A MANUAL FOR MASTERS AND DOCTORAL STUDIES
FACULTY OF EDUCATION
UNIVERSITY OF PRETORIA
GUIDELINES AND PROCEDURES FOR
POSTGRADUATE STUDENTS AND
SUPERVISORS
NOVEMBER 2004
Message from the Dean
In recent years, the Faculty of Education at the University of Pretoria has received
hundreds of applications for advanced studies in education at the Masters and PhD levels.
Such applications have originated from every continent and brought to the Faculty some
of the most outstanding postgraduate students talent in the field of education.
In response, the Faculty of Education has decided to enter into a much more rigorous
process for selecting students so that ONLY the best and the brightest students are
admitted to these advanced programmes in educational theory and research. Accordingly,
no student will be selected for M and D studies without passing through an in-depth
personal interview with senior academics in the Faculty. Furthermore, every doctoral
student will be required to pass a searching public defence of a comprehensive research
proposal at the end of the first year of studies. And every M and D student will have to
demonstrate some level of participation in the host of research seminars, colloquia and
workshops organised annually by the Faculty. Most important, every M and D student
must participate in the Annual Postgraduate Research Indaba of the Faculty of Education.
In short, the Faculty endeavours from its side to ensure that when you graduate, you will
be proud to carry with you a world-class degree in education that should enable you to
compete in any university or professional setting with competence and confidence. That
is our commitment to our advanced students. In return, we expect you to follow closely
the ‘guidelines and procedures’ documented in this Manual for it will enable you to enjoy
and take the maximum benefits out of this training programme.
With these words, I welcome you warmly to the M and D programmes of the Faculty of
Education.
Prof J Jansen
Dean
ii
Note from author
The purpose of this Manual is to provide supervisors and students with guidelines and
procedures that apply to admission, research support, supervision and the finalisation of
postgraduate studies in the Faculty of Education. The Manual incorporates the General
Rules and Regulations of the University as well as the decisions taken by the
Postgraduate Committee, Faculty Board and allied structures of the Faculty of Education
pertaining to postgraduate studies.
The contributions of all those who have made
information available are sincerely appreciated.
updated on an annual basis.
Jan Nieuwenhuis
Coordinator: Master’s and Doctoral Programmes
iii
This Manual will be reviewed and
LIST OF CONTENTS
1
PROCEDURES FOR APPLICATION, SELECTION AND
ADMISSION TO MASTER’S AND DOCTORAL DEGREE STUDIES
1
1.1
1.2
1.3
1.4
1.5
1.6
Admission requirements
Recognition of prior learning
Application procedures
Selection procedures
Admission
Additional requirements and support to students studying at postgraduate
level
1
1
2
2
3
PROCEDURES FOR DEVELOPMENT AND APPROVAL OF
RESEARCH PROPOSAL
Purpose of the research proposal
Distinguishing between a dissertation and thesis
Assessment criteria for a research proposal
Technical specifications for a research proposal
Content of a research proposal
Support to students
Procedures for approval of a research proposal
Procedures for registration of a title of a dissertation/thesis
5
2
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
3
4
5
5
6
7
7
8
9
13
PROCEDURES FOR ETHICAL STATEMENT AND PREVENTING
PLAGIARISM
Purpose of ethical statement
Procedures for completing ethical statement
Preventing plagiarism
15
20
4.1
4.2
PROCEDURES FOR FINALISATION OF DISSERATIONS AND
THESES
Monitoring and ensuring progress with studies
Submission of dissertation/thesis
5
5.1
5.2
DEFENSE OF DOCTORAL THESIS
Purpose and rationale for defence
Procedures for doctoral defence
22
22
22
6
6.1
6.2
THE ROLE AND FUNCTION OF THE SUPERVISOR
Allocation of supervisors
Role and function of supervisor
24
24
24
7
7.1
RESPONSIBILITY OF STUDENTS
Rationale
25
25
3.1
3.2
3.3
4
iv
15
16
17
20
20
7.2
7.3
7.4
7.5
Specific responsibilities
Guidelines for writing and getting your dissertation chapters approved
Submission of a dissertation/thesis for examination
Publishing your dissertation/thesis in electronic format
25
26
29
29
FORMS
31
Application for approval of research involving human respondents
Shortened guidelines for submission of thesis/dissertation
Preventing plagiarism form
31
34
37
v
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
1
PROCEDURES FOR APPLICATION, SELECTION AND
ADMISSION TO MASTER’S AND DOCTORAL DEGREE STUDIES
1.1
ADMISSION REQUIREMENTS
1
Admission requirements are set out in the General Regulations and in the
Regulations and Syllabi for the Faculty of Education. Additional requirements set
by the Faculty are indicated in this Manual.
2
Applicants for the master’s degree must have obtained an average of at least 60%
at honours or related degree level.
3
All students applying for admission to master’s or doctoral studies will be
screened and selected on the basis of merit by the relevant academic department
on behalf of the Faculty of Education. Selection will be based on documentation
submitted by the candidate and personal interviews conducted by the relevant
department. The final decision rests with the Faculty and no student will be
admitted without an in-depth interview to judge academic readiness and quality of
the candidate.
4
The selection process must be seen as an integral part of the quality assurance
function of the Faculty and no student will be admitted to postgraduate studies
simply on the basis of meeting the minimum requirements laid down.
5
All students enrolling for the Master’s degree (both dissertation only and coursebased Masters students) register for and attend classes for Research Methodology
(NME810) and Education Development and Globalisation (OOG810).
In
exceptional cases, exemption may be granted by the Dean and then only on the
basis that the candidate had recently completed a course of comparable standard.
6
All decisions pertaining to the selection and admission of students will be fair and
transparent.
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GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
1.2
PROCEDURES FOR THE RECOGNITION OF PRIOR LEARNING
1
Applicants who are not in possession of the minimum academic qualifications set
out in the Regulations and Syllabi for the Faculty may apply for the recognition of
prior learning.
2
Applications must be directed to the relevant Head of Department.
3
Regulation G.62 stipulates as follows:
"In terms of section 10.A of the
Universities' Act the Senate may:
(a) grant a graduate of another university (either in the Republic or elsewhere) a
status at the University that is equivalent to the status the student has at such
other university.
(b) admit a person, who –
(i) has passed examinations at another university or institution (either in the
Republic or elsewhere) which the Senate deems equivalent to, or higher
than the examinations prescribed for a degree at the University, which are
set as a prerequisite for admission to a particular postgraduate course of
study, or for the admission of such a person as a research student; or
(ii) in another manner has reached a standard of competence the Senate
considers adequate for the purposes of postgraduate study or research at
the University, as a student for a postgraduate degree or a postgraduate
diploma."
The regulation provides two alternative routes with regard to the
admission of students at postgraduate level in cases where they do not
comply with the prescribed requirements:
1. A first possibility is via the academic route where a student has proven
himself/ herself on the basis of academic achievement.
2. The second possibility refers to a standard of competence that would
make a student eligible to continue with postgraduate studies.
With regard to the viewpoint set out above candidates may, inter alia, be
evaluated according to the following criteria:
Master's studies
1. The application of a student who is not in possession of the required
honours degree which would admit him/her to study for the master's
degree, but has an academically advanced background, may be
considered on grounds of:
– the successful completion of an oral/written entrance examination;
2
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
– in which one or more external examiners were involved; and
– a submission to the Senate.
or
2. In cases where a standard of competence was reached in another
manner, status may be granted by means of:
– a written motivation by the student which was compiled in
conjunction with the head of the department and/or study supervisor,
and a recommendation;
– the successful completion of an oral/written entrance examination in
which one or more external examiners were involved; and
– a submission to the Senate.
Doctoral studies
1. The application of a student who is not in possession of the required
master's degree which would admit him/her to doctoral study, but has
an academically advanced background, may be considered on the
grounds of:
– the successful completion of an oral/written entrance examination;
– in which one or more external examiners were involved; and
– a submission to the Senate.
or
2. In cases where a standard of competence was reached in another
manner, status may be granted by means of:
– a written submission compiled in conjunction with the head of the
department and/or study supervisor in which the standard of
competence is indicated;
– a report by an external reference(s) motivating the merits of
admission to doctoral study;
– the successful completion of an oral/written entrance examination in
which one or more external examiners were involved; and
– a submission to the Senate.”
1.3
APPLICATION PROCEDURES
1
Applicants must apply for admission into master’s or doctoral degree studies
before 30 September of the preceding year on the appropriate application and
selection form obtainable from Student Administration. (Groenkloof Campus)
2
The application must be accompanied by a typed, two page outline of the
theme/topic of the proposed study, the problem statement, and a preliminary
3
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
indication of the importance of the intended research as well as the
methodology to be used in the research. The purpose of this preliminary
proposal is to assist departments in their selection process.
3
The complete transcript of previous studies must accompany the application.
4
All applications must be handed in at Student Administration. Administration
will attach the selection form to the application form and forward all
applications to the relevant department for selection purposes.
5
Applicants will not be allowed to submit their applications directly to an
academic department.
6
1.4
No applications received after 31 October will be considered.
SELECTION PROCEDURES
1
Application and selection forms will be sent to the head of the department.
2
The head of the department will convene a meeting with senior academics in
the department to do a coarse sieve selection. This implies that all candidates
that do not meet the minimum requirements set by the department will be
weeded out.
3
The head of the department will appoint a selection committee to undertake
the final selection.
4
Candidates who meet the requirements set by the department will be invited
for an interview with the selection panel. The task of the panel is to assess the
potential of the candidate to successfully complete his/her studies within the
required time frame and of a quality required by the department.
5
The selection panel will in the interview also establish the field of interest of
the potential student with the view of identifying a possible supervisor who
could assist the student.
The following guidelines may serve as a basis for
the selection of students:
a) The ability to write coherently.
b) The ability to interpret research findings.
4
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
c) A working knowledge of their proposed field of study (e.g. what are the
current “burning issues”; which are the most respected journals; who are
the most respected authors)
d) Computer literacy and access to the internet
6
Departments may also request the supervisor of the master’s degree of a PhD
candidate or a lecturer from the institution where an applicant did his/her
honours degree to submit a confidential report on the applicant (See Forms in
Annexure).
7
The chairperson of the selection panel will complete the Admission to post
graduate studies form with respect to all the candidates interviewed. This
form together with all the other documentation of the student must be signed
by the head of the department and forwarded to the Dean’s office for final
approval.
8
The selection committee will identify a suitable supervisor for the candidates
selected. The name of the candidate and supervisor recommended must be
submitted to the Postgraduate Committee of the Faculty for approval.
1.5
DESIGNATION OF SUPERVISORS OR CO-SUPERVISORS
1
The Postgraduate Committee, on the recommendation of the head of the
department concerned, designates a supervisor and/or co-supervisor from
within the faculty for a particular candidate. Should the Postgraduate
Committee refuse to confirm the recommendation by the head of department,
the matter is referred to the Dean for a final decision.
2
A person designated as supervisor should hold the necessary qualifications
and have the appropriate stature and experience to supervise postgraduate
candidates.
3
A person designated as supervisor, must be associated with the University as a
full-time lecturer, unless adequate justification can be submitted to the
committee as to why an external person should be designated.
5
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
4
On the retirement or resignation of a supervisor from the University's service,
he or she may, with approval of the Postgraduate Committee concerned, and
after consultation with the head of the department, for a period of not longer
than two years after retirement or resignation, still act as supervisor for the
student for which he or she was appointed as supervisor, in order to enable
such a student to complete his or her dissertation/thesis. For this purpose and
for this period such a supervisor will be deemed to be an accredited lecturer of
the University. If on the retirement or resignation of a supervisor from the
University's service, he or she is no longer prepared to act as supervisor for
the student for which he or she was appointed as supervisor, a new supervisor
is appointed.
5
The names of all candidates selected and the supervisors approved must be
submitted to the Faculty Board for notification. .
1.6
ADDITIONAL REQUIREMENTS FOR DOCTORAL DEGREE STUDIES
1. All students registered for the PhD in Education would be required to pass a
doctoral-level course in statistics in education (quantitative research requirement).
2. All students registered for the PhD in Education would be required to pass a
doctoral-level course in qualitative studies in education (qualitative research
requirement).
3. All students registered for the PhD in Education would be required to submit and
pass a substantial theoretical paper that synthesizes the key ideas in the chosen
field of study e.g., educational psychology.
4. In specific circumstances, and with adequate and full motivation, students could
be exempted from one or more of these requirements
5. In addition, the Faculty encourages all doctoral students to:
a) form “theme groups” in which students with similar theoretical or
methodological interests meet on a regular basis.
b) participate actively in the Monthly Research Seminars and the Annual
Research Indaba.
6
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
1.7
ADMISSION
1
Student Administration will finalise the registration of the student on receipt
of the approved forms from the Dean’s Office.
2
Student Administration will inform the student in writing of the outcome of
the application.
1.8
ADDITIONAL REQUIREMENTS AND SUPPORT TO STUDENTS
STUDYING AT POSTGRADUATE LEVEL
1
The purposes and intent of postgraduate studies (especially at doctoral level) is
not only to do research on a specific research topic, but also to contribute to the
scholarly development of the student. This will be achieved through the creation
of opportunities to advance students’ development (research seminars and a
research-support programme)
2
A postgraduate research-support programme to assist students with their studies is
offered. The support programme focuses on the following aspects:
3
a)
Grounding in advanced topics in educational theory and educational issues
b)
Improved understanding of research methodological aspects
c)
Epistemological and ontological aspects in educational research
d)
Qualitative and quantitative research approaches
e)
Academic writing skills
f)
Proposal writing skills
Attendance of research support sessions is compulsory for all postgraduate
students for the full duration of their studies.
4
Students’ attendance and participation in these sessions will be taken into
consideration for purposes of the approval for the continuation of their studies.
7
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
2
PROCEDURES FOR DEVELOPMENT AND APPROVAL OF
RESEARCH PROPOSAL
2.1
PURPOSE OF THE RESEARCH PROPOSAL
1
A research proposal is a document that outlines how a person proposes to
undertake a specific research project.
2
The research proposal is a crucial step in the research process and must be put
through intensive scrutiny to ensure (a) that quality assurance is built into the
research process at an early stage in order to optimise the quality of the
research that will flow from the approved research proposal; and (b) that the
correct supervisor is allocated to the student.
3
The research proposal should therefore reflect the student’s thinking about an
identified problem at the start of the research process and must give evidence
that the student has a firm grasp of the problem to be studied and has
consulted a sufficient body of literature on the topic to be able to develop a
substantive proposal.
2.2
DISTINGUISHING BETWEEN DISSERTATIONS AND THESES
2.2.1 MASTER’S DEGREE
1
The main purpose of a master’s degree is to train and educate researchers who can
contribute to the development of knowledge at an advanced level.
2
A master’s degree may be earned either by completing a single advanced research
project, culminating in the production and acceptance of a dissertation or by
successfully completing a course work programme requiring a high level of
theoretical and intellectual engagement and a research project.
3
Master’s degree graduates must be able to deal with complex issues
systematically and creatively, make sound research judgements based on data and
8
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
information, and communicate their conclusions clearly in a dissertation of high
quality.
4
The research proposal at master’s degree level should be such that the execution
thereof will enable the student to demonstrate the ability to conduct scientific
research independently.
5
A dissertation of full scope should be indicative of the ability of the student to
conduct research at a master’s degree level and should reflect a critical
understanding of the theoretical underpinning of his/her area of focus and of the
apposite research methodologies needed to generate data, apply sound data
analysis techniques and report comprehensively on the findings of the research in
a document of approximately 150 pages.
6
A dissertation of limited scope should reflect the candidate’s ability to conduct
independent research at a master’s degree level and should display insight and
understanding in the theoretical underpinning of his/her field of study and the
research approach needed to execute the research and report on the findings in a
dissertation of approximately 75 pages. The units of analysis, the variables, the
number of respondents, may be less, but the scientific rigor and standard of work
produced must be of comparable standard to that of a full dissertation.
2.2.2
1
DOCTORAL DEGREE
At doctoral degree level candidates must be able to undertake research at the most
advanced level and with scholarly excellence to produce, defend and get a thesis
accepted. The defining characteristic of this qualification is that the graduate must
demonstrate high-level research capability and make a significant and original
contribution at the cutting edge of the education applicable to his/her field of
specialisation.
3
At a PhD level the research proposal should be indicative of more advanced work
that engages critical philosophical reflection and will enable the student to make a
contribution to our knowledge or understanding of a specific phenomenon within
the specialisation field or that will lead to the development of educational
9
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
technology (e.g. the development of a new teaching strategy or assessment
method, the development of a measuring instrument, or the development of new
interactive computer teaching).
4
A thesis is a scientific research study of a high quality that reflect the ability to
deal with concepts and data at an advanced level depicting the thorough
grounding of the student in the theoretical underpinning of the field of study as
well as research competence to deal with research at a doctoral level and to report
comprehensively in approximately 240 pages on the new knowledge and insights
gained through the study.
2.3
ASSESSMENT CRITERIA FOR A RESEARCH PROPOSAL
1
Although there are no hard and fast rules on what constitutes a good proposal,
the following should be considered:
a) Is the topic fresh, stimulating and intellectually challenging?
b) Is the research proposal feasible, viable and operationalisable?
c) Is the research design appropriate and defensible?
d) Is the research relevant to current educational debates and discourses
applicable to the programme area?
e) Is the research proposal well articulated, concise and direct?
f) Does the proposed research have practical applicability that could lead to
further research or a better understanding or insight into a specific
phenomenon?
2.4
TECHNICAL SPECIFICATIONS FOR A RESEARCH PROPOSAL
1
All research proposals must be typed in 12pt font and 1.5 spacing with 2.5cm
margins.
2
All sources consulted must be properly referenced and listed under
“References” at the end of the proposal (see reference techniques).
10
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
3
The length of a research proposal for master’s degree studies should be
approximately 20-30 pages and for PhD studies, 30-40 pages. The length of a
proposal does not necessarily reflect quality. The quality of the proposal is the
key aspect to be considered.
4
Attention must be paid to the language use in the proposal. Not only should
the proposal be free of grammatical errors, but the scientific and technical
language used must be apposite to the standard set for a good proposal.
2.5
CONTENT OF A RESEARCH PROPOSAL
Although there are no fixed guidelines for a research proposal, most research proposals
will include at least the following aspects:
1
The proposed title: The title must be sufficiently clear to reflect the nature and
intention of the research.
2
Background/rationale: Provide a succinct outline of the reasons why the study
should be undertaken and the general objectives of the study.
3
Preliminary literature review: Should reflect the student’s reading on the topic
that helped him/her to narrow down and formulate the research problem.
4
Problem statement: The problem of the study must be stated in clear and
unambiguous terms and is often formulated in terms of a central research question
with a number of sub-questions or as a number of research hypotheses.
5
Aims/objectives of the study: This section answers the question: What is it that
you want to achieve? Students should guard against over ambitious or
exaggerated statements of what they want to achieve and should rather focus on
tangible concrete outcomes for the research that are appropriate and in line with
the level at which the study is conducted.
6
Research design: The research design should clearly answer the key question:
What type of research and methodological approach would be best suited to study
the problem identified in the problem statement? This is a vital part of the
proposal as it maps out the process that will flow from the research proposal.
11
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
7
Research methods: Specific attention must be given to: the unit(s) of analysis,
the research techniques (measuring instruments, data-collection methods) to be
used; sampling; data analysis; and presentation of data.
8
Timeframe: A realistic outline of the milestones to be achieved in the research
specifying the dates on which these milestones will be achieved. This will form
the basis of the contract between the supervisor and the student.
9
Provisional outline of chapters
10 References: This is a list of the sources referred to in the text of the research
proposal and not a reading list of possible sources that the student will consult.
2.6
SUPPORT TO STUDENTS
1
All of the departments responsible for the supervision of postgraduate students
must ensure adequate supervisor guidance and support to assist students. The
guidance and support could be linked to the research-support programme offered,
but should not be limited to the support programme.
2.7
PROCEDURES FOR APPROVAL OF RESEARCH PROPOSAL
1
The objective of establishing procedures for the approval of research proposals is
to enhance the quality of postgraduate studies and all inputs and constructive
criticisms forwarded should be aimed and improving the quality of the end
product. This does not take away the responsibility of the supervisor and student
to ensure that they produce quality proposals. It is not the task of any committee
appointed to write the proposal on behalf of a student.
2
All students must successfully complete and defend their research proposal during
the first year of registration.
12
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
3
Master’s degree (course work option):
a) All students enrolled for the course work or dissertation option for the master’s
degree must do Research Methodology (NME 810). One of the outcomes of this
course is a research proposal that may (or may not) serve as the basis for the
dissertation of limited scope.
b) Successful completion of this course may also serve as the formal approval of the
research proposal, but departments may request students to also present their
proposals at department level.
c) In exceptional cases where students have been granted exemption from doing the
research methodology course (see 1.1 (4)) these students will be required to
prepare and defend their proposals before a departmental committee.
d) The “Registration of title form” (“Dwarsvorm”) for the registration of the title
and external examiners must be completed and signed by the head of the
department as soon as the research proposal has been approved (See 2.8 regarding
the process for approval of Titles). An abstract of 500 words on the contents of
the study must be attached to enable the external examiner to determine whether
he/she will be able to examine the study.
4
Master’s degree (full dissertation)
a) The student, with the help and guidance of the supervisor, must draft a research
proposal of an acceptable standard.
b) Once the supervisor and student are satisfied with the proposal, the student must
defend the proposal before an internal departmental committee.
c) The following documents must be made available one week prior to the meeting:

The research proposal

Ethic statement

Research timeframe
d) All academic staff from the department will be invited to attend the defence of the
proposal, but each department must ensure that they appoint a committee of
academics on an annual basis to serve as an examining committee. This is to
ensure consistency in standards of quality to be applied.
13
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
e) At the meeting, the student will be given twenty minutes to present his/her
proposal and forty minutes will be allocated for questions and discussions. The
aim of the question and discussion session is to provide inputs and suggestions
aimed at improving the quality of the proposal.
f) The departmental meeting must include at least the following staff members to
enable the defence and approval of the proposal:

Chair (Co-ordinator of MEd studies)

Head of the department (or representative)

Supervisor
g) At the conclusion of the defence, the meeting will decide whether the proposal is:

Approved.

Provisionally approved, provided that changes must be made to the
satisfaction of the supervisor.

Not accepted, but the student will get the opportunity to rework and
resubmit the proposal for defence.

Student fails and his/her continuation of studies is terminated.
h) On approval of the proposal at the departmental meeting, the student can formally
start with his/her research.
i) The supervisor will register the approved title and external examiners by
completing the Registration of Title form (“Dwarsvorm”) and submitting it to
head of the department. (See 2.8 regarding the process for approval of Titles).
j) The approved ethic statement must be submitted to the Ethics committee for
approval on successful defence of the proposal.
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GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
5
Procedures for doctoral thesis
a) The student with the help and guidance of the supervisor must draft a research
proposal of an acceptable standard.
b) Once the supervisor and student are satisfied with the proposal, the student must
defend the proposal before an internal departmental committee who will scrutinise
the proposal and make recommendations for the improvement of the proposal.
These suggestions should be incorporated into a revised proposal.
c) After departmental approval has been secured,
the student must defend the
proposal at a Faculty meeting.
d) The following documents must be made available one week prior to the Faculty
meeting:

The research proposal

Ethic statement

Research timeframe
e) The Faculty will appoint an "examining committee" of academics representing all
the schools and departments in the Faculty on a yearly basis. This committee will
consist of the appointed academics, the two research coordinators (ex officio) and
the Dean (or his representative).
f) All academic staff and doctoral students will be invited to attend the defence of
the proposal.
g) At the meeting, the student will be given twenty minutes to present his/her
proposal and forty minutes will be allocated for questions and discussions. The
aim of the question and discussion session is to provide inputs and suggestions
aimed at improving the quality of the proposal.
h) The Faculty meeting must consist of at least the following staff members to
enable the defence and approval of the proposal:

Chair (Co-ordinator of PhD studies)

The Dean (or representative)

Head of the department

Supervisor

Member of Postgraduate Committee
15
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES

Member of Ethics Committee

Appointed academics
i) At the conclusion of the defence, the meeting will decide whether the proposal is:

Approved.

Provisionally approved, provided that changes must be made to the
satisfaction of the supervisor.

Not accepted, but the student will get the opportunity to rework and resubmit
the proposal for defence.

Student fails and his/her continuation of studies is terminated.
j) On approval of the proposal at the Faculty meeting, the student can formally start
with his/her research.
k) The supervisor will register the approved title and external examiners by
completing the Registration of Titles form (“Dwarsvorm”) and submitting it to
head of the department. (See 2.8 regarding the process for approval of Titles).
k)
2.8
PROCEDURES
FOR
REGISTRATION
OF
A
TITLE
FOR
DISERTATION/THESIS
1
On approval of the research proposal of the student, the supervisor must complete
the Registration of Title form (“dwarsvorm”) and submit it to the head of the
department for approval.
2
The head of the department must ensure that the title and nominated external
examiners meet the criteria set for the title as well as those set for external
examiners before signing the “dwarsvorm”
3
The following guidelines should serve as a basis for the approval of titles for
dissertations and theses:
a)
Keep the title short (e.g. A conceptual analysis of the concept ‘life-long
learning’)
b)
Do not refer to the details of the locale or area within which the study will
be conducted (this demarcation seldom impinges on the study detail and
will be demarcated in the substance of the study)
16
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
c)
Ensure that the title reflects and projects the nature of the problem being
studied (e.g. The efficacy of school governing bodies, OR How new
teachers navigate their way through the first year of teaching)
d)
Avoid vague statements (e.g. Learning problems of foundation phase
student teachers)
e)
The title should reflect a new or innovative focus of study. Avoid topics
that are completely over-studied and exhausted (e.g. The implementation
of OBE, OR The characteristics of effective principals)
f)
The title should reflect a topic that is intellectually deep and theoretically
promising. Avoid topics that represent ‘fads’ or populist trends in
education (e.g. TQM, OR De Bono’s thinking hats)
g)
Avoid apostrophes (e.g. not Principals’ understanding of continuous
assessment, but rather How high school principals understand continuous
assessment)
h)
4
Ensure correct grammatical usage.
The head of department must send the approved “dwarsvorm” to Student
Administration.
5
Student Administration will submit the forms to the Postgraduate Committee and
then to the Dean for the final approval of the title and the approval of the external
examiners.
6
Student Administration submits the approved titles to the Faculty Board for
ratification where after it will be registered with the HSRC/NRF.
7
Administration will inform the student and supervisor in writing of the approved
title.
8
The student and supervisor must ensure that the exact wording of the approved
title appears on the dissertation/thesis.
9
Should the need arise to change an approved title, the same procedure as set out in
1-7 must be followed.
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GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
3 PROCEDURES FOR ETHICAL STATEMENT AND
PREVENTING PLAGIARISM
3.1
PURPOSE OF ETHICAL STATEMENT
1
The purpose of ethical review is to ensure that human respondents participate in
research freely and without unreasonable risk. Where there is some degree of risk,
the process of ethical review has to ensure that the potential benefits outweigh the
risk and that the participation of human respondents enjoys the full and informed
consent of these respondents.
2
The process of ethical review is intended to protect the researcher as well as the
participating human respondents. At a higher level, the process is also intended to
elevate the quality of research in the Faculty of Education—where research is
conceived not simply as a set of techniques, but as a well-considered, ethically
grounded process that builds values such as trust, respect, empathy and dignity
among both the researcher and the researched. In such a process, participants are
treated as authentic “respondents” in the research endeavour and not simply as
“objects” to be studied.
3
The broader goals of the ethical review of research proposals in the Faculty of
Education are the following:
a)
to develop a high standard of ethics and ethical practice in the
conceptualisation and conduct of educational research among students and
researchers.
b)
to cultivate an ethical consciousness among scholars especially in research
involving human respondents.
c)
to promote, among researchers, a respect for the human rights and dignity of
human respondents in the research process.
4
The ethical review process is guided by the following principles common to
research involving human respondents:
a)
the principle of voluntary participation in research, implying that the
participants might withdraw from the research at any time.
18
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
b)
the principle of informed consent, meaning that research participants must at
all times be fully informed about the research process and purposes, and must
given consent to their participation in the research.
c)
the principle of safety in participation; put differently, that the human
respondents must not be placed at risk or harm of any kind e.g., research with
young children.
d)
the principle of privacy, meaning that the confidentiality and anonymity of
human respondents must be protected at all times.
e)
the principle of trust, which implies that human respondents will not be
respondent to any acts of deception or betrayal in the research process or its
published outcomes.
3.2
PROCEDURES FOR COMPLETING AN ETHICAL STATEMENT
1
It is essential that the academic department approves the ethical statement
completed by the student before the student starts with his/her research. This is
not the final approval of the ethical statement, but is needed to protect the interest
of the student and the Faculty.
Master’s degree studies:
2
a)
The student must complete the ethics statement and submit it to his/her
supervisor prior to the defence and approval of the research proposal.
b)
The supervisor must scrutinize the ethical statement and ensure that the
research proposed will not in any way violate the research code of ethics
before signing it and submit it to the head of department for approval.
c)
The head of the department will approve the ethic statement after the
candidate has successfully defended the research proposal where after it must
be forwarded to the Ethics Committee of the Faculty.
3
Doctoral degree studies:
a)
The student must complete the ethics statement and submit it to his/her
supervisor prior to the defence and approval of the research proposal
19
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
b)
The supervisor will scrutinize the ethical statement and ensure that the
research proposed will not in any way violate the research code of ethics
before signing it and submitting it for approval by the head of department.
c)
The ethical statement will serve with the research proposal at the Faculty
defence of the proposal.
d)
The Faculty Committee will approve the ethic statement and research proposal
where after it must be forwarded to the Ethics Committee of the Faculty.
The Faculty’s representative on the Ethics Sub-committee of Senate will compile
4
a report on the approved ethical statements for Senate.
3.3
PREVENTING PLAGIARISM
The following information is reprinted from the UP Anti-Plagiarism website:
http://upetd.up.ac.za/authors/create/plagiarism.htm
The following information is also available:
Guidelines for Staff: http://upetd.up.ac.za/authors/create/plagiarism/staff.htm
Guidelines for Students: http://upetd.up.ac.za/authors/create/plagiarism/students.htm
1
In academic writing such as assignments, dissertations, theses, research articles and
reports it is standard practice to give an overview of the current knowledge about a
topic and to provide evidence to support the points that you make. These ideas will
form the foundation for your own arguments and will be integrated into your own
work by
2

quoting (using the exact words of another),

paraphrasing (using the ideas of another in your own words), or

summarising (using the main points of another).
If you do not acknowledge them correctly it indicates that either you have not yet
mastered the skill of referencing (citation) - which can be learned with the help of
your lecturers, or you have given in to cheating - which will have to be unlearned
because it is a crime. In either case you may be accused of PLAGIARISM which
20
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
can have serious consequences for your academic career and eventually for your
professional career.
3
What is plagiarism?
a)
You commit plagiarism when you present someone else's ideas - published or
unpublished - as if they were your own. People's ideas may be contained in

written text

articles, books, dissertations, theses, newspapers, magazines, notes,
course material, co-students' projects, e-mail messages, data, computer
code, everything on the Internet, etc.
c)

visual text

fine art, graphics, photographs, etc.

multimedia products

websites, video productions, films, CDs, design projects, etc.

music

compositions, lyrics, CDs, music or sound bytes on the Internet, etc.

spoken text

speeches, audio recordings, lectures, interviews, etc.
Plagiarism is a serious offence. If you are found guilty of plagiarism you may
be suspended from the University, criminally charged, or a civil claim may be
brought against you.
d)
All master’s and doctoral students of the Faculty of Education must complete
Form A (Preventing Plagiarism) (see Annexure).
5
What is referencing?
a)
Referencing is a standardised way of identifying sources of information used
in academic writing. It is also the way to "get permission" from the author to
use her/his ideas by acknowledging the fact that s(he) is the owner of these
ideas.
21
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
b)
This is done by citing the source in the text whenever you quote, paraphrase,
summarise or copy someone else's ideas as part of your work and by including
the reference in the list of references at the end of your dissertation.
6
Why should you reference?
a)
Correct referencing demonstrates that you are familiar with developments in
your field that you have read widely, and know who the leading subject
specialists are.
b)
Correct referencing shows that your ideas are related to those of the experts,
adding authority to your arguments. Correct referencing enables your readers
to locate and consult the sources you have used in order to verify your data
and to read more about it.
Correct referencing is necessary to avoid
plagiarism.
7
Referencing technique (Harvard method)
For more information, visit: http://www.ais.up.ac.za/edu/guideref.htm
7.1
How resources are referred to in text (Text referencing)
The author, year of publication and page number/s are stated.
Remember to acknowledge the sources in detail in your list of references at the end of
document.
EXAMPLES:
Books cited in text (surname year: page no.) e.g.: (Malta 1977:3) or (Behrens 2000:74;
Gates 1994:84) or (Allen, Bartlett & Colegrove 1967:15-21) or more than three authors
(Esterhuyse et al 1987). If author(s) name appear as part of sentence then: “According to
Gagiano (1981:156), the …”
Government publications or acts cited in text: e.g. (South Africa 1994, Section.38a), or
(SA Parliament: Hansard 1986) or (South Africa 2002) or (White Paper, 1996) or
(Department of Education 1999: 25)
Theses & Dissertations cited in text: e.g. (Louw 2001: 28)
Dictionaries & Encyclopedias cited in text: e.g. (Torsten & McNamarra 1986)
Journal articles cited in text: e.g. (Miller 1998: 63) or (Rosen & Sauter 2000: 506-508)
22
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
Newspaper articles in text: e.g. (Meyer 2004: 51) or if no author indicated (Star 2004: 12)
Author for a web-site: e.g. “Thomas (1997) summarises …” or if no author indicated
(www.edu.com/newsday/25May/html)
7.2
List of References
Your References is a list of publications and other information sources referred to in the
text, and are included at the end of your assignment, document or dissertation. It should
be arranged alphabetically according to the first component of the description (for
example the author) and all sources referred to in text must be included in your list of
references. Sources that you have read, but you have not referred to them specifically
should not be included. In other words, a list of references is not a bibliography.
BOOKS
The particulars of every entry for a book in the list of sources must be stated in the
following order:
Author(s) (surname and initials, separated by a comma), Year of publication, Title (in
italics, Edition (except the first), Place of Publication and Publisher
FOR EXAMPLE:
Bogdan, R. 2003. Qualitative research for education: an introduction to theory and
methods, (4th edition). Boston: Allyn and Bacon.
Carroll, S.R. & Carroll, D.J. 2002. Statistics made simple for school leaders: data-driven
decision making. Lanham, Md.: Scarecrow Press.
Taylor, J., Marais, D. & Kaplan, A. 1997. Action-learning for development: use your
experience to improve your effectiveness. Cape Town: Juta.
In cases where more than three authors the first author’s name can be used, together with
et al. E.g. Miller, P. et al. 1997. Action-learning. Cape Town: Juta.
GOVERNMENT/OFFICIAL PUBLICATIONS
Department of Education. 2002. Curriculum 2005 assessment guidelines for inclusion.
Pretoria: The Department.
Republic of South Africa. 1996. South African Schools Act, 84. Pretoria: Government
Printer.
BOOKS WITH EDITORS
Boil, P.P & Watt, E. (Editors) 2003. Introduction to Qualitative Research. Harvard:
University Press.
Reference to author in a book with editors: Rowland, J.F.B. 1975. Chemical structure
retrieval. In Handbook of special librarianship and information work. Edited by W.E.
Batten. 4th ed. London: Aslib: 376-387.
23
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
TRANSLATED BOOKS
Mayr, H. 1992. A guide to fossils. Translated by D. Dineley & G. Windsor. Princeton:
University Press.
THESES/DISSERTATIONS
Smithers, R.H.N. 1970. The mammals of Botswana. DSc thesis. University of Pretoria.
ENCYCLOPAEDIA ARTICLES
The particulars of an article from an encyclopaedia must be stated in the following order:
Author(s) (surname and initials, separated by a comma), Year of Publication, Title of the
article, Name of the encyclopaedia (in italics), Edition (except the first), Volume, Page(s)
on which the article appears
Varley, D.H. & Immelman, R.F.M. 1972. Libraries. Standard Encyclopaedia of Southern
Africa, vol.6: 618-619.
Phoenicia. 1958. The Encyclopaedia Americana, vol.6: 28.
JOURNAL ARTICLES
The particulars of an article from a journal must be stated in the following order:
Author(s) (surname and initials, separated by a comma), Year of Publication, Title of the
article, The Journal’s name (italics - it may be abbreviated in line with ISO-standard ISO
4), Month/season, date, Volume, Number, Page(s) on which the article appears
EXAMPLE:
Boons, J.K. & Blackwood, M. 1998. Classroom instruction: New approaches.
Educational Review. Vol.22 (3): 24-28.
Hamilton, J.B. & Hoch, D. 1997. Ethical standards for business lobbying. Business Ethics
Quarterly, vol.7(3): 117-129.
NEWSPAPER ARTICLES
The particulars of a newspaper article must be stated in the following order:
Author(s)/heading of the report , Year, Title of the article, Title of the newspaper (in
italics), Edition date, Page(s)
EXAMPLE:
Peterson, C. 1987. Falklanders fear weakening of UK resolve, Pretoria News, 21 January:
12.
Star. 2004. Teacher strike in perspective (Editorial) 23 July 2004: 8.
WORLD WIDE WEB SITES
O’Dell, C. & Grayson, C.J. 1997. If we only knew what we know: identification and
transfer of internal best practices. Houston, Tex.: American Productivity and Quality
Center, 1977. Also available at: http://www.apqc.org/download/kmpaper.pdf (accessed
25 May 1999).
Stoffle, C. 1999. The emergence of education and knowledge management as major
functions of the digital library. Available at:
http://www.ukoln.ac.uk/services/papers/follett/stoffle/paper.html (accessed 25 May
1999).
24
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
Online Journal:
Liberman, K., Rich, J.L. & Stewart, T.T.W. 2000. The foundations of a virtual library.
Online training, 5(1):1-10. Available: http://lcweb.loc.gov.catdir/pcc (accessed 25 May
1999).
ELECTRONIC MAIL
Please note: E-mail addresses should never be cited without permission of the owner of
the address.
FOR EXAMPLE:
Thomson, Barry. “Virtual Reality.” Personal e-mail (25 Jan. 1999).
Students may also use APA referencing technique. It is your responsibility to verify
the referencing technique to be used with your supervisor.
25
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
4
PROCEDURES FOR FINALISATION OF DISSERATIONS
AND THESES
4.1
MONITORING AND ENSURING PROGRESS WITH STUDIES
1
It is the responsibility of the supervisor to ensure that the following approvals
have been secured before the student commence with his/her research:
a) The research proposal has been approved
b) The ethical statement has been approved
c) The title and external examiners have been approved
2
All students must submit a progress report to the supervisor before the end of each
academic year.
The supervisor must verify the contents of the report and
recommend to the head of the department whether the student could be allowed to
continue with his/her studies based on satisfactory progress made during the year.
Attendance and participation in the research support programme could also be
taken into account.
3
Supervisors must annually submit a progress report to the head of department
with regard to all students being supervised (see Annexure for template).
4
Heads of departments must annually submit an integrated progress report of all
postgraduate students in the department to the Postgraduate Committee. Heads of
department will advise the Dean of the names of students who have not made
satisfactory progress.
These students may be advised that they will not be
allowed to continue with their studies after such a decision has been taken by the
Postgraduate Committee.
5
The Postgraduate Committee must prepare a yearly report for the Faculty Board
regarding the progress of postgraduate students.
6
Students should be reminded that there is no automatic progress from one year to
the next, but that continued participation in the degree programme will be based
on progress made during the preceding year.
26
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
4.2
SUBMISSION OF DISSERTATION OF LIMITED SCOPE,
DISSERTATION AND THESIS
PLEASE NOTE: A dissertation of limited scope in the Faculty of Education is handled
in the same manner as a full dissertation
1
The supervisor has the responsibility to ensure that the dissertation/thesis is
properly prepared by the student.
2
No student will be allowed to submit a dissertation or thesis for examination
before the supervisor has approved it. In cases where a student disputes the
decision of the supervisor, the student may appeal to the Postgraduate Committee
to review the decision. The decision of the Postgraduate Committee is final.
3
The student must inform Student Administration in writing (three months in
advance) of his/her intention submit his/her dissertation or thesis. Student
Administration will verify that the external examiners are still available and will
provide the student with all the necessary forms needed to submit the dissertation/
thesis.
4
Before the student submits his/her dissertation/thesis, the supervisor will check all
the documentation to be handed in and sign the required checklist as well as the
declaration that must accompany the article.
5
The correct number of copies of the dissertation/thesis is submitted to the Head:
Student Administration, before the closing date for the various graduation
ceremonies as announced annually.
6
A
student
for
the
master's
degree/doctorate,
on
submission
of
the
dissertation/thesis, has to declare the following before a Commissioner of Oaths:
"I declare that the dissertation/thesis, which I hereby submit for the degree
........................ at the University of Pretoria, is my own work and has not
previously been submitted by me for a degree at this or any other tertiary
institution."
7
For examination purposes, a student must, in consultation with the supervisor,
submit a sufficient number of bound copies of the dissertation/thesis, printed on
27
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
good quality paper and of good letter quality, to the Head: Student
Administration.
8
If a dissertation/thesis is accepted, but the student is required to make certain
amendments in accordance with the examiners' decisions, the amendments should
be made to all copies to the satisfaction of the supervisor concerned, who must
submit a declaration to this effect to the Head: Student Administration at least one
month prior to the graduation ceremony at which the degree is to be conferred.
9
In addition to the copies mentioned in above, each successful student must submit
a bound paper copy as well as two electronic copies of the approved
dissertation/thesis to the Head: Student Administration in the format specified by
the faculty and in accordance with the minimum standards set by the Academic
Information Services (AIS) at least one month prior to the graduation ceremony at
which the degree will be conferred, failing which the degree will not be conferred.
4.3
1.
TECHNICAL EDITING OF THE DISSERTATION AND THESIS
The technical editing of a dissertation/ thesis should comply with the following
requirements:
1.1
Title page
The title page of the copies of the dissertation/thesis submitted should
contain the following:
(a)
(The full title of the dissertation/thesis)…………………………………
by
(b)
(Full name of the student) ………………………………………………
(c) Submitted in partial fulfilment of the requirements for the degree ..…………
or
Submitted in fulfilment of the requirements for the degree ………….……...
in the Faculty of ........................……………………, University of Pretoria
(d)
(Year and date of submission)…………………………………….……..
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GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
1.2
Format and cover
The dissertation/thesis should be submitted in a format not larger than A4. The
bound copies must be bound in a hard cover, on which the title of the
dissertation/thesis and the name of the student are printed. The name of the
student and the year of submission of the dissertation/thesis should appear on the
spine of each bound copy.
1.3
Abstract/.summary of the dissertation or thesis
(a) A summary of the dissertation/thesis in English of not more than 500
words should be compiled and included by the student in each bound
copy of the dissertation/thesis.
(b)
In addition to the summary in, an abstract, in English, of the doctoral
thesis (350 words), as well as a copy of the title page in English,
should be submitted together with the examination copies of the thesis.
The title of the abstract referred to in contains the following:
The full title of the thesis …………………………………………..
by
Full name of the student .…………………………………………..
Name of the supervisor…………………………………………….
Name of the co-supervisor …………………………………………
Department …………………………………………………………...
Degree for which the thesis is submitted ………………….
A list of key terms to ensure retrieval of the source should also be
submitted together with the examination copies of the
dissertation/thesis.
1.4 The student submits the summary of the dissertation, and the summary and
abstract of the thesis for approval by the supervisor before final presentation
thereof.
1.5
For guidelines for the submission and technical aspects relating to dissertation
and theses see Annexure
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GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
4.4
1
DRAFT ARTICLE FOR PUBLICATION
Unless the Senate, on the recommendation of the supervisor, decides otherwise, a
student, before or on submission of a dissertation must submit at least one draft
article for publication in a recognized academic journal and in the case of a thesis,
must submit proof of receipt of an article by an accredited journal, to the Head:
Student Administration. The draft or accepted article, as the case may be, should
be based on the research that the student has conducted for the dissertation/thesis
and be approved by the supervisor if the supervisor is not a co-author. The
supervisor shall be responsible for ensuring that the paper is taken through all the
processes of revision and resubmission, as may be necessary. Conferment of the
degree may be made subject to compliance with the stipulations of this regulation.
2
The procedures for the submission of the draft article:
a) MEd students submit their articles within six (6) weeks after submission of
the examination copies but not later that one (1) month prior to the
graduation ceremony;
b) PhD students submit their articles within three (3) months after submission
of the examination copies but not later than one (1) month prior to the
graduation ceremony;
c) Students submit one (1) copy of the article as well as the completed
declaration to the student administration for record purposes.
The
supervisor will be responsible for submitting the article to the relevant
journal.
4.5
1
Intellectual property right
All rights in regard to intellectual property that is produced by a student during
his/her studies or as a result of any research project conducted at the University
or through the use of the equipment of the University, vest in the University, in
terms of the contract entered into by the student and/or his/her parents or
guardians at registration. This stipulation applies inter alia where the student
works under study guidance or as a member of a project team of the University.
30
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
2
A student and the University may conclude an agreement regarding the
publication of an essay, a dissertation, thesis and/or draft article for publication.
Should the copyright of the essay, dissertation, thesis and/or draft article for
publication be the only exploitable intellectual property that arises from such
essay, dissertation, thesis and/or draft article for publication, the University
would normally transfer the copyright to the student, subject to certain
conditions.
3
The University has the right to reproduce and/or publish, in any manner it may
deem fit, the essay, dissertation, thesis and/or draft article for publication and to
distribute such reproduction.
4
On publication of the essay, dissertation, thesis or the draft article, or an
adaptation thereof, it should be stated that it emanates from a
bachelor's/master's/doctoral study at the University. The name of the
supervisor/promoter and the department, in which the study was completed,
should also be acknowledged. Reprints should state the title and date of the
original publication.
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GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
5
EXAMINATION OF DISSERTATION/THESIS
5.1
APPOINTMENT OF EXAMINERS
1.
The supervisor in consultation with the head of the department concerned
compiles a list of names of potential examiners both inside and outside of South
Africa from which the Postgraduate Committee appoints examiners in the
following manner:
(i)
For dissertations: At least one internal examiner and at least one external
examiner from outside the University.
(ii)
For theses: At least one internal examiner and at least two external
examiners from outside the University, of whom at least one must
preferably be from outside South Africa.
2
An external examiner should not be associated in any way with the candidate or in
any way be involved in the research that the candidate has done previously.
7
As soon as a potential examiner has accepted his appointment as examiner, he/she
is supplied with a formal letter of appointment as well as documentation on the
policy of the University concerning examinations. Examiners must sign an
acceptance form which is to be returned to the Head: Student Administration.
8
The identity of the examiners, other than the internal examiners, may not be
revealed to the candidate until the examination process has been completed and
then only with the consent of the examiner and the Postgraduate Committee.
5.2
CRITERIA FOR EVALUATION
1
A dissertation must be proof of a candidate’s ability to work independently.
2
A thesis must contain proof of a candidate’s ability to conduct original research
that contributes to the development of new knowledge and expertise.
(a)
A dissertation/thesis is also evaluated on the following and should otherwise
also comply with the requirements stipulated by faculties:
i
scientific and academic standard of research; research procedures and
techniques; methodology; definition and extent of research; theoretical
32
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
foundation; coverage of literature and comprehension of field of
research;
ii
scientific and academic quality of processing; presentation, analysis and
synthesis of data, structure and logical development and arrangement of
content; as well as critical findings, conclusions and recommendations;
iii
editing and use of language;
iv
technical finish and layout which must meet the requirements set by
faculties; and
v
whether the dissertation/thesis or parts thereof is publishable.
5.3
EXAMINERS’ REPORTS
1
Every examiner independently and individually submits a report to the Head:
Student Administration. The reports are treated confidentially.
2
Every report has to contain one of the following recommendations, namely:
(i)
that the degree be conferred without any changes to be made by the
candidate to the dissertation/thesis;
(ii)
that the degree be conferred as soon as minor changes have been made to
the dissertation/thesis by the candidate, to the satisfaction of the head of
the department;
(iii) that the degree be conferred as soon as the candidate has made major
changes to the dissertation/thesis to the satisfaction of the examination
panel;
(iv) that the dissertation/thesis is not of the required standard and that the
candidate be invited to resubmit it for re-examination after reviewing the
dissertation/thesis;
(v)
that the dissertation/thesis be rejected and that the candidate does not pass;
(vi) that the candidate should be called for oral questioning by the examination
panel prior to finalisation of the result;
(vii) in addition to the above in the case of dissertations, the mark that the
candidate has achieved: on condition that at least 50% be regarded as a
pass mark and 75% as a pass with distinction.
33
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
(b) The reports are made available to the head of the department by the Head:
Student Administration.
3
In the case of a dissertation, the supervisor and the head of the department
review the examiners’ reports and submit a consolidated report with
recommendations to the Postgraduate Committee:
In the case of a thesis, the examiners’ recommendations made are preliminary in
4
nature and subject to the successful completion of an oral examination by the
candidate. The supervisor arranges an oral examination chaired by the Dean
during which the candidate is required to defend his/her thesis. The examiners
appointed constitute the examination commission for the oral examination. If an
examiner cannot participate in the examination, the Postgraduate Committee
appoints an additional external examiner for the purpose of this examination.
5
The panel will consist of the following people who will conduct the oral
defence:
6
a)
All the external Examiners
b)
The supervisor (and co-supervisor)
c)
The Chair of School
d)
The Head of Department
e)
Departmental Representative
f)
The Dean
The panel will have the following documentation at their disposal:
a) All the external examiner reports
b) the supervisors’ reports
7
The duration of the oral defence is normally two hours.
8
After the presentation by the candidate, the examination commission constitutes
a closed meeting to consider the success of the candidate’s representation, to
review all the examiners’ reports and to submit a consolidated report with a
recommendation to the Postgraduate Committee.
9
The content of the reports of the examiners and the examination committee may
only be reveal to the candidate on approval of the external examiners and the
Postgraduate Committee.
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GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
No examiner’s report may be ignored. In the event of a dispute, the Dean in
10
consultation with the Postgraduate Committee and the head of department will
appoint an additional external examiner of international standing on the topic of
the research. The appointed examiner will submit his/her report to the
Postgraduate Committee.
The Postgraduate Committee will submit a
recommendation to the Dean for approval. The Dean in consultation with the
Postgraduate Committee will reach a final decision on the outcome of the
5.4
PURPOSE AND RATIONALE FOR DEFENCE
1
The successful defence of a doctoral degree forms an integral part of the degree
study and will focus on the following three aspects:

the intellectual component of the defence: does the candidate demonstrate
sufficient intellectual depth, breadth and dexterity of knowledge and
understanding to qualify as a doctor of the University of Pretoria?

the textual component of the defence: does the candidate understand with
sufficient nuance and insight the complexities underlying the theoretical and
methodological substance of the thesis?

the personal component of the defence: does the candidate express a disposition
appropriate for a new scholar in the course of conducting the defence?
2
The doctoral defence forms part of the quality assurance function of the university
and students must realise that
i)
ii)
iii)
iv)
They can fail the doctoral defence despite a well written thesis
They can fail the degree despite a good oral defence
They can fail despite positive reports by the South African examiners
It is very likely that they may be asked to make editorial and/or substantive
changes to their thesis.
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GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
6
ROLE AND FUNCTION OF THE SUPERVISOR
6.1
ROLE AND FUNCTION OF SUPERVISOR
1
The supervisor and co-supervisor will act as advisers, guides, quality controllers
and "pastors". It remains their main responsibility to ensure that all postgraduate
studies are of a high quality and they should aspire to instil in their students a
sense of striving for excellence.
2
It is the responsibility of the student to initiate the first contact with the supervisor
after the student has been informed of the name of the supervisor allocated.
3
During the first meeting, the supervisor and student must reach an agreement in
terms of how they will interact and the supervisor should clearly spell out his/her
expectations of the student. This first interaction should serve as a basis for a
working contract between the supervisor and student.
4
It is the supervisor’s responsibility to ensure that the procedures set out in terms
of the development and approval of a research proposal, the development of an
ethics statement, the defence of proposals, the submission of the final dissertation/
thesis is adhered too.
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GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
7
RESPONSIBILITIES OF STUDENTS
7.1
RATIONALE
1
Postgraduate studies remain the primary responsibility of the student. This
includes initiating contact with the supervisor, knowing and understanding
University and Faculty administrative requirements, and maintaining interest and
commitment.
2
All postgraduate students of the Faculty are expected to be computer literate and
have adequate Internet access. One of the primary means of communication
between the supervisor and students will be computer-based.
7.2
SPECIFIC RESPONSIBILITIES
1
All postgraduate students registering for the first time for the MEd or PhD must
attend the Orientation day at the start of the academic year. During this event
students will be introduced to the graduate centre, the library, Faculty research
foci, funding opportunities, and supervisors.
2
Specific research support sessions will be held during the course of the year. It is
important to attend these sessions, as the main objective is to assist students in
their scholarly development as well as with proposal writing, literature surveys,
defending a proposal, etc.
3
All students must defend their research proposals. This exercise is aimed at
sharpening your research skills and to improve the quality of your research. All
students must successfully defend their proposals before they will be allowed to
continue with their studies. Students who fail their defence will be requested to
terminate their studies.
4
The purpose of the proposal presentation is for the student to give account of the
philosophical underpinnings of the proposed work, how it links up with
international, national and local realities and to conceptualise the research
methodology. The student should be able to defend the selected methodology,
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GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
based on its merits and demerits, and should also be able to reject the most
obvious alternative methodologies.
5
The research proposal must be successfully defended during the first year of
study. Failure to do so may result in a student not being allowed to continue with
their studies.
6
All students must complete the ethics statement prior to their research proposal
being defended.
7
Conducting the fieldwork for the research is the main responsibility of the student,
but all data gathering instruments to be used must be approved by the supervisor
prior to the fieldwork.
8
The student must submit annual progress reports. Unsatisfactory progress may
lead to the student being refused to continue with his/her studies.
9
Students must, on completion of their studies, write and submit an article for
publication in a journal. This article is published under the name of the student,
supervisor and co-supervisor (in that sequence). It stands to reason that the
involvement of authors should be reflected by the sequence of names.
7.2
GUIDELINES FOR WRITING AND GETTING YOUR DISSERTATION
CHAPTERS APPROVED
(These guidelines are based on some hard lessons learnt in recent times from
students submitting dissertation chapters and even full drafts for evaluation by their
supervisors and, eventually, for external examination. Please study it with all due
attention to avoid painful delays and even failure to cross the final hurdles in the
research process.)
1.
You cannot expect that your first draft of a chapter will be accepted as is. Prepare
yourself to accept that your supervisor would probably have seen a number of
drafts for detailed feedback and rewriting. This further means that you and your
supervisor should have had at least 3-5 detailed feedback discussions on the
individual drafts of each and every chapter even before the full draft dissertation,
as a whole, goes through this process of feedback and rewriting. A dissertation
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GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
/thesis must pass through a decent incubation period, under the heat of scrutiny,
before it is ready to leave the baking oven for quality control.
2.
You must take care of the basic language editing. Supervisors do not have the
time, and should not be distracted into making comments on spelling errors and
faulty sentence constructions. Do not hand-in any chapters or full drafts of your
dissertation unless you did your own spell-checks and had a language editor work
through the manuscripts; in this regard, choose a decent language editor and not
someone for whom English is a second language. Simple things like making sure
every page is numbered, every sentence is complete, and every argument is
linked, can really frustrate a supervisor.
3.
The most important chapters in your dissertation/thesis are the 2-4 chapters
representing the actual data from the original research. These chapters must
occupy most of the “space” in the dissertation – do not take more than 40-60
pages before you get to these data chapters. Too many students spend all their
time describing the nature of the study, the literature review, the methodology etc
without getting to the substance of the dissertation/thesis itself - what did you find
or discover (the data chapters) and what does it all mean (the final chapter)?
4.
It is important in your data chapters that you adopt an acceptable mode of
writing in these sections. Do not use too many sub-headings and, worse, do not
write a line-by-line report on each item’s results in your questionnaire or
interviews e.g., 18% of learners say they like ice-creams; 12% say they are
diabetic etc. Use these guidelines:
4.1
write in narrative form i.e., coherent stories written in a logical and
sequential narrative throughout.
4.2
weave the data
from
various sources
(interviews, questionnaires,
observations, statistics, profiles, dairies etc) into the storyline.
4.3
identify the key claim from the data and state that claim with authority e.g.,
‘the majority of teachers have great difficulty understanding the language of
outcomes based education.’
4.4
describe the supporting evidence to back the claim using the full range of
data from the various sources (literature, interviews, questionnaires,
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GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
observations, statistics, profiles, dairies etc). For each claim, you need a
substantial description of the evidence that runs for at least five pages per
claim. For example, the judicious use of quotations from teachers (in this OBE
example) could really give powerful insights into the difficulties of teachers in
understanding the language of outcomes based education
4.5
Develop a narrative around the evidential statements i.e., it does not help
to simply put down one table of statistics after another, or one quotation after
another, without an embedded narrative that explains, analyses, interprets—
and also connects—one set of evidence after another.
5.
When you describe the methodology or methods for your study, please refrain
from simply listing the published literature on the subject. Rather, explain how
exactly you went about collecting data for the study; justify why you chose a
particular sample (substantiate based on literature); describe the purpose of each
particular method for data collection; outline the validity checks applied in the
inquiry (substantiate based on literature); and identify the limitations of these
methods, and how you dealt with them i.e., the limitations.
6.
The final chapter is really where you bring the theory and the data into
conversation; it is a synthesis or summary of the data presented in the previous
data chapters that are now interpreted in the light of the theoretical or conceptual
framework described in an earlier chapter. This final chapter is absolutely crucial
since it takes the data beyond the specific case or instance or country that you
studied, and interprets its meanings in the broader international context of
scholarship on the subject. It is this chapter that often determines if the study was
worthwhile at all, and whether it deserves to be passed. So you cannot simply
rattle-off some concluding remarks in this final chapter; it deserves careful and
detailed attention as you think back over the data presented in the context of the
theoretical stance adopted in the study. It is in this chapter that you must grapple
with the question that will be posed in the oral examination: “after four or more
years of research for this dissertation, what do we (the community of
international scholarship) now know about your topic that we did not know
before your started this inquiry?). This question penetrates the superficial.
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GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
7.
It is not uncommon for students, especially those working in a qualitative mode,
to have to rewrite earlier chapters based on what happens in later chapters—
even modifying or dropping one or more of the original research questions. You
should feel comfortable with this possibility.
8.
A typical division of chapters—and creative students need not be limited to
either these divisions, their sequencing or their titles:
8.1
Introduction
8.2
Literature Review
8.3
Theoretical or Conceptual Framework
8.4
Research Design and Methodology
8.5
Presentation of Findings (research question 1)
8.6
Presentation of Findings (research question 2)
8.7
Presentation of Findings (research question 3)
8.8
Synthesis
7.3
PUBLISHING YOUR DISSERTATION OR THESIS IN ELECTRONIC
FORMAT (see http://upetd.up.ac.za/ETD-db/)
1
Students are encouraged to consider this very seriously because

it is far less cumbersome to do this (or to have it done) on a computer than
to have to deal with printers, copiers and binders,
3

a web thesis/dissertation costs far less than a stack of paper copies,

the accessibility of your work increases a enormously.
If the thesis/dissertation has been created on MS Word or some other text/word processing package it will be converted to PDF which can be read the world over
with Adobe Acrobat.
4
All the necessary instructions are available on our web site (http://upetd.up.ac.za):
UP Postgraduate Students. One needs approximately one hour per chapter.
5
If your thesis/dissertation has been put on the web you are exempted from the two
copies which have to be delivered to the Academic Information Service.
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GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
8
ACADEMIC WRITING
8.1
GENERAL GUIDELINES
1.
Assorted, diverse observations on a topic are not enough to make an
accomplished academic essay. An essay should have an argument. It
should answer a question or a few related questions (see 2 below). It
should try to establish something - develop a single "thesis" or a short set
of closely related points - by reasoning and evidence, especially including
apt examples and confirming citations from any particular text or sources
your argument involves. Gathering such evidence usually entails some
rereading of the text or sources with a question or provisional thesis in
mind.
2.
Your first effort should be to formulate as exactly as possible the
question(s) you will seek to answer in your study. Next, develop by
thinking, reading, and jotting a provisional thesis or hypothesis. Don't
become prematurely committed to this first answer. Pursue it, but test it even to the point of consciously asking yourself what might be said
against it - and be ready to revise or qualify it as your work progresses.
(Sometimes a suggestive possible title one discovers early can serve in the
same way.)
3.
There are many ways in which any particular argument may be well
presented, but an dissertation/thesis's organisation - how it begins,
develops, and ends - should be designed to present your argument clearly
and persuasively. (The order in which you discovered the parts of your
argument is seldom an effective order for presenting it to a reader.)
4.
Successful methods of composing a chapter are various, but some
practices of good writers almost invariably include a combination the
following:
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GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
a) They start writing early, even before they think they are "ready" to write,
because they use writing not simply to transcribe what they have already
discovered but as a means of exploration and discovery.
b) They don't try to write a chapter from beginning to end, but rather write
what seems readiest to be written, even if they're not sure whether or
how it will fit in.
c) Despite writing so freely, they keep the chapter's overall purpose and
organisation in mind, amending them as drafting proceeds. Something
like an "outline" constantly and consciously evolves, although it may
never take any written form beyond scattered, sketchy reminders to
oneself.
d) They revise extensively. Rather than writing a single draft and then
merely editing its sentences one by one, they attend to the whole chapter
and draft and redraft - rearranging the sequence of its larger parts, adding
and deleting sections to take account of what they discover in the course of
composition. Such revision often involves putting the chapter aside for a
few days, allowing the mind to work indirectly or subconsciously in the
meantime and making it possible to see the work-in-progress more
objectively when they return to it.
e) Once they have a fairly complete and well-organised draft, they revise
sentences, with special attention to transitions - that is, checking to be
sure that a reader will be able to follow the sequences of ideas within
sentences, from sentence to sentence, and from paragraph to paragraph.
Two other important considerations in revising sentences are diction
(exactness and aptness of words) and economy (the fewest words without
loss of clear expression and full thought). Lastly, they proofread the final
copy.
8.2
UNDERSTANDING THE TOPIC OF YOUR STUDY
1
Before you plunge into research or writing, think through the specific
topic you are dealing with. Remember, you are not being asked just to
43
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
collect facts, but to develop and display your powers of reasoning. You
can save yourself time and frustration by beginning this reasoning early in
the process. Here are some steps:
a)
Note the key terms, including those naming parts of the topic and
those giving directions for dealing with it. Look especially for words
that define the kind of reasoning you should be using: why, how,
analyse, compare, evaluate, argue, etc. Be sure you understand the
specific meanings of these terms.

Analyse means that you have to look behind the surface
structure of your source material. See the relationship of parts
to whole. Be able to recognise relationships such as cause and
effect, even if it's unstated in what you read. Look for
underlying assumptions and question their validity. How and
why imply an answer reached by analysis.

Compare means that you have to find differences as well as
similarities. You will need to formulate the aspects which you
are looking at in each item; consider organising your paper by
using these aspects as headings.

Evaluate stresses applying your judgement to the results of
your analysis. It asks for an opinion based on well-defined
criteria and clearly stated evidence. Wording such as to what
extent also asks for an evaluation of an idea.

Argue (or agree or disagree) likewise asks you to take a stand
based on analysis of solid evidence and explained by clear
reasoning. You will need to consider other possible viewpoints
and defend your own in comparison.
b)
Note which concepts or methods the topic asks you to use. Are you
to argue a point with others, or to explore your own responses? Does
the topic ask you to go into depth about some material already
44
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
covered, or does it suggest that you evaluate a theory or model by
applying it to an example from outside the module-specific material?
Whatever the design, an essay assignment expects you to use
module-specific concepts and ways of thinking; it encourages you
to break new ground for yourself in applying module-specific
methodology.
c)
To generate ideas from which you can choose the direction of your
research or preliminary analysis, ask yourself questions about the
specific topic in terms of the concepts or methods that seem
applicable. Looking for controversies in the material will also help
you find things worth discussing. You may want to look at some
general articles in reference works such as encyclopaedias to see
how others have framed questions or seen problems to discuss.
2
The key to making sense of your research topic is very simple: Read the
topic with care, it tells you what you need to do. Take your time
figuring the topic out! Many students' research proposal problems begin
with failing to analyse the topic carefully at the start of the project. It's also
a good idea to refer frequently to the topic as you go along, to ensure that
you stay on track.
3
In course work modules you will be expected to submit assignments in
essay format. Although careful analysis of essay topics will usually help
you work out what your lecturer wants you to do with a particular
assignment, it's not an infallible approach..
4
Here are a few key questions you can ask:

What is the purpose of this assignment? Is its purpose to allow you to
demonstrate what you can do or what you know? How does it relate to the
overall exit-level outcomes of the module?

How does the lecturer want you to do the assignment? What kind of
process does the lecturer suggest you use (i.e. with respect to prewriting,
writing, and revising)? Is the subject clear? What form should the essay
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GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
take? Should it be mainly expository, analytical, comparison/contrast,
critical, or some other mode or combination of modes?

For whom are you writing? Who is the audience? Just the lecturer? Your
peers? Everyone in the field of Educational Psychology? The audience for
whom you write determines many aspects of your essay, particularly with
regard to the inclusion of background information and the citation of
sources; it is essential information, and is seldom specified in essay topics.

How will the assignment be assessed? What would constitute a successful
response? An outstanding response? A merely adequate response? A
failure?
5
Using thesis statements: When you write a dissertation/thesis, your reader will
probably expect a clear statement of your position. Here are some characteristics
of good thesis statements. Note that good thesis statements indicate a theoretical
basis and promise substantial support.

It makes a definite and limited assertion that needs to be explained and
supported by further discussion (e.g. “The success of the last scene in
Midsummer Night's Dream comes from subtle linguistic and theatrical references
to Elizabeth's position as queen.”)

It shows the emphasis and indicates the methodology of your argument (e.g.
“Neither neo-protectionism nor post-industrial theory explains the steep reversal
of fortune for the South African National Qualifications.”)

It shows awareness of difficulties and disagreements (e.g. “Dutch laws on
euthanasia have been rightly praised for their attention to the principles of selfdetermination. Recent cases, however, show that they have not been able to deal
adequately with issues involving technological intervention of unconscious
patients. Hamarckian strategies can solve at least the question of assignation of
rights.”)
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GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
6
Developing coherent paragraphs. Paragraph structures provide a map for your
ideas, guiding readers through your reasoning. Keep this simple set of principles
in mind while you write, and use it as a checklist when you're revising.

Use Topic Sentences: State the central idea of each paragraph explicitly in a
topic sentence. That's one way of demonstrating that you have thought through
your material. In academic writing, the topic sentence nearly always works best
at the beginning of a paragraph so that the reader knows what to expect. Don't
count on your readers to guess what your paragraph is going to be about.

Expand on the Topic Sentences. The body of a paragraph develops and
demonstrates what your topic sentences state. Here are some common patterns:
o Explain more fully what you mean, giving definitions or indicating
distinctions.
o Offer details, examples, or relevant quotations (with your comments).
o Follow through a logical sequence, showing the connections among your
ideas in a recognisable pattern such as cause and effect or comparison and
contrast.

Show Connections. Be sure your intended logic is clear. Often the simplest words
do the most to pull together ideas. Pronouns such as it and they and this keep the
focus on the ideas announced at the beginning of the paragraph - as long as they
are clearly linked to specific nouns. Deliberate repetition of key words also helps
(but guard against clumsy formulations in using repetitive words). Certain
specialised linking words (e.g. in addition, moreover, more importantly,
however, in contrast, etc.) can also be powerful tools for pulling ideas together.
But don't just sprinkle them into your sentences - use them to support your logic.

Relating your topic sentences to your thesis can help strengthen the coherence of
your chapter. If you include a thesis statement in your introduction, then think of
incorporating a keyword from that statement into the topic sentence. But you need
not be overly explicit when you echo the thesis statement. Better to be subtle
rather than heavy-handed. Do not forget that your topic sentence should do more
than just establish a connection between your paragraph and your thesis. Use a
topic sentence to show how your paragraph contributes to the development of
47
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
your argument by moving it that one extra step forward. If your topic sentence
merely restates your thesis, then either your paragraph is redundant or your topic
sentence needs to be reformulated. If several of your topic sentences restate your
thesis, even if they do so in different words, then your work is probably repetitive
and than scholarly quality.

Choose appropriate paragraph length. A series of long paragraphs can you’re your
work dense and unpleasant to read. Check any paragraph that is longer than a
page to see if it would work better as two or more paragraphs. Break it at a logical
place (e.g., where your focus shifts), and see whether you need to create new topic
sentences to make the shift clear. Also look out for paragraphs that are only two
or three sentences long. They make academic writing seem disjointed or skimpy.
Try combining a few short paragraphs into one, using a single topic sentence to
hold them together.
7
What is a review of the literature?
a)
A literature review is an account of what has been published on a topic by
accredited scholars and researchers. A literature review forms an integral
part of dissertation and thesis writing. In writing the literature review,
your purpose is to convey to your reader what knowledge and ideas have
been established on a topic, and what their strengths and weaknesses are.
As a piece of writing, the literature review must be defined by a guiding
concept (e.g., your research objective, the problem or issue you are
discussing, or your argumentative thesis). It is not just a descriptive list of
the material available, or a set of summaries.
b)
Besides enlarging your knowledge about the topic, writing a literature
review lets you gain and demonstrate skills in two areas:

information seeking: the ability to scan the literature efficiently, using
manual or computerised methods, to identify a set of useful articles and
books

critical appraisal: the ability to apply principles of analysis to identify
unbiased and valid studies.
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GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
c)
A literature review must be organised around and related directly to the
thesis or research question you are developing, synthesise results into a
summary of what is and is not known, identify areas of controversy in the
literature and formulate questions that need further research
d)
Know what type of literature review you will be conducting? Are you
looking at issues of theory, methodology, policy, or quantitative/
qualitative research? Pay specific attention to the scope of the literature
review (must be comprehensive without getting bugged down in
trivialities or irrelevant detail). The level and rigor of the analysis is also
essential elements to consider.
e)
Be critical and reflective in your analysis of the literature. Follow through
a set of concepts and questions, comparing items to each other in the ways
they deal with them.
8
How does “critical reading” relate to “critical writing”? Critical writing depends
on critical reading. Your work will involve reflection on written texts - the
thinking and research that has already been done on your subject. In order to write
your own analysis of this subject, you will need to do careful critical reading of
sources and to use them critically to make your own argument. The judgments
and interpretations you make of the texts you read are the first steps towards
formulating your own approach.
a)
Critical Reading: To read critically is to make judgements about how a
text is argued. This is a highly reflective skill requiring you to "stand
back" and gain some distance from the text you are reading. Reading
should not be based on reading for information, but it is aimed at looking
for ways of thinking about the subject matter. Avoid approaching a text
by asking "What information can I get out of it?" Rather ask "How is the
evidence (the facts, examples, etc.) used and interpreted? How does the
text reach its conclusions? Here are some hints:
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GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES

Determine the central claims or purpose of the text (its thesis). A critical
reading attempts to assess how these central claims are developed or
argued.

Begin to make some judgements about context. What audience is the text
written for? In what historical context is it written?

Distinguish the kinds of reasoning the text employs. What concepts are
defined and used? Does the text appeal to a theory or theories? Is any
specific methodology laid out? If there is an appeal to a particular concept,
theory, or method, how is that concept, theory, or method then used to
organise and interpret the data? You might also examine how the text is
organised: how has the author analysed (broken down) the material? Be
aware that different disciplines (i.e. Psychology, Sociology, Philosophy,
Theology) will have different ways of arguing.

Examine the evidence (the supporting facts, examples, etc) that the text
employs. Supporting evidence is indispensable to an argument. How is the
evidence is used to develop the argument and to control claims and
concepts. What counts as evidence in this argument? Is the evidence
statistical? Literary? Historical? etc. From what sources is the evidence
taken? Are these sources primary or secondary?

Critical reading involves evaluation. Your reading of a text is already
critical if it accounts for and makes a series of judgments about how a text
is argued. If the argument is strong, what is it that makes it strong? Could
it be better or differently supported? Are there gaps, leaps, or
inconsistencies in the argument? Is the method of analysis problematic?
Could the evidence be interpreted differently? Are the conclusions
warranted by the evidence presented? What are the unargued assumptions?
Are they problematic? What might an opposing argument be?

When you begin to think about how you might use a portion of a text in
the argument you are forging in your own paper, try to remain aware of
how this portion fits into the whole argument from which it is taken.
Paying attention to context is a fundamental critical move.
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GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES

When you quote directly from a source, use the quotation critically. This
means that you should not substitute the quotation for your own
articulation of a point. Rather, introduce the quotation by laying out the
judgments you are making about it, and the reasons why you are using it.
Often a quotation is followed by some further analysis.

Critical reading skills are also critical listening skills. In your lectures,
listen not only for information, but also for ways of thinking. Your
lecturer will often explicate and model ways of thinking that are
appropriate to your field of specialisation.
b)
Taking notes from “research reading” If you take notes efficiently, you
can read with more understanding and also save time and frustration when
you come to write your paper. These are three main principles:

Know what kind of ideas you need to record

Focus your approach to the topic before you start detailed research.
Then you will read with a clear purpose in mind, and you will be
able to sort out relevant ideas.

Review the commonly known facts about your topic, and also
become aware of the range of thinking and opinions on it. Make a
preliminary list of the subtopics you would expect to find in your
reading. These will guide your attention and may come in handy as
labels for notes. Your research question should allow for reasoning
as well as gathering of information - not just what the most important
factors are that may influence educational policy, for instance, but
how applicable and relevant these factors are for our understanding
of the development of education policies.
c)
Summarise rather than quote. Copy out exact words only when the ideas
are memorably phrased or surprisingly expressed - when you might use
them as actual quotations.
Otherwise, compress ideas in your own
words. Paraphrasing word by word is a waste of time. Choose the most
important ideas and write them down as labels or headings. Then fill in
with a few sub points that explain or exemplify.
51
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
d)
Label your notes intelligently. Whether you use cards or pages for notetaking, take notes in a way that allows for later use.
e)
Save bother later by developing the habit of recording bibliographic
information in a master list when you begin looking at each source (don't
forget to note book and journal information on photocopies). Then you can
quickly identify each note by the author's name and page number; when
you refer to sources in the essay you can fill in details of publication easily
from your master list. Keep a format guide handy.
f)
Try as far as possible to put notes on separate cards or sheets. This will let
you label the topic of each note. Not only will that keep your note-taking
focussed, but it will also allow for grouping and synthesising of ideas
later.
g)
Articles can be complex. Not everything the author says will be a positive
conclusion or a premise in support of his conclusion. Sometimes he'll be
supporting his view with a thought-experiment. Sometimes he'll be
arguing for a distinction which his positive view relies on. Sometimes he'll
be arguing that another philosopher's views or arguments ought to be
rejected. Sometimes he'll be defending a view against somebody else's
objections. Philosophers often provide auxiliary arguments, arguments for
important premises they appeal to in support of their main conclusion. The
key to getting it right is to read and reread the whole article. When you've
figured out what the main conclusion of an article is, and what the overall
structure of the article is, go back and read the article carefully. Pay
attention to how the various parts fit together. Most importantly, figure out
what the author's central argument(s) are. What reasons does he / she offer
in support of his / her conclusions? Where in the article does he / she put
these reasons forward?
h)
In your notes, you might make a quick outline of the article's major
argumentative "pieces." Draw arrows to diagram how you think those
pieces fit together. Obviously, you're only in a position to evaluate an
author's argument when you've done the work of figuring out what it is
52
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
he's really saying, and how his arguments work. When you come to that
point, you can start asking questions like these: Do you agree with the
author? If not, what do you think is wrong with his reasoning? Does he
appeal to some premise which you think is false? (Why do you think it is
false?) Is there some assumption which the author does not make explicit,
but which you think is false? Does his argument equivocate or beg the
question?
i)
The focus of a dissertation/thesis should be on your understanding of the
topic. Note that most scientific writing relies on summary rather than
quotation. If you include too much quotation in your dissertation, it takes
on an eclectic character where your voice is swamped by others’ ideas.
Consider quoting a passage from one of your sources if any of the
following conditions holds:

The language of the passage is particularly elegant or powerful or
memorable.

You wish to confirm the credibility of your argument by enlisting the
support of an authority on your topic.
j)

The passage is worthy of further analysis.

You wish to argue with someone else's position in considerable detail.
If an argument or a factual account from one of your sources is
particularly relevant to your paper but does not deserve to be quoted
verbatim, consider paraphrasing the passage if you wish to convey the
points in the passage at roughly the same level of detail as in the original
or summarising the relevant passage if you wish to sketch only the most
essential points in the passage
k)
Don't just parachute quotations into your dissertation without providing an
indication of who your source is. Letting your reader know exactly which
authorities you rely on is an advantage: it shows that you have done your
research and that you are well acquainted with the literature on your topic.
l)
Please observe the forms of punctuation used to introduce the quotations.
When you introduce a quotation with a full sentence, you should always
53
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
place a colon at the end of the introductory sentence. When you introduce
a quotation with an incomplete sentence, you usually place a comma after
the introductory phrase. However, it has become grammatically acceptable
to use a colon rather than a comma (e.g. Arendt writes: "we must turn to
Roman antiquity to find the first justification of war…") If you are
blending the quotation into your own sentence using the conjunction that,
do not use any punctuation at all (e.g. Arendt writes that "we must turn to
Roman antiquity to find the first justification of war…."). Finally, note
that you can deviate from the common pattern of introduction followed by
quotation. Weaving the phrases of others into your own prose offers a
stylistically compelling way of maintaining control over your source
material. Moreover, the technique of weaving can help you to produce a
tighter argument.
m)
If your quotation is lengthy, you should almost always introduce it with a
full sentence that helps capture how it fits into your argument. If your
quotation is longer than four lines, do not place it in quotation marks.
Instead, set it off as a block quotation. The full-sentence introduction to a
block quotation helps demonstrate your grasp of the source material, and it
adds analytical depth to your dissertation. But the introduction alone is not
enough. Long quotations almost invariably need to be followed by
extended analysis. Never allow the quotation to do your work for you.
Usually you will want to keep the quotation and your analysis together in
the same paragraph. Hence it is a good idea to avoid ending a paragraph
with a quotation. But if your analysis is lengthy, you may want to break it
into several paragraphs, beginning afresh after the quotation.
n)
If you need to alter your quotations in any way, be sure to indicate just
how you have done so. (e.g. If you remove text, then replace the missing
text with an ellipsis - three periods surrounded by spaces: In ‘The Mirror
and the Lamp’, Abrams comments that the "diversity of aesthetic
theories… makes the task of the historian a very difficult one"). If you
need to alter or replace text from the original, enclose the added text
54
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
within square brackets. You may, for example, need to alter text to
ensure that pronouns agree with their antecedents.
o)
Whenever you paraphrase, remember these two points: You must provide
a reference and the paraphrase must be entirely in your own words. You
must do more than merely substitute phrases here and there. You must also
completely alter the sentence structure. It can be difficult to find new
words for an idea that is already well expressed. The following strategy
will make the job of paraphrasing a lot easier: When you are at the notetaking stage, and you come across a passage that may be useful, do not
copy the passage verbatim unless you think you will want to quote it.
Make a note only of the author's basic point and rewrite the rest in your
own words ensuring that you do not distort the original idea or argument.
Make sure to include the page number of the original passage so that you
can make a proper reference later on.
p)
When you summarise a passage, you need first to absorb the meaning of
the passage and then to capture in your own words the most important
elements from the original passage. A summary is necessarily shorter than
a paraphrase.
55
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
FORMS
56
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
ANNEXURE A
FACULTY OF EDUCATION
UNIVERSITY OF PRETORIA
FACULTY RESEARCH ETHICS COMMITTEE
STUDENT APPLICATION FOR APPROVAL OF
RESEARCH INVOLVING HUMAN RESPONDENTS
APPLICATION FORM
1. SUMMARY OF THE RESEARCH
Please provide a brief summary of the nature and purpose of the research in non-technical language (1-2
pp.)
2. PARTICIPATION OF HUMAN RESPONDENTS
2.1 describe who will be participating in the study in terms of race, sex, age range, institutional affiliation,
and other special criteria
2.2 describe how will you select the participants in the study; indicate whether participation is voluntary or
not; and state what inducements (if any) will be offered to human subjects to participate in this study
2.3 describe what the respondents will be expected to do, or what will be done to them, or what information
will be required; indicate how many times observations, tests, questionnaires etc., will be administered; and
state how long their participation will take for each specified task
3. SUBJECT APPROVAL AND INFORMED CONSENT
3.1 indicate whether you have received permission to conduct this research from the relevant authority:
Yes
the provincial department of education
the school
other authority (specify) _______________________ ____
____
No
___
____
___
___
3.2 describe how you will explain the research to respondents, and how you will obtain their informed
consent to participate e.g., writing, face-to-face explanations etc. And how is it made clear to subjects that
they can end their participation in the study at any time?
3.3 describe how you will obtain consent in cases where subjects who are minors (under 18), mentally
infirm, or otherwise not legally competent to consent to their participation. How is their assent obtained and
from whom is proxy consent obtained?
3.4 describe how you will ensure full consent and participation in cases where the research is not conducted
in the mother-tongue of the subjects or in a language in which the subjects feel competent?
4. QUALIFICATIONS AND EXPERTISE OF THE RESEARCHER
57
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
4.1 describe your experience with this kind of research.
4.2 do you as researcher require registration for any specific techniques or treatment that you will
administer in this study?
4.3 list any assistants who might be working with you, describe what they will do, and their competence
and preparation to do such tasks
5. RISKS AND DISADVANTAGES TO HUMAN RESPONDENTS OR PARTICIPANTS
5.1 Do respondents risk any harm—physical, psychological, legal, social—by participating in the research.
What safeguards do you take to minimize the risks?
6. BENEFITS AND ADVANTAGES TO HUMAN RESPONDENTS OR PARTICIPANTS
6.1 In what ways—if at all—will this research benefit the participants?
7. CONFIDENTIALITY, ANONYMITY AND TRUST
7.1 Were the respondents offered confidentiality and anonymity for their involvement in the research? How
did you go about ensuring confidentiality and anonymity to respondents?
7.2 Will participants receive feedback on the research process and its conclusions? Will participants be
asked to comment on drafts e.g., transcripts of interviews? If so, how will you use such comments from
respondents in your research report?
7.3 Will research data be destroyed at the end of the study? If not, where and in what form, and for how
long, will the data be stored
58
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
FACULTY OF EDUCATION
UNIVERSITY OF PRETORIA
FACULTY RESEARCH ETHICS COMMITTEE
STUDENT APPLICATION FOR ETHICS APPROVAL OF
RESEARCH INVOLVING HUMAN RESPONDENTS
COVER SHEET
STUDENT DETAILS:
_________________________ (Name and Surname, printed)
_________________________ (Student ID Number)
_________________________ (Year of first registration)
QUALIFICATION BEING PURSUED:
_________________________ (e.g., PhD Policy Studies)
TITLE OF PROPOSED RESEARCH
____________________________________________________
____________________________________________________
STATUS OF SUBMISSION TO ETHICS
COMMITTEE
First Submission
Second Submission
INDICATE WHETHER FUNDED:
_____
_____
Yes
_____
No
_____
Agency _____ (e.g., the NRF)
INDICATE WHETHER THE RESEARCH WILL INVOLVE:
Yes
___
___
___
Subjects under 18
Mentally Disabled
Mentally Retarded
No
___
___
___
Signature indicates that the signing party has approved this proposal for submission to the Faculty
Ethics Committee
STUDENT’S SIGNATURE:
____________________ ___________ (date)
SUPERVISOR’S SIGNATURE:
____________________ ___________ (date)
HEAD OF DEPARTMENT’S SIGNATURE:
____________________
___________ (date)
BELOW THIS LINE: FOR RESEARCH ADMINISTRATION OFFICE ONLY
APPLICATION NUMBER:
DATE RECEIVED:
_________________________
_________________________
DATE APPROVED:
_________________________
59
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
ANNEXURE B
UNIVERSITY OF PRETORIA
FACULTY OF EDUCATION
SHORTENED GUIDELINES FOR THE SUBMISSION OF
THESES/DISSERTATIONS/DISSERTATIONS OF LIMITED SCOPE: 2004
1.
SUBMISSION DATES
(a)
(b)
30 March
29 October
GRADUATION CEREMONY
for
for
September
April
2.
DOCTORAL CANDIDATES: THESIS
2.1
Copies required:
2.2
Bound:
(Spring)
(Autumn)
Ring bound copies for examining:
One copy each for dean, supervisor and examiners – must be followed up by
bound copies (hard cover) to examiners after examination
Copies for Academic Information Service (final copies after
examination:
Students who are registered since earlier than 2002, submit one bound paper
copy (hard cover) and are advised to, in addition, submit one electronic copy
(format not specified), as prescribed for students of 2002 and 2003.
One bound paper copy (hard cover) and one electronic copy (format not
specified) for students who registered since 2002 and 2003. Students who
registered since 2004 must submit one bound paper copy (hard cover) as
well as two electronic copies, one in PDF and the other in Word or
WordPerfect. Electronic copies may be on CD or diskette, or students can
do the submission on the UPeTD web site themselves in which case their
documents will receive preferential treatment. More information available at
www.upetd.up.ac.za
Final copies must reach the Student Administration not later than four weeks
prior to the graduation ceremony. Electronic copies must be accompanied
by the prescribed UPeTD form which must be completed by the student as
well as the supervisor. Form and UPeTD instructions obtainable from the
Student Administration.
(a)
(b)
2.3
Title page in front.
A summary of not more than 500 words in English (in front or at the back) with a list of
10 key words.
Unbound:
(a)
(b)
(c)
(d)
(e)
(f)
Title page in English
An abstract in English of not more than 350 words (together with a list of 10 key
words).
Submission form - signed by supervisor. (Obtainable from the Student Administration).
R50 administration fee (payable to the cashier before submission).
A completed "Abstract" form (obtainable from Student Administration).
Curriculum Vitae, in consultation with supervisor - maximum 170 words. Last paragraph
60
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
(g)
100 words. Typed in double spacing. Signature of supervisor required. (Example
obtainable from Student Administration).
Draft article for publication – 2 hard copies as well as a CD or diskette in consultation
with supervisor.
3.
MASTER’S DEGREE CANDIDATES
3.1
DISSERTATION
3.1.1
Copies required:
As for doctoral thesis, but extra copy for dean not required.
3.1.2
Bound:
As for doctoral thesis.
3.1.3
Unbound:
(a)
(b)
(c)
3.2
Submission form signed by supervisor (obtainable from Student Administration).
R50 administration fee. (Payable to cashier before submission).
Draft article for publication - 2 hard copies as well as a CD or diskette in consultation
with supervisor.
DISSERTATION OF LIMITED SCOPE
3.2.1
Copies required:
3.2.2
Bound:
As for doctoral thesis, but extra copy for dean not required.
(a)
(b)
3.2.3
Title page in front.
A summary of 150 - 200 words in English (after the table of contents), together with a list
of 10 key words.
Unbound:
(a)
4.
Submission form - signed by supervisor (obtainable from the Student Administration
Office).
(b)
R50 administration fee (payable to the cashier before submission).
(c)
Draft article for publication – 2 hard copies as well as a CD or diskette in consultation
with supervisor.
TECHNICAL DETAILS
4.1
Final copies must be bound in a hard cover with:
(a)
4.2
the title of the thesis/dissertation/dissertation of limited scope and initials and surname of
the candidate on the front cover; and
(b)
Year, surname and initials on the spine.
Copies must be printed on good quality paper and in letter quality.
4.3
A4 or A5 paper size may be used and printing may be done on both sides of the page.
Students should inform the Student Administration, in writing, of their intention to submit
the thesis/dissertation/dissertation of limited scope at least three months prior to submission
and are requested to set an appointment at least a week prior to submission.
For further details consult the General Regulations of the University.
61
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
ANNEXURE C
FORM A
UNIVERSITY OF PRETORIA
FACULTY ____________________________________
DEPARTMENT ________________________________
The Department _________________________ places specific emphasis on integrity and ethical behaviour
with regard to the preparation of all written work to be submitted for academic evaluation.
Although academic personnel will provide you with information regarding reference techniques as well as
ways to avoid plagiarism, you also have a responsibility to fulfil in this regard. Should you at any time feel
unsure about the requirements, you must consult the lecturer concerned before you submit any written
work.
You are guilty of plagiarism when you extract information from a book, article or web page without
acknowledging the source and pretend that it is your own work. In truth, you are stealing someone else’s
property. This doesn’t only apply to cases where you quote verbatim, but also when you present someone
else’s work in a somewhat amended format (paraphrase), or even when you use someone else’s deliberation
without the necessary acknowledgement. You are not allowed to use another student’s previous work. You
are furthermore not allowed to let anyone copy or use your work with the intention of presenting it as
his/her own.
Students who are guilty of plagiarism will forfeit all credit for the work concerned. In addition, the matter
can also be referred to the Committee for Discipline (Students) for a ruling to be made. Plagiarism is
considered a serious violation of the University’s regulations and may lead to suspension from the
University.
For the period that you are a student at the Department ______________________ , the under-mentioned
declaration must accompany all written work to be submitted. No written work will be accepted unless the
declaration has been completed and attached.
I (full names)
Student number
Subject of the work
__________________________________________________
__________________________________________________
__________________________________________________
62
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
Declaration
1.
I understand what plagiarism entails and am aware of the University’s policy in this regard.
2.
I declare that this ______________________ (e.g. essay, report, project, assignment, dissertation,
thesis etc) is my own, original work. Where someone else’s work was used (whether from a
printed source, the internet or any other source) due acknowledgement was given and reference
was made according to departmental requirements.
3.
I did not make use of another student’s previous work and submitted it as my own.
4.
I did not allow and will not allow anyone to copy my work with the intention of presenting it as
his or her own work.
Signature __________________________________
63
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
ANNEXURE D
UNIVERSITY OF PRETORIA
FACULTY OF EDUCATION
CONFIDENTIAL
EXTERNAL REPORT ON POTENTIAL OF CANDIDATE TO UNDERTAKE
RESEARCH AT POSTGRADUATE LEVEL
NB: DIE BESONDERHEDE OF HIERDIE VORM MOET GETIK OF MET SWART INK
VOLTOOI WORD / THE INFORMATION SUPPLIED ON THIS FORM SHOULD BE TYPED OR
COMPLETED IN BLACK INK.
1. KANDIDAAT/
CANDIDATE
2. Hoe lank ken u die kandidaat? /
How long have you known the candidate?
Baie goed/Very well
3. In watter mate ken u die kandidaat? /
To what degree do you know the candidate?
Goed/Well
Nie goed nie/Not well
Dosent/Lecturer
4. In watter hoedanigheid ken u die kandidaat? /
In which capacity do you know the candidate?
Werkgewer/Employer
Studieleier/Supervisor
Ander:/Other:
5. In watter mate sou u die kandidaat se academiese vermoë beoordeel? /
To which degree would you evaluate the candidate’s academic potential?
6.
Swak/Poor
1
2
3
4
5
6
7
8
9
10 Uitstekend/Excellent
Indien u die kandidaat se studieleier vir sy/haar Magisterverhandeling was, beoordeel
asseblief die kandidaat ten opsigte van die volgende vaardighede: / If you had been the
candidate’s supervisor for his/her Master’s dissertation, please evaluate the candidate on
the grounds of the following:
(1 = swak/poor; 5 = uitstekend/excellent)
Formuleringsvermoë /Ability to formulate
1
2
3
4
5
Gefokusheid/Clarity of focus
1
2
3
4
5
Vermoë om teorie te integreer/Theoretical
1
2
3
4
5
integration
Analitiese vermoe/Analytical ability
1
2
3
4
5
Akademiese skryfvermoë/Academic writing skills
1
2
3
4
5
Logiese redeneringsvermoë /Logical reasoning
1
2
3
4
5
ability
Vermoë om navorsing uit te voer /Knowledge of
1
2
3
4
5
research methodology
Vermoë tot selfstandige werk /Ability to work
1
2
3
4
5
independently
Vakkennis /Subject knowledge
1
2
3
4
5
Bykomende inligting in hierdie verband wat us as belangrik beskou: / Additional information in
this regard which you might regard as important:
64
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
7.
Evalueer asseblief die kandidaat op grond van die volgende persoonlikheids-eienskappe /
Please evaluate the candidate regarding the following personality traits
(1 = swak/poor; 5 = uitstekend/excellent; 0 = kan nie ‘n oordeel fel nie/unable to give an
option)
Gedissiplineerd / Disciplined
Deursettingsvermoë / Perseverance
Selfstandigheid / Independence
Verantwoordelikheid / Responsibility
Netheid / Neatness
Stiptelikheid / Punctuality
Interpersoonlike sensitiwiteit / Interpersonal
sensitivity
Emosionele stabiliteit / Emotional stability
Buigsaamheid / Flexibility
Hantering van spanning / Coping with stress
Etiese gedrag / Ethical Behaviour
Motivering / motivation
Persoonlike insig / Personal insight
Reaksie op terugvoer/Response to feedbvack
Verbale vermoë/Verbal abilities
1
1
1
1
1
1
1
2
2
2
2
2
2
2
3
3
3
3
3
3
3
4
4
4
4
4
4
4
5
5
5
5
5
5
5
0
0
0
0
0
0
0
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
5
5
5
5
5
5
5
5
0
0
0
0
0
0
0
0
Bykomende inligting in die verband wat u as belangrik beskou: / Additional information which
might be important in this regard:
8.
9.
In watter mate dink u behoort die kandidaat tot ‘n PhD graad in Opvoedkundige Sielkunde
of Leerondersteuning, Voorligting en berading, toegelaat te word? /To which degree do you
think the candidate should be admitted to a PhD in Educational Psychology or Learning
support, Guidance and counselling?
Glad nie / Not at
1 2
all
REFERENT / REFEREE
3
4
5
6
7
8
9
1
0
Beslis / Definitely
Naam/Name:___________________________________________________________
Beroep/Occupation:_____________________________________________________
Adres/Address:_________________________________________________________
______________________________________________________________________
Tel:___________________________ (w)
______________________________(h)
Sel/Cell:_______________________________________________________________
Epos/E-mail:___________________________________________________________
Handtekening/Signature:_________________________________________________
Datum/Date:___________________________________________________________
Baie dankie vir u samewerking / Thank you for your cooperation.
65
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
ANNEXURE E
DWARSVORM
UNIVERSITY OF PRETORIA
DEPARTMENT: EDUCATION
MANAGEMENT, LAW AND
POLICY
M&D COMMITTEE
DATE:
ESS VERDELING
DEPT
FOR OFFICE USE:
Enrolled:
%
Letter sent on:
STUDENT DETAILS
TITLE
Yes
No
EXTERNAL EXAMINERS RECOMMENDED
Name:
Name and
initials
Stud no.
Address
Name:
Position:
Address
Position:
Address
Tel
Fax
e-mail
First year of
registration
Tel
Fax
Cell:
Academic
qualification
e-mail
Name:
Tel
Fax
Cell:
Academic
qualification
e-mail
Name:
Head of Department
Position
Address
Position
Address
Date:
Tel
Fax
Cell:
Academic
qualification
e-mail
Tel
Fax
Cell:
Academic
qualification
e-mail
FIELD OF STUDY
SUPERVISOR
Name
Personnel no.
CO-SUPERVISOR
Name
Personnel no
APPROVAL
Dean
Date
1
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
ANNEXURE E
PROGRESS REPORT FORM
UNIVERSITY OF PRETORIA
FACULTY OF EDUCATION
PROGRESS REPORT FORM
DEPARTMENT:
FOR OFFICE USE:
Date of 1st registration
Date last progress report
DATE:
y
y
STUDENT DETAILS
Name and
initials
Student number
Degree enrolled
for:
Contact details
m
m
d
d
TITLE OF DISSERTATION
Tel:
Fax
e-mail
Comments on progress and recommendation
APPROVAL
Head of
Department
ADMINISTRATIVE PROCESSES
Successfully defended proposal at
departmental level
Successfully defended proposal at
Faculty level
Date:
CO-SUPERVISOR
Name
Personnel no
Date:
Title approved (Dwarsvorm)
External examiners appointed
Administration informed of
submission date
Completed chapters
Date
Chapter 1
Chapter 2
Chapter 3
Date:
Date:
Date:
Fieldwork
Data analysis
Chapter 4
Draft dissertation
Final edited
dissertation submitted
Research
Committee
Date
2
Date:
Ethics statement submitted
SUPERVISOR
Name
Personnel no.
Date:
Comments:
GUIDELINES AND PROCEDURES FOR POSTGRADUATE STUDIES
3