Thus, the WC DoH commissioned and funded a pilot programme to train Rehabilitation Care Workers (RCWs) in the Mitchell's Plain District. This pilot programme involved rehabilitation and support for people with disabilities (PWDs) and their families. The rationale behind the programme was that if RCWs are given the necessary training and knowledge through learning and practical sessions, they will be more skilled to offer improved quality of care and support (Schneider, 2012, Healthcare, 2020). The Disabilities Studies Division (DSD) of School of Health and Rehabilitation Sciences at University of Cape Town (UCT) designed and delivered the training, consisting of learning and practical components. The current evaluation aims at investigating implementation of the learning component of the programme.
Open Access
An implementation evaluation of the University of Cape Town's HIV voluntary counselling and testing programme
(2009) Anderson, Tarryn Nicole; Louw-Potgieter, Joha
This programme aims to ensure that all students and staff are aware of their HIV status and encourages the reduction of high-risk behaviours. Furthermore, UCT's VCT programme provides access to both medical care and social support at HIV positive individuals. The focus of this implementation evaluation was to determine the extent to which UCT's VCT programme was operating effectively and in keeping with UCT's mission.
Open Access
Interrelationships among trade union commitment, organizational commitment, job satisfaction and trade union participation
(2005) Milenkovic, Nebojsa; Louw-Potgieter, Joha
The issue of commitment has received extensive research through the years yet inconsistencies still prevail. This research investigated the relationships between organizational commitment, trade union commitment, job satisfaction and trade union participation. A survey based on the work of Meyer and Allen (1997) was used to collect data. The sample consisted of 90 participants who were members of the same trade union. The main findings indicate that trade union commitment is positively correlated to union participation and it explains 34 % of variance in participation. No significant difference based on gender was found in the sample which is inconsistent with available literature. Organizational and union commitment exhibit a significant positive relationship as do job satisfaction and union commitment as well as job satisfaction and union participation. Organizational commitment and union participation exhibited a non-significant result. Dual commitment was also apparent in the sample. Further research is advisable to ascertain fully on these relationships within the South African context.
Open Access
An outcome evaluation of an aftercare programme for HIV and AIDS affected children
(2011) Saungweme, Sandra; Louw-Potgieter, Joha
The aftercare programme is run by a non-governmental organisation (NGO) called Ikhaya LeThemba (home of hope). Ikhaya LeThemba runs two aftercare programmes: the Intensive Programme, which is specifically for children affected by HIV and AIDS, and the General Programme for children who do not have carers or parents to care for them after school and for children who have special educational needs.
Open Access
An outcome evaluation of Living Through Learning's Coronation Reading Adventure Room Programme
(2017) Zuma, Mlungisi; Louw-Potgieter, Joha
This dissertation was an outcome evaluation of the Living Through Learning's Coronation Reading Adventure Room Programme. LTL's reading programme objectives include aspects of improving and developing English literacy in disadvantaged schools, teaching learners how to read and write and equipping teachers with the necessary skills to teach effectively. LTL also provides facilitators to offer assistance to the teachers in order to teach effectively in overcrowded classes. The main programme beneficiaries are teachers and grade one learners. This dissertation focuses on 18 schools in disadvantaged communities in Cape Town who received the literacy programme in 2015. Two evaluation questions were formulated, for the literacy programme. The first evaluation question focused on the learners and assessed whether or not the learners who were part of the CRAR programme were better off regarding literacy performance than they were before the programme. For the teacher characteristics, the evaluation question asked if the teachers' language teaching experience, English language proficiency, teaching self-efficacy, perceptions of usefulness of the LTL materials, and usage of the reading room had any influence on the learner's performance. Secondary data provided by LTL was utilised to answer the literacy programme evaluation question. The data included test scores of grade 1 learners from 18 different schools. Primary data was used for teacher's characteristics and this was done through a questionnaire sent out to the different teachers. Data analysis methods included descriptive statistics for the learners' assessments and inferential statistics for teacher characteristics. The results showed that learners who were part of the LTL programme showed improvement in assessment scores. All schools, except one, attained the realistic NGO (60%) standard in their reading assessments. Three schools attained the high standard (85%). Furthermore, all schools attained the 50% Curriculum Assessment Policy Statements standard in the CAPS based-assessments. Therefore, it can be concluded that the LTL programme successfully aided improvement of literacy skills of the learners who were part of the programme. In an analysis of teacher's characteristics, teacher experience in literacy was the only variable that significantly predicted learner performance in literacy. However, the results must be interpreted with caution; the absence of a comparison group makes it difficult to give all credit to the LTL programme alone. At this point I simply do not know whether it was only the programme that led to the improvement in literacy scores or whether other factors had an influence, or a joint influence in combination with the literacy programme (e.g. learners started reading more in their own time as a result of the programme).
Open Access
An outcome evaluation of Mamelani Projects' Youth Development Programme
(2010) Maposa, James Fungai; Louw-Potgieter, Joha
Youths living in foster care homes within South Africa are required by law to leave these places of care when they reach the age of majority (18). To assist the successful integration of these youths into society, services that include mentorship, daily life skills training, housing support, job training, healthcare, counselling services and educational scholarships can be provided to these youths prior to their aging out of care. All these services fall under the field of youth development, whose main function is to empower youths by fostering self-direction and skills development through encouraging personal responsibility in the health and physical, personal and social, cognitive and creative, vocational and civic arenas (Hudson, 1997). To assist male foster care youths living at the Homestead Children's Home in Khayelitsha, Mamelani Projects established a youth development programme named Project Lungisela in 2005. The established programme aims to prepare male youths living at the foster care home aged between 16 and 17 to become independent, responsible and contributing members of society after they graduate out of care (Mamelani Projects Annual Report, 2009). The focus of this outcome evaluation was to determine whether the programme had contributed to the successful integration of these at-risk youths into society. The first phase of the outcome evaluation involved the description of the intervention's activities and the intended outcomes for the youths after programme participation. The programme's medium-term outcomes consisted of the youths gaining work experience through internships and finding suitable accommodation prior to their aging out of care. Long term outcomes consisted of the youths gaining full time employment and living healthy, independent lives after transitioning out of care.