Course Outline HRMS331 Jan Jun2024 FB v.1 30012024

BOSTON CITY CAMPUS
COURSE OUTLINE
RESEARCH METHODS AND STATISTICS 2
(HRMS331-1)
Assessment Strategy: AS4
JANUARY – JUNE 2024
About the Institution

Boston City Campus (Pty) Ltd, Reg. No. 1996/013220/07, is registered with the Department of Higher
Education and Training (DHET), as a private higher education institution, No. 2003/HE07/002, in terms
of Section 54(1)(c) of the Higher Education Act, 1997 (Act No 101 of 1997), and Regulation 16(4)(a) of
the Regulations for the Registration of Private Higher Education Institutions, 2002.
Disclaimer
This Course Outline forms part of the ‘Boston Student Rules and Regulations’ and is accurate at the
time of publication. Boston City Campus (Pty) Ltd reserves the right to alter any of the content due to
changes in regulations, market requirements and other reasons.
Website: www.boston.co.za
1 Course Outline-HRMS331-Jan-Jun2024-FB-V.1-30012024
CONTENTS
1. COURSE INTRODUCTION 4
1.1 Overview
1.2 The Module
1.3 Notional Hours
1.4 Introduction to SAQA, QCs and the NQF
2. CRITICAL OUTCOMES OF THE LEARNING PROGRAMME 8
3. TEACHING, LEARNING AND ASSESSMENT 11

3.1 Learning Philosophy
3.2 Learning Methodology
3.3 Assessment Strategies and Types of Assessments
3.3.1 Self-Assessment and Recommended Reading
3.3.2 Report Writing
3.3.3 True-False Tests
3.3.4 Open-Book Test/Assignment
3.3.5 Multiple-Choice Question Examination
3.3.6 Student-Centred Interaction
3.3.7 Sample Assignment and Examination Papers and Memoranda
3.4 Feedback to Students
4. STUDENT ACCESS TO IT, LIBRARY AND OTHER RESOURCES 16

4.1 Distance Learners and Support Centres
4.2 Hours of Operation
4.3 Head Office Resource Centre
5. COMMUNICATION AND SUPPORT 18

5.1 Student Support
5.2 General and Administrative Support (Administrative – Not course related)
5.3 Academic Support (Course related – Not administrative)
5.4 Student Wellness
5.5 Summary of Contact Procedure
6. REQUIREMENTS TO COMPLETE THE MODULE SUCCESSFULLY 22

6.1 General
6.2 Comments on the Study Guide and/or Prescribed Textbook
6.3 Prescribed Course Material
6.4 Recommended Reading
6.5 Additional Teaching and Learning Activities
7. MODULE STRUCTURE AND ASSESSMENT SPECIFICS 25

7.1 Module Structure
7.2 Formative Assessments
7.3 Summative Assessments
8. GRADE REQUIREMENTS 27
8.1 General
8.2 Summative Assessment (Examination) Entry Requirements
8.3 Requirements for Promotion and Distinction
8.4 Supplementary Assessments
9. STUDY PROCEDURE AND GUIDELINES FOR COMPLETING ASSESSMENTS 28
10. PLAGIARISM 29
10.1 Copyleaks
11. CONCLUSION 31
ANNEXURES:
A. EXPLANATION OF ACTION VERBS REQUIRED FOR COMPLETING ASSESSMENTS 32
B. PROPOSED STUDY PROGRAMME 34
C. ACADEMIC CALENDAR FOR 2024 43
D. PLAGIARISM INFORMATION SHEET 61
E. BREAKDOWN OF PROPOSED COURSE MATERIAL 65
F. FORMATIVE ASSESSMENT 1 66
G. SAMPLE FORMATIVE ASSESSMENT 1 72
H. SAMPLE FORMATIVE ASSESSMENT 1: MEMORANDUM 78
I. FORMATIVE ASSESSMENT 2 93
J. SUMMATIVE ASSESSMENT 2 112
K. SAMPLE SUMMATIVE ASSESSMENT 1 121
L. SUMMATIVE ASSESSMENT 1 144
1. COURSE INTRODUCTION
1.1 Overview
Welcome to the Research Methods and Statistics 2 (HRMS331-1) module. This Course
Outline is intended to assist students by providing a detailed support document to help you
with navigating this specific module.
Students are regarded as adult learners who are self-motivated and are treated as such.
Boston places students at the centre of the learning process, emphasising learning as an
“individual act”, thus students take full responsibility for their own learning. Educators will
facilitate learning to enable students to achieve the learning outcomes required in each
module.
The purpose of Research Methods and Statistics 2 is to reinforce and build on the foundation
of the research principles dealt with in Research Methods and Statistics 1 (HRMS230-1) within
the discipline of research in the Social Sciences, and to introduce students to fundamental
research methodology concepts who have perhaps not previously been exposed to research
methodology in the Social Sciences. Research Methods and Statistics (HRMS331-1) will build
on the research methodologies taught through Psychology 1, Sociology 1, and Anthropology
1. To further enhance students’ research skills, students will, be expected to develop and
design a research project to demonstrate their understanding of the research process and
various research designs, as well as demonstrate an understanding of the application of the
various research methods. Through the research project and various teaching and learning
activities, students will be exposed to, and will be expected to conduct both qualitative and
statistical analysis by applying various qualitative and quantitative data analysis techniques
and clearly communicate the results of the research project. Importantly, students will be
able to evaluate the validity of research designs, data and conclusions of research and
consultancy studies carried out by others. Research Methods and Statistics (HRMS331-1) also
aims to reinforce the students’ understanding of the importance of the role research ethics
plays within the context of Social Science Research broadly and in communities.
1.2 The Module
This module is part of a learning programme or qualification that is registered by the South
African Qualifications Authority (SAQA) on the Higher Education Qualifications Sub-
Framework (HEQSF), which is a sub-framework of the National Qualifications Framework
(NQF) and is structured as follows.
• Module name: Research Methods and Statistics 2

• Learning type: Core
• Course level: 7
• Module credits: 12
• Notional hours: 120
1.3 Notional Hours
The South African Qualifications Authority (SAQA) introduced the model of credits related to
notional hours as part of Outcomes-Based Education (OBE). Notional hours are defined as the
amount of time it takes the average student to achieve the learning outcomes as defined for
each course. The model of notional hours prescribes for this 12 credit module, the notional
hours will be 120.
Notional hours can consist of any combination of the following activities: reading, tasks or
self-evaluation exercises, listening or viewing of tapes and videos, attendance of tutorial or
lecture sessions, participation in discussions or online forums, undertaking experiential or
collaborative learning, completing assignments and research work, conducting interviews,
and preparing for and sitting of examinations. It is important to note that this model considers
workload from a student’s perspective and how much time it would take the average student
to comprehend the knowledge, skills, attitudes and values that are embodied in a particular
course (Kilfoil, 2009)1.
Within Annexure B of each Course Outline is a detailed Proposed Study Programme to assist
students with the planning of their studies according to a specific academic workload model,
to ensure success in meeting the required learning objectives and activities within the
required timelines as stipulated in the Academic Calendar (Annexure C).
1.4 Introduction to SAQA, QCs and the NQF
Who is the South African Qualifications Authority (SAQA)?
In terms of the NQF Act 67 of 2008, the South African Qualifications Authority (SAQA) is a
juristic person, given a legal personality by law. SAQA has a Board, whose members are
appointed by the Minister of Higher Education and Training. Identified stakeholders in
education, training and related support practices, nominate these members. SAQA's role is
to:
• Advance the objective and oversee the further development of the NQF;
• Coordinate with the Quality Councils, three sub-frameworks of the NQF; and
• Regulate professional bodies.
In terms of qualifications and professional bodies, SAQA must:

• Develop and implement policy and criteria, after consultation with the QCs, for the
development, registration and publication of qualifications and part-qualifications.
• Develop policy and criteria, after consultation with the QCs, for assessment,
recognition of prior learning and credit accumulation and transfer.
• Develop and implement policy and criteria for recognising a professional body and
registering a professional designation.
What are Quality Councils (QCs)?
Quality Councils (QCs) are sector-based structures responsible for the development and
quality assurance of qualifications on the NQF. There are three QCs for the three main sectors,
namely:
• General and Further Education and Training;
• Higher Education; and
1
Kilfoil. W.R. 2009. Credits, Notional Hours and Workload. [Web Access] http://www.unisa.ac.za/ [Access Date:
27 June 2011].
• Trades and Occupations.
The three QCs are:

• UMALUSI, the QC for General and Further Education and Training, which encompasses
schools, and public and private TVET Colleges.
• The Council on Higher Education (CHE), the QC for Higher Education and concerns
itself with universities and private higher education institutions.
• The Quality Council for Trades and Occupations (QCTO), the QC for occupations, which
deals with workplace learning and skills development. Such an example is a
learnership.
What is the National Qualifications Framework?
The National Qualifications Framework (NQF) is a comprehensive system for the

classification, registration, publication and articulation of quality assured national
qualifications. The NQF is the set of principles and guidelines that enables national recognition
of acquired skills and knowledge, thereby ensuring an integrated system that encourages life-
long learning.
NQF Objectives
The objectives of the NQF, as outlined in the NQF Act 67 of 2008, are as follows:
• To create an integrated national framework for learning achievements;
• To facilitate access to, and mobility and progression within, education, training and
career paths;
• To enhance the quality of education and training;
• To accelerate the redress of past unfair discrimination in education, training and
employment opportunities; and
• To contribute to the full personal development of each citizen/learner and the socio-
economic development of the nation at large.
What Does the NQF Look Like?
The NQF is organised as a series of levels of learning achievement, arranged in ascending

order from one to ten. A statement of learning achievement, known as a level descriptor,
describes each level on the NQF. A level descriptor provides a broad indication of learning
achievements or outcomes that are appropriate to a qualification at that level. The content
of the level descriptors are developed and determined by SAQA, in agreement with the three
QCs.
2. CRITICAL OUTCOMES OF THE LEARNING PROGRAMME
The generic, cross-curricular outcomes of a programme supports all aspects of the learning
process, and a disciplinary specialist within Boston’s Faculty formulates them.
The table below provides information about the critical cross-field outcomes, an explanation
thereof, the associated assessment criteria, and their alignment with the appropriate NQF
standards, which inform all of the teaching and learning within this module.
This ensures that the intended purpose of the qualification is realised with the intended type
of graduate by providing:
• A well-rounded, broad education.
• Knowledge that emphasises the theory and methodology of disciplines in the
professional context.
• Principles and theory that are emphasised as a basis for entry into professional
practice, in a wide career range.
NQF LEVEL DESCRIPTORS:
Description NQF 5 NQF 6 NQF 7 NQF 8

SCOPE OF KNOWLEDGE Demonstrate an informed Detailed knowledge of main areas in Integrated knowledge of the central areas Demonstrate knowledge of and
understanding of the core areas of one or more fields. An of one or more fields. The ability to apply engagement in an area at the forefront of
one or more fields… an informed understanding and the ability to and evaluate the key terms, concepts, a field. An understanding of the theories,
understanding of the key terms, apply the key terms, concepts, facts, facts, principles, rules and theories of that research methodologies, methods and
concepts, facts, general principles, principles, rules and theories to field. techniques relevant to the field, discipline
rules and theories of that field. unfamiliar but relevant contexts. or practice. Understand how to apply such
knowledge in a particular context.
KNOWLEDGE LITERACY Demonstrate awareness of how Demonstrate an understanding of Demonstrate an understanding of Demonstrate the ability to interrogate
knowledge or a knowledge system different forms of knowledge, knowledge as contested and the ability to multiple sources of knowledge in an area
develops and evolves within the schools of thought and forms of evaluate types of knowledge and of specialisation and to evaluate
area of study or operation explanation within a specific study explanations typical within the area of knowledge and processes of knowledge
area, and an awareness of study. production.
knowledge production processes.
METHOD AND PROCEDURE Demonstrate the ability to select Demonstrate an ability to evaluate, Understanding of range of methods of Understanding of the complexities and
and apply standard methods, select and apply appropriate enquiry in a field, and their suitability to uncertainties of selecting, applying or
procedures and techniques to a methods, procedures and specific investigations, and the ability to transferring appropriate standard
particular field, and to plan and techniques in investigation or select and apply a range of methods to procedures, processes or techniques to
manage such implementation. application of processes within a resolve problems or introduce change unfamiliar problems in a specialised field.
defined context. within a practice.
PROBLEM SOLVING Ability to identify, evaluate and Ability to identify, analyse and solve Ability to identify, analyse, evaluate, Ability to use a range of specialised skills
solve defined, routine and new problems in unfamiliar contexts, critically reflect on and address complex to identify, analyse and address complex
problems within a familiar context. gathering evidence and applying problems, applying evidence-based or abstract problems drawing
Ability to apply solutions based on solutions based on evidence. solutions and theory-driven arguments. systematically on the body of knowledge
relevant evidence, demonstrating and methods appropriate to a field.
an understanding of the
consequences.
ETHICS AND PROFESSIONAL PRACTICE Ability to take account of, and act Demonstrate an understanding of Ability to take decisions and act ethically Ability to identify and address ethical
in accordance with, prescribed the ethical implications of decisions and professionally and the ability to justify issues based on critical reflection on the
organisational and professional and actions within an organizational those decisions drawing on appropriate suitability of different ethical value
ethical codes of conduct. or professional context. ethical values. systems to specific contexts.
ACCESSING, PROCESSING, MANAGING Ability to gather information from Ability to evaluate different sources Ability to develop appropriate processes of Ability to critically review information
INFORMATION a range of sources and to select of information and to select information gathering for a given context gathering, synthesis of data, evaluation
information appropriate for the information appropriate for the of use, and the ability to independently and management processes in specialised
task. task and to apply well-developed validate the sources of information and contexts in order to develop creative
processes of analysis, synthesis and evaluate and manage information. responses to problems and issues.
evaluation of that information.
PRODUCING AND COMMUNICATING Ability to communicate Ability to present and communicate Ability to develop and communicate his or Ability to present and communicate
INFORMATION information reliably, accurately complex information reliably and her ideas and opinions in well- formed academic, professional or occupational
and coherently, using conventions coherently using appropriate arguments, using appropriate academic, ideas and texts effectively to a range of
appropriate to the context… an academic and professional or professional and occupational discourse. audiences, offering creative insights,
understanding of and respect for occupational conventions. rigorous interpretations and solutions to
the conventions around problems and issues appropriate to the
intellectual property, copyright context.
and plagiarism
CONTEXT AND SYSTEMS Ability to operate in a range of Ability to make decisions and act Ability to manage processes in unfamiliar Ability to operate effectively within a system,
familiar and new contexts, appropriately in familiar and new and variable contexts, recognising that or manage a system based on an
demonstrating an understanding contexts, demonstrating an problem solving is context and system understanding of the roles and
of different systems, their parts understanding of the relationship bound relationships between elements within
and the relationships between between systems and how one the system.
these parts. impacts on another.
MANAGEMENT OF LEARNING Ability to evaluate his or her Ability to evaluate performance Ability to identify, evaluate and address his Ability to apply, in a self-critical manner,
performance and the performance against given criteria, and or her learning needs in a self-directed learning strategies which effectively
of others; and to take appropriate accurately identify and address his manner and to facilitate a collaborative address his or her professional and
actions where necessary and to or her task- specific learning needs learning process. ongoing learning needs and the
take responsibility for his learning in a given context. And to provide professional and ongoing learning needs
within a structured learning support for others where of others.
process. appropriate.
ACCOUNTABILITY Ability to take account for his or Ability to work effectively in a team Ability to take full responsibility for his or Ability to take full responsibility for his or
her actions, to work effectively or group and take responsibility for her work, decision making and use of her work, decision-making and use of
with and respect others and to his or her decisions and the actions resources… and limited accountability for resources, and full accountability for the
take supervisory responsibility in a of others in well-defined contexts. the decisions of others in varied or ill- decisions and actions of others where
well- defined context. defined contexts. appropriate.
3. TEACHING, LEARNING AND ASSESSMENT
3.1 Learning Philosophy
As an accredited and registered private higher education institution, Boston is committed to

the implementation of Outcomes-Based Education (OBE), and as such the learning and
assessment approach and methodology that facilitate the appropriate execution thereof.
Boston views learning as a complex interaction between students’ personal purpose, which
is to improve their knowledge and ability, their prior knowledge and disposition, and
requirements for specific subject matter enquiry. Therefore, Boston subscribes to an
approach that learning:
• Should be action-orientated and communicative

• Is not transferred but constructed
• Is the making of meaning and could be propositional or presentational
• Is a process shaped by learning perspectives and learning schemes.
• Occurs through refinement and elaboration
• Should be authentic and true, instrumental, communicative and reflective
• Should be active and based on a reflective decision to act
• Should result in an acquisition of instrumental and communicative competence via
critical reflection and self-reflection on assumptions.
3.2 Learning Methodology
Teaching and learning at Boston is integrated into every aspect of the development,
evaluation and delivery of each module and learning programme.
Boston has moved from the traditional presentation of learning support materials i.e.
textbook and study handbook based only, which has a traditional instructor-centred
curriculum, to a student-centred approach that mandates the faculty and academic support
staff to:
• Encourage students to develop the ability to think critically and solve problems
creatively.
• Promote an understanding of the relevance of the intended learning outcomes.
• Encourage students to develop enquiring minds and to investigate relevant topics
further in order to enrich their learning experiences.
• Provide students with the opportunity to experience the demands of the working
world.
• Promote a positive and supportive learning environment where students, faculty and
support staff work towards common objectives.
• Encourage students to grasp the practical application behind the theory.
• Promote a sense of responsibility for learning and assessment.
Teaching at Boston consists of:

• Faculty and information, communication and technology (ICT) equipment
• Describing and unpacking of specific knowledge components
• Discussing examples within industry and/or the workplace
• Relating these with the purpose and objectives of the module and learning
programme
• Interaction with students
• Outcomes-based learning materials, filmed lectures on TMS2, online assessments,
course outlines, prescribed textbooks, study guides/workbooks, study plans and
sample assessments and memoranda
• Evaluation and feedback.
Learning consists of:

• Student access to information, communication and technology (ICT)
equipment/programme
• Readings, discussions and participation sessions of knowledge components and
practical application thereof
• Independent study and investigation into knowledge and practical components
• Interaction with faculty
• Experiential, peer and collaborative learning, self-evaluation exercises and learning
activities
• Outcomes-based learning materials, prescribed and recommended readings,
assessments and feedback.
3.3 Assessment Strategies and Types of Assessments
The following are examples of assessment strategies used:
Assessment Strategy C (ASC): Formative Assessments (FA1 and FA2), also known as quizzes,
will count fifty percent (50%) – twenty five percent (25%) each - towards the overall mark. A
summative assessment in the form of a final exam (SA1), will count fifty percent (50%) towards
the overall mark.
Due Performance (DP): These modules are not weighted nor credit-bearing. However, the
minimum hours required in continuous professional and career development must be
completed before progressing to the next year of study or certification. It is vital that students
in degree programmes develop greater breadth of understanding of interrelated disciplines
and practices as mimicked in the world of work, and therefore participation in opportunities
provided in this module is compulsory. A summative assessment in the form of reflective essay
is required.
Assessment Strategy 1 (AS1): The formative assessment 1 (FA1), formative assessment 2

(FA2), formative assessment 3 (FA3) and summative assessment 1 (SA1), all in the form of
practical assessments, will each count twenty five percent (25%) towards the overall mark.
Assessment Strategy 2 (AS2): The formative assessment (FA1), also known as an assignment
or test, will count fifty percent (50%) towards the overall mark. The summative assessment in
the form of a final exam or capstone project (SA1), will count fifty percent (50%).
Assessment Strategy 3 (AS3): The formative assessment (FA1), also known as an assignment
or test, will count forty percent (40%) towards the overall mark. Summative assessments in
2
TMS [Training/Telematic Management System incorporating a Learning Management System (LMS)]
the form of a final exam or capstone project (SA1), will count fifty percent (50%), and a
research or reflective essay (SA2) will count ten percent (10%) towards the overall mark.
Assessment Strategy 4 (AS4): Formative assessments (FA1 and FA2), also known as
assignments or tests, will count forty percent (40%) - twenty percent (20%) each - towards the
overall mark. Summative assessments in the form of a final exam or capstone project (SA1),
will count fifty percent (50%), and a research or reflective essay (SA2) will count ten percent
(10%) towards the overall mark.
Assessment Strategy 5 (AS5): Formative assessments (FA1 and FA2), also known as
assignments or tests, will count thirty percent (30%) - fifteen percent (15%) each - towards the
overall mark. Summative assessments in the form of a final exam or capstone project (SA1),
will count sixty percent (60%), and a research or reflective essay (SA2) will count ten percent
(10%) towards the overall mark.
Assessment Strategy 6 (AS6): Formative Assessments (FA1 & FA2), which may take the form
of assignments, research essays or tests will count forty percent (40%) – twenty percent (20%)
each – towards the overall mark. Summative Assessments (SA1 & SA2), which may take the
form of capstone projects, tasks, presentations, written or oral exams, or a research proposal
will count sixty percent (60%) – thirty percent (30%) each – towards the overall mark.
Assessment Strategy IS (ASIS): An integrated summative assessment 1 (SA1) in the form of a

final examination will count 100% towards the overall mark.
Assessment Strategy Research Report (ASRR): Formative Assessments (FA1, FA2, FA3, FA4
and FA5) are a series of critical reviews of Units 1, 2, 3, 4 and 5 of a sample Research Report
and will count twenty five percent (25%) – five percent (5%) each - towards the overall mark.
Formative Assessment 6 (FA6), includes the candidate’s original Research Proposal carried
forward from the module Research Methods, the Literature Review, the Research Instrument,
and the application for Ethical Clearance thereon, which will count twenty five percent (25%)
– towards the overall mark. Summative Assessment 1 (SA1) – in the form of the final submitted
Research Report (SA1) – will count forty percent (40%) towards the overall mark. Summative
Assessment 2 (SA2), in which the candidate presents the findings and recommendations from
the written Research Report, will count ten percent (10%) towards the overall mark.
Assessment Strategy W (ASW): Formative Assessments (FA1 and FA2), also known as
assignments, will count forty percent (40%) - twenty percent (20%) each - towards the overall
mark. Summative assessments in the form of a practicum, will count forty percent (40%), and
a research or reflective essay (SA2) will count twenty percent (20%) towards the overall mark.
There are a number of assessment types appropriate to the distance-learning environment,

of which the most common are report writing, true-false tests and multiple-choice
examinations (Foltz, 1990)3.
Distance learning is reliant on independent study. For this reason, most formative
assessments are considered open-book assessments, while summative assessments are
Invigilated Assessment Events. They all aim at assessing a student's mastery of certain or
specific subject matter.
3
Foltz, D. 1990. Toward Better Service and Testing. Occasional Paper Number 3. Washington, DC: DETC.
Regardless of the assessment type, any formative assessment in this environment should
have three main aims, which are:
• To encourage students to review

• To enable students to monitor their comprehension of the knowledge areas
• To reinforce the learning outcomes of a study unit or series of units.
Measured by these aims, outlined below are the various types of assessments utilised in the
module and the learning programme.
3.3.1 Self-Assessment and Recommended Reading
Students are guided by the course outlines and contents within study units to complete
specific self-assessment exercises, such as, self-evaluation questionnaires, activities or
practices, which appear in the prescribed textbooks and/or study guides. In addition, students
are encouraged to make use of the institution’s library, or any resource centre, to access the
recommended reading list which includes self-assessment exercises.
Students are also informed of the importance and relevance of self-assessment exercises, and
are encouraged to keep records of it to assist with reflection, examination preparation and
student-centred interaction.
3.3.2 Report Writing
With some study units or courses, writing and composition might be the only practical
method of assessment. Report writing requires a student to demonstrate their knowledge of
a particular subject through composing a written representation that communicates
understanding and insight.
3.3.3 True-False Test
Carefully constructed true-false questions can measure higher mental processes such as
understanding, application and interpretation. They are particularly suitable for testing
attitudes and beliefs, and can be adapted to most content areas, although they work best in
testing elementary subject matter. True-false tests do have the advantage of making it
possible to ask many questions on a larger number of knowledge areas in a limited amount
of time.
3.3.4 Open-Book Test/Assignment
Open-book testing is used to:

• Stimulate review
• Reinforce learning objectives
• Communicate goals
• Furnish feedback on misunderstood knowledge areas
• Separate those students who have reached a specific set of objectives from those who
have not, indicating further specific interventions by the faculty.
Suitable open-book questions should require that students review the learning material
continuously. This assessment type should be thought of as context-dependent. If questions
are properly prepared, students have to demonstrate their ability to extrapolate and infer key
concepts from a specific knowledge area, rather than simply find an answer in the text and
“parrot” it back. Therefore, the emphasis is on repetition and inference, as students review
and re-review the learning materials in an effort to recognise, understand, synthesize and
select appropriate responses. Questions that can be answered on the basis of rote memory
should be kept to a minimum as students can simply "cram" to prepare for such testing and
little, if any, learning takes place.
3.3.5 Multiple-Choice Question Examination
Multiple-choice examinations, consisting of questions in the form of a stem and four or five
options (the correct answer along with distracters, or incorrect alternatives) have many
advantages. The greatest of these is perhaps their versatility: multiple-choice questions can
measure factual recall, as well as the students' ability to reason, exercise judgment, and
express themselves correctly and effectively. Students find them less ambiguous and
generally prefer them to true-false tests. This type of assessment can also be scored
accurately and provide immense per-item reliability.
3.3.6 Student-Centred Interaction
By encouraging students to continually ask questions and be comfortable with the

questioning of concepts and engaging in self-reflection, students are given ample opportunity
to assess and improve their knowledge and understanding by means of effective
communication with distance learning faculty and peers.
3.3.7 Sample Assignment and Examination Papers and Memoranda
Students receive a sample assignment and memorandum, as well as a sample examination

paper and memorandum, so as to familiarise themselves with the various assessment formats
and duration. This further enables them to determine their overall progress and level of
preparedness for the final summative assessment.
3.4 Feedback to Students
Boston’s approach to teaching, learning and assessment is strongly influenced by the belief
that students are entitled to feedback and a discussion on their performance. This is
interwoven into the teaching strategies. There are many sound educational reasons for doing
this in a comprehensive manner. Students are encouraged to contact Educators for personal
feedback on their assessments.
Where the formative assessment format makes this possible, graded scripts and the relevant
memorandum (with the correct responses and/or examples of model answers) accompany
the release of marks/grades for formal formative assessments.
This provides an opportunity to repeat important learning objectives and knowledge areas,
considering that repetition is a powerful element in learning.
4. STUDENT ACCESS TO IT, LIBRARY AND OTHER RESOURCES
4.1 Distance Learners and Support Centres
Essential to the effectiveness of the Boston network of Support Centres is granting distance
learners localised access to technology, library and the service support resources that are
provided to students by the Boston Head Office.
As guiding principles, it must be re-emphasised that Boston Support Centres do not form part
of the programme other than the centres being conveniently located throughout South Africa
which assist them in serving as a point of contact and access to provide support services for
students who:
• do not have access to resource rich infrastructure at home, an office or elsewhere in
a relative close proximity
• Experience difficulty with taking control of their study environments, for example,
mitigating excessive distractions, exercising sufficient self-discipline, implementing a
routine, and managing time
• Relate better to auditory and kinaesthetic learning styles.
In other words, every learner is registered with Head Office as a unique distance learner, and
the teaching, learning and assessment remains at a distance with appropriate quality assured
materials and services to complete their studies independently. No student accessing services
at a Support Centre will be placed at a discernible advantage over a student that elects not to
access services at a Support Centre. Support Centres will be utilised as examination venues
for invigilated sittings.
In considering all of the above information, the support services accessible at Boston Support
Centres may be delineated in the following manner by classifying them as:
• Venues for accessing the range of important career, study and motivational
counselling services, and the completing and submitting of an online Application for
Admission, or other administrative documents i.e. change of module, submitting
request for deferral, handing in ID etc.
• Venues for accessing Information Technology and Communication resources, to pre-
book4 time to utilise computers for accessing filmed lectures on TMS , typing
assessments, submitting assessments online, emailing Head Office re: Academic,
Assessment, and Administrative queries etc.
• Venues for facilitating logistical support i.e. a reliable address to receive and send
study guides, prescribed textbooks, assignments, feedback reports, certificates etc.
• Venues for facilitating the sitting of Invigilated Assessment Events.
4.2 Hours of Operation
Normal hours of operation within Boston for telephonic, email or access to premises are
Monday to Thursday 08:00 to 17:00 and on Friday from 08:00 to 13:00. An extension hereof
will be reviewed periodically in accordance with students’ needs.
4
It is important to pre-book and confirm bookings with the selected Support Centre for attendance of video
(TMS/LMS) sessions, assessment uploading and submission and sitting of tests within formative assessment weeks.
4.3 Head Office Resource Centre
Boston established a Resource Centre (RC) for students and staff at its Head Office in Orange
Grove. The RC provides students and Support Centres with access to national and
international databases for all its information searches. All research and information material
not available in the RC may be obtained for students, faculty, support staff and Support
Centres through inter-library lending or purchasing and disseminating of e-publications.
Head of Library Services Contact details

Nolubabalo Ncoko 087-255-4243
nolubabalon@boston.co.za
5. COMMUNICATION AND SUPPORT
5.1 Student Support
Students are encouraged to engage with Educators as and when they have academic queries
- as indicated in section 5.3 below. Educators will provide support during the semester within
office hours, Monday to Thursday.
PLEASE NOTE:
There will be no student support:
• From Educators on a Friday.
• From HE Faculty between Semester A and Semester B. See HE Academic Calendar for
relevant dates.
• From HE Faculty between Semester B and Semester A of the following year. See HE
Academic Calendar for relevant dates.
5.2 General and Administrative Support (Administrative – NOT Course Related)
When you communicate with Boston, or when you submit your assignments, it is important
that you provide your:
• Surname and initials
• Student number
• ID number
• Correct postal address and/or email address
• Cellular phone number and/or telephone numbers at home and/or work
• Name of Support Centre selected
Please note that all written communication such as emails, and all queries must be addressed
under specific topics. Please address your queries in writing to the relevant section at the
College i.e. the Administrative Coordinators deal with registrations, student accounts,
timetables, results, etc., the Educators deal with academic content matters such as a query
about a particular theory or concept.
When phoning the Institution please identify your specific query to the switchboard operator
to enable them to put you through to the relevant department and person who can address
your inquiry effectively.
Registrar: Administration Contact details

Ruan Venter 087-255-4290
ruanv@boston.co.za
Assessment Manager Contact details
Roman Adams 087-255-4292
romana@boston.co.za
Student Accounts Consultant Contact details
Your selected Support Centre Available on website
5.3 Academic Support (Course Related – Not Administrative)
An Educator who is a qualified and experienced subject specialist is appointed for each
module to support students throughout their studies. Academic matters should be addressed
directly with the Educator (see contact details below).
Educator support does not provide support for queries of an administrative nature, such as
due dates or late submissions. Educators deal only with academic content or subject matter-
related queries such as: “... please help clarify the distinction between a debit and a credit, as
appears on page 15 of my Study Guide for Fundamentals of Accounting.”
At least one Educator will be assigned to each module of study. The Educator will be available
to assist students with academic queries related to subject-matter content. They will also be
available to offer assistance and feedback on assessments upon request.
Educators are unable to provide students with answers to questions taken directly from
assignment/s which have not yet been marked. Your Educator may help you with any
topics/content of the prescribed courseware/module content however, your Educator will
not provide you with a direct answer or scrutinise/review your answer to any assignment
question before said assignment has been graded and marks have been released to all
students.
Support Centres are not staffed with Educators and students cannot expect to have their
academic queries addressed by Support Centre staff.
Registrar: Academic Contact details

Nadine Botha 087-255-4277
nadinek@boston.co.za
Academic & Quality Manager (AQM)
Mamello Mohale 087-255-4224
Mamello@boston.co.za
Educator Contact details
Fatiema Benjamin 087-164-7963
Fatiemab@boston.co.za
Providing quality academic support is of the utmost importance to Boston. In order to ensure
this quality is maintained, Boston has undertaken to ensure the process of engaging with
Educators is as transparent as possible.
Students are able to contact an Educator by means of:

1. E-mail
2. Telephone
3. Face-to-face consultation
4. Video conferencing, such as Microsoft Teams, Zoom or Skype.
1. E-mail queries must be directed to the Educator for a particular module. The Educator will
reply directly to the student and will copy in the Academic Quality Manager.
2. Telephonic consultations will take place by appointment only. Firstly, this ensures that the
most suitable facilitator or tutor is allocated. Secondly, it will also serve to ensure that a
firm arrangement is made, and a sufficient time-slot is allocated to deal thoroughly with
the subject matter concerned. Thirdly, the Educator will call the student on the agreed
number at the agreed time. Confirmation of the agreed number and time will be
communicated to the student beforehand. To book a telephonic appointment, students
can either call or e-mail the Educator or Academic Quality Manager.
3. Face-to-face consultations will take place by appointment only. Face-to-face

appointments will take place exclusively at the Head Office in Orange Grove,
Johannesburg. Confirmation of the agreed time will be communicated to the student
beforehand. To request a face-to-face appointment, students can either call or e-mail the
Educator or Academic Quality Manager.
4. Video conferencing consultations will take place by appointment only. Firstly, this ensures
that the most suitable facilitator or tutor is allocated. Secondly, it will also serve to ensure
that a firm arrangement is made, and a sufficient time-slot is allocated to deal thoroughly
with the subject matter concerned. Thirdly, the Educator will video conference the
student at the agreed time. Confirmation of the agreed time will be communicated to the
student beforehand. To book a video conference appointment, students can either call or
e-mail the Educator or Academic Quality Manager.
Students must take note that any further or subsequent communication must be directed to
the Educator or Academic Quality Manager, who in turn will repeat the process described
above.
5.4 Student Wellness
Embarking on higher education studies is an exciting journey. It can also be a time of change
and pressure that may lead to unexpected challenges that affect your academic performance
and/or personal life. Student Wellness is an initiative that offers limited personal support to
our students for assistance and referrals due to personal, social or career issues/concerns.
A dedicated Student Wellness Module is available to all registered students on ColCampus.

The purpose of the module is to provide Boston’s students with information and guidance
regarding a variety of interpersonal, study, and wellness topics, with the aim of making the
transition to college and distance learning as seamless as possible.
Head of Institution/Academic Head Contact details

Dr. Hendrik Botha 087-255-4254
hendrik@boston.co.za
Registrar: Academic Contact details
Nadine Botha 087-255-4277
nadinek@boston.co.za
Student Wellness Contact details
Robyn Wright-Parkin 011-883-0933
robynw@boston.co.za
5.5 Summary of Contact Procedure:
Forward your query or questions to the Academic Quality Manager or your Educator via e-
mail, or phone to request an appointment to speak with an Educator.
When contacting your Educator or the Academic Quality Manager, please be specific about
the support you require by providing the following information, together with your personal
information:
• Learning programme name and module code
• Page number and query or question
• Name and Surname
• Student or ID number
• Correct postal address and/or email address
• Correct cellular phone number and/or telephone numbers at home and work
Within two (2) business days (weekends and public holidays are excluded), an Educator will
respond or make direct contact with you. The Educator’s response will also be copied to the
Academic Quality Manager’s e-mail address for record keeping and quality control purposes.
PLEASE NOTE:
There will be no student support:

• From Educators on a Friday.
• From HE Faculty between Semester A and Semester B. See HE Academic Calendar for
relevant dates.
• From HE Faculty between Semester B and Semester A of the following year. See HE
Academic Calendar for relevant dates.
6. REQUIREMENTS TO COMPLETE THE MODULE SUCCESSFULLY
6.1 General
This is an examined module. To enable students to complete this module successfully

students must have the following:
• Access to TMS and the LMS
• A Course Outline, available on the LMS
• Prescribed textbook(s) and/or study guide, and, where applicable, recommended
textbooks and journal readings
• A file to keep printouts of own sourced additional readings, records, copies of
submitted formative assessments (assignments and/or reports) and any other
materials not stored electronically for reference purposes
• Completion of the learning activities in the LMS, and that appear throughout each unit
in the study guide and/or prescribed textbook; as well as the self-evaluation section
that appears at the end of each study unit, referencing the aligned chapter(s), which
should then be filed for reflective and preparation of summative assessment
(Invigilated Assessment Event (examination))
• Submission of the formative assessments (assignments and/or participation in the
tests) and summative assessments (Invigilated Assessment Events (examinations)
and/or assignments) within the LMS or at the Support Centre
• Commitment to viewing filmed lectures hosted in the LMS or available on TMS at the
Support Centres, especially those learners who study better through audio and/or
visual means
• Commitment in re-viewing filmed lectures when the sub-minima has not been
obtained in formal formative assessments
• Commitment in re-viewing specific sections of the filmed lectures when a topic and/or
specific unit is not yet completely mastered.
6.2 Comments on the Study Guide and/or Prescribed Textbook
• The point of departure is the module specific study guide and/or prescribed textbook.
• It is the core component of the learning material and guides the student structurally
through each module.
• The learning activities contained within the study guide and/or prescribed textbook
and the referencing to the self-assessment activities are of utmost importance to
ensure and assess understanding of the learning content.
• All the study material required for examination purposes is contained in the study
guide and/or prescribed textbook.
• Please note that students may have to consult additional sources to complete the
various formative or summative assessments such as academic or business journal
articles or a site visitation.
• Content in the study guide and/or prescribed textbook is presented in such a manner
that students will be able to master the study material through self-study.
• The formative assessment (assignment) is presented in such a manner that students
will be able to master completion through both self-study, and use of the study guide
and/or prescribed textbook.
• At the end of each unit in the study guide and/or prescribed textbook are a selection
of questions or self-evaluation tests and/or activities, through which students can
assess their ability to master the study material and make their own meaning of the
work covered in the unit.
• Above average results/marks will be allocated to answers in formative assessments
(assignments and/or tests) and in the summative assessments (Invigilated Assessment
Events (examinations)), if the examiner notes that the selected content was studied
thoroughly. Some questions may be aimed at assessing the insight students acquired
into the study material with application-based questions.
6.3 Prescribed Course Material

• Bless, C., Higson-Smith, C. & Sithole S.L. 2013. Fundamentals of Social Research
Methods: An African Perspective, 5th Edition. Cape Town: Juta
• Compulsory Readings
Google Scholar
Mash. B. 2014. African Primary Care Research: Choosing a topic and developing a
proposal. African journal of primary health care family medicine. 6 (1):1-6. Retrieved
from: http://www.scielo.org.za/pdf/phcfm/v6n1/15.pdf
Keary, K., Byrne, M. & Lawton, A. 2012. How to conduct a literature review. The Irish
Psychologist. 38: 9-10. Retrieved from: https://www.researchgate.net/profile/Aoife-
Lawton/publication/279663264_How_to_conduct_a_literature_review/links/559bce
d908ae e2c16df02118/How-to-conduct-a-literature-review.pdf
ResearchGate
Timmins, F. & McCabe, C. 2005. How to conduct an effective literature search.
Nursing Standard. 20(11): 41-47. Retrieved from:
https://www.researchgate.net/profile/CatherineMccabe2/publication/7448041_Ho
w_to_conduct_an_effective_literature_search/links/02bfe51419
86fd8f02000000/How-to-conduct-an-effective-literature-search.pdf
Scholar works
Randolph, J. 2009. A guide to writing the dissertation literature review. Practical
Assessment, Research, and Evaluation. 14 (14); 1-14. Retrieved from:
https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1219&context=pare
Sabinet
Theron, F. & Wetmore, S. 2007. Research Innovation in Public and Development
Management: Locating Participatory Learning and Action (PLA) in the Participatory
Development Debate. Journal of Public Administration, 42(6). Retrieved from:
https://journals.co.za/doi/pdf/10.10520/EJC51564
AOSIS Online
Jonck, P. de Coning, R. 2020. A quasi-experimental evaluation of a skills capacity
workshop in the South African public service. African Evaluation Journal, 8(1).
Retrieved from: https://journals.co.za/doi/pdf/10.4102/aej.v8i1.421
Sabinet/Google Scholar
Auriacombe, C. J. 2005. Writing research proposals for theses and dissertations in
Public Administration: problematic aspects of foundational skills. Journal of Public
Administration, 2: 377 – 391. Retrieved from:
https://journals.co.za/doi/abs/10.10520/EJC51423
6.4 Recommended Reading
• Recommended reading 1: Sabinet

Ishola, F. & Cekan, J. 2019. Evaluating the sustainability of health programmes: A
literature revuew. African Evaluation Journal, 7(1): 1-7.
Mbava, N. P. & Dahler-Larsen, P. 2019. Evaluation in African contexts: The promises
of participatory approaches in theory-based evaluation. African Evaluation Journal,
7(1):1-9.
Cloete, F. & Auriacombe, C. 2019. Revisiting decoloniality for more effective research
and evaluation. African Evaluation Journal, 7(1): 1-10.
• Any topical or related articles students may access, such as academic, newspapers,
trade magazines or through the Internet.
• References made to journals and other articles and websites in the bibliographies
contained in the e-prescribed textbook and recommended textbooks.
6.5 Additional Teaching and Learning Activities
• During the course of the semester, the Educators will provide students with additional
teaching and learning activities. These activities are aimed at enriching students’
learning experience and ensuring that students are exposed to a variety of resources.
• These learning activities are neither compulsory nor weighted, but it will be to the
students’ benefit to participate in these activities. These activities can also be helpful
to send to your Educator when you have a question related to a topic covered within
a relevant Additional Teaching and Learning Activity, as it will assist the Educator in
evaluating your current understanding of the topic.
7. MODULE STRUCTURE AND ASSESSMENT SPECIFICS
7.1 Module Structure
Two different types of assessments are used in the module:

• Formative assessments (such as individual assignments and tests)
• Summative assessments (such as Invigilated Assessment Events (examinations) and
assignments).
In support hereof, the academic year is divided into two (2) semesters, each consisting of a
twenty (20) week cycle5 with provision for the following:
o Ten (10) weeks dedicated to teaching and learning of study units and prescribed texts
o Additionally, structured throughout, four (4) weeks dedicated to formative
assessment and feedback opportunities for semester marks
o Finally, four (4) weeks, depending on examination dates, are dedicated to preparation,
sitting and submission of summative assessments, plus two (2) weeks for the
finalisation and release of overall module results.
This module makes use of the: AS4 Assessment Strategy
o Two (2) Formative Assessment (FA) opportunities:

o Both are formally assessed for semester marks and contribute towards the final
module mark
o FA1 is in the form of an assignment
o FA2 is in the form of a quiz
o Two (2) Summative Assessment (SA) opportunities:

o Both are formally assessed for semester marks and contribute towards the final
module mark
o SA1 is an Invigilated Assessment Event in the form of an assignment
o SA2 is in the form of an assignment (research essay)
7.2 Formative Assessments
The purpose of formative assessments is to determine where students are in relation to where
they should be in terms of the specific outcomes for each module. Formative assessments assist
students and Educators with making a determination as to what work will have to be revisited.
Thus, formative assessments are very important for students to monitor their progress and their
readiness to sit for examinations (summative assessments).
Formative assessments, excluding Invigilated Assessment Events which follow the protocols of
examination sittings (see also section 7.3 below), must be submitted for marking by uploading
to the LMS (refer to Annexure C) which can be accessed at the Support Centre or from home.
To complete your formative assessment, please take note of the following:
Formative Assessment (FA1)
5
For a detailed breakdown of the 20 week cycle, in table format, pertaining to this module, see Annexure B.
• Read the instructions for the assessment carefully before commencing with the
assessment.
• Remember to provide your:
o initials
o surname
o student number
o ID number
o email address
• In cases of assignments, essays, research papers or reports remember the following:
o Provide your student number at the top of each page of your assignment.
o Make sure that pages are numbered correctly.
• Complete and submit your assessment well ahead of the due date.
• Every formative assessment must be submitted from the correct module page on the
LMS. If a student submits their assessment incorrectly (for example, submitting a
Company Law 1 assignment in the Business Management 1 module page), the student
forfeits the grade for the assignment and will be awarded 0%. Boston does not assume
responsibility for ensuring that a student’s assignment reaches the correct
Educator/grader. Students have to ensure that they submit their assignment correctly
in order for a mark to be awarded.
Formative Assessment 2 (FA2):

• For Formative Assessment 2 assignments in the format of an MCQ quiz: Formative
Assessments 2 MCQ quizzes consists of 50 multiple choice questions. The questions
can be found, along with Formative Assessment 1 and Summative Assessment 2, in
the Course Outline for this module. Use the assessment as provided in your Course
Outline to prepare your answers.
• It is important to note, however, that a Formative Assessment 2 MCQ quiz is not
submitted in document form online. Rather, it is an online quiz to be completed on
ColCampus. The online quiz will be open for student attempts at the start of the
semester, and students can attempt the quiz an unlimited amount of times.
• The quiz must be completed and submitted by the due date for the Formative
Assessment 2 as per the Academic Calendar. Failure to complete the quiz by that
date will cause a mark of 0% to be awarded for the Formative Assessment 2 event.
7.3 Summative Assessments

Summative Assessment 1 (SA1):
Students are required to sit for a final integrative summative assessment. For Summative
Assessment 1 in the format of an assignment:
• Read the instructions for the assessment carefully before commencing with the
assessment.
• Plan your assignment according to the submission dates and the due date set for your
assessment in Annexure C: Academic Calendar.
Summative Assessment 2 (SA2):

In addition to SA1, students are required to complete and submit a final integrative summative
assessment (assignment) for the module per the HE Academic Calendar. This will be in the form
of a research essay. It must be in typed format and uploaded on the LMS.
8. GRADE REQUIREMENTS
The Formative and Summative assessments are weighted according to the following
guidelines:
• Formative assessment is weighted forty percent (40%) of the final module mark
• Summative assessment is weighted sixty percent (60%) of the final module mark
8.1 General
The combination of type of assessment, weighting per assessment, sub-minimum per

assessment, and overall module pass requirements are detailed in the Table below.
Assessment/Type Weight
Due Date: Formative 20%
Refer: Academic Calendar Assessment 1
Due Date: Formative 20%
Due Date: Summative 50%
Due Date: Summative 10%
8.2 Summative Assessment Entry Requirements
There are no entry requirements for the Summative Assessments, however the overall mark
will be calculated from the student’s performance on the formative assessment (FA) and
summative assessment (SA).
The two FAs will count forty percent (40%) – twenty percent (20%) each – towards the overall
mark. The two SA’s, in the form of a final exam will count fifty percent (50%) and a research
or reflective essay will count ten percent (10%) towards the overall mark.
8.3 Requirements for Promotion and Distinction
In order to obtain a pass result for a module and be awarded the module credits (promoted),
students must obtain a module average of fifty percent (50%) or higher. The average is
calculated according to the weightings as indicated in the table above. For a student intending
to be promoted with “Distinction”, a module average of seventy-five percent (75%) or higher
is required.
8.4 Supplementary Assessments
There are no supplementary opportunities available for the Formative Assessments. Students
who do not qualify for promotion (i.e. have not obtained a module average of 50%), are
eligible to participate in supplementary summative assessment/s.
9. STUDY PROCEDURE AND GUIDELINES FOR COMPLETING ASSESSMENTS
• Study the content of each unit and/or chapter before proceeding to the next unit
and/or chapter.
• Complete the learning activities within each unit and self-assessment questions at
the end of each unit and/or chapter.
• Complete and submit your assessments as soon as possible.
• Students must keep in mind that although all Educators are professional
academics, they are also human. A well-presented answer, in typed or printed
format, will make it easier for the examiner to read answers and to evaluate the
student’s knowledge.
• Answers must be neat, well organised and grammatically edited.
• Formative Assessment questions may also be used as Summative Assessment
questions.
10. PLAGIARISM
Plagiarism (copying) is a serious offence and is a contravention of the Copyright Act (98 of
1978) of South Africa. Students are guilty of plagiarism when they appropriate the ideas and
work of others without due recognition. For detailed information about the nature of
plagiarism, as well as how to avoid committing plagiarism, refer to Annexure D.
It is important to note that plagiarism has been committed when two or more students
submit identical, verbatim copies of the same assessment and/or examination answers. The
Academic Committee reserves the right to take appropriate action in cases where plagiarism
is found. Should it be found that a student copied an assessment or examination answer from
a fellow student, both students involved will not receive their result for that particular
assessment.
10.1 Copyleaks
10.1.1 What is Copyleaks?
Copyleaks is a comprehensive anti-plagiarism software that is utilised by Boston to prevent
plagiarism and detect academic dishonesty and/or unethical behaviour where students
attempt to cheat or “fool” the anti-plagiarism software by making use of hidden characters
or software. Copyleaks also identifies AI-generated text.
10.1.2 How does Copyleaks work?

Copyleaks is an artificial intelligence platform that is able to compare text from online and
other sources and detect plagiarism and/or academic dishonesty. After submitting your
assignment, you will receive a comprehensive report with results, an aggregate similarity
percentage, and the ability to compare results against your original text. A Copyleaks Cheat
Detection Report (see below) will also indicate possible suspected cheating whereby
Copyleaks has identified attempts to cheat or “fool” the anti-plagiarism software by making
use of hidden characters or AI-generated text.
To ensure that students abide by ethical practices when completing and submitting
assignments, the plagiarism verification system, Copyleaks, has been implemented. This tool
will verify the levels of similarities between a student’s submitted assignment and other
original sources as well as suspected cheating (see below). With each FA1 and SA2 submission
that a student uploads onto ColCampus, a Copyleaks report will be issued, indicating a
similarity percentage. This report will serve as a plagiarism indicator to both the student, as
well as the grader. As students can submit assignments multiple times before the due date, a
Copyleaks report will be issued for the final submission.
For a Copyleaks report to be issued, students are required to take the following steps when
uploading FA1 and SA2 assignments onto ColCampus:
• No scanned PDF assignments are allowed to be submitted. Assignments MUST be directly

converted from MS Word to PDF format.
• For assignments with multiple file type submissions, as instructed in the specific
assignment, the required PDF document must be uploaded LAST.
• For HRMS331-1 – Formative Assessment 1 (FA1): You should be working towards a

similarity rating of 30% or less. If the incorrect document is uploaded, or if no Copyleaks
Report is issued, a mark of zero (0) will be awarded. If the Copyleaks Report indicates
that a 30% similarity rating has been exceeded, 25% of the assessment total will be
deducted from the final grade. Where a Copyleaks Cheat Detection Report is issued,
your submission will automatically be treated as if you received a similarity rating in
excess of 30% and 25% of the assessment total will be deducted from the final grade.
• For HRMS331-1 - Summative Assessment 2 (SA2): If the incorrect document is uploaded,

or if no Copyleaks Report is issued, or if the Copyleaks Report indicates that a 30%
similarity rating has been exceeded, a mark of zero (0) will be awarded. Where a
Copyleaks Cheat Detection Report is issued, your submission will automatically be
treated as if you received a similarity rating in excess of 30% and a mark of zero (0) will
be awarded.
• Delays in viewing the similarity report might intermittently be experienced, especially

in the last few hours before the cut-off time. Students should allow for at least 24 hours
for a report to be generated. Time management is thus critically important - uploading
and checking similarity scores should NOT be left until the last minute.
Please refer to the Copyleaks Guide for Students in the HE Library module (on ColCampus) for
a basic “how-to” guide to the system.
Suspected Cheating
A Cheat Detection Report will appear in the similarity report when a scan has detected an
abnormality in a submitted document. These abnormalities are usually present due to a
student’s efforts to cheat or “fool” the plagiarism scan. Certain software when utilised may
also result in a Cheat Detection Report being issued. In order to avoid this, please ensure that
you follow the abovementioned requirement whereby assignments must be directly
converted from MS Word to PDF before being submitted. Please refer to your relevant
Induction Letter wherein details are provided how to access inter alia the Microsoft Office
Suite, which includes access to MS Word.
Where a Cheat Detection Report is issued, the student’s submission will automatically be
treated as if it received a similarity rating in excess of 30%.
11. CONCLUSION
The best way to prepare for an assessment is to work methodically and continuously
throughout the semester. This requires students to:
• Plan and programme their studies, and the writing of assessments by taking into account
their personal and work schedules and other commitments.
• Make a habit of planning well ahead, and noting in advance those dates and events that
could affect their studies.
• Arrange study leave and study blocks well in advance.
We wish you every success in your studies!
ANNEXURE A:
EXPLANATION OF ACTION VERBS REQUIRED FOR COMPLETING ASSESSMENTS
Action verb Description

Analyse Describe the different parts of a topic and explain how they work
together or not. Give arguments for and against each situation. A
reasonable amount of insight must be shown in terms of knowledge
already gained in this regard.
Apply Show the application of acquired knowledge or given information in
practice or in relation to what is asked. Use knowledge to find an
answer to the question.
Comment Give your own opinion regarding the subject matter and illustrate it
through examples. Interpret and evaluate.
Compare Contrast facts, events or problems and indicate the similarities and
differences, or analyse the similarities and differences between
statements, ideas, etc.
Contrast Point out the differences between certain objects, facts, events or
characteristics.
Criticise Point out the good and bad characteristics or viewpoints and give your
own opinion after taking into account all the facts.
Define Give a clear, to the point, systematic explanation or description of
concepts; to reflect the precise meaning thereof.
Describe Give the characteristics, basic facts or results in a logical, systematic
and well-structured manner. Comments and your own interpretation
are not necessary.
Discuss Give terminology and concepts in your own words with comments or
your own interpretation. Compare, contrast and debate.
Design Create and plan. Portray by means of illustrations or concrete objects.
Create a model with a specific objective in mind and indicate the
planning phase.
Evaluate Make an assessment of values based on specific points of reference or
criteria and give your own opinion. Do not describe. Personal
viewpoints may be given.
Explain Clarify the term, concept or topic by presenting it with your own
knowledge and words. If required you can use illustrations, descriptions
or simple logical layout of the facts.
Illustrate Use a sketch, picture, diagram, graph or concrete item to explain a
concept or solve a problem. This can also mean to give examples in
well-chosen, descriptive words.
Motivate Provide reasons and comment.
Summarise State the key or most important aspects of a topic without detail,
illustrations, critical analysis and discussion.
ANNEXURE B:
PROPOSED STUDY PROGRAMME
Each semester has a 14-week duration from the last day of Registrations to the start of the
Examination Period. We strongly recommend that students follow the study programme for
the course outlined below closely. It is important not to fall behind. Students are expected
to apply a great deal of self-discipline otherwise they may be unprepared for the examination.
See Table overleaf.
ANNEXURE B: PROPOSED STUDY PROGRAMME
Research Methods & Statistics 2 (HRMS331-1)

WEEK LEARNING OUTCOMES Formative Summative
Prescribed Recommended TMS
After studying the prescribed and recommended Assessment Assessment Other
Material for the week, you should be able to: Courseware Book(s) (VIDEO)
(FA1) (SA & SA2)
1 • Describe in detail the various methods by which human
beings acquire knowledge, including the scientific
method.
• Compare the scientific method with other means of
acquiring knowledge.
• Describe and contrast inductive or probabilistic
reasoning, and deductive reasoning.
• Discuss reductionism in social science research.
• Compare and contrast social and natural sciences.
• Compare and contrast quantitative, qualitative and Unit 1: Complete self- Start Take note of
mixed-methods research. Chapter 1 assessment & preliminary important
• Analyse the relationship between fact, theory, and Chapter 2 Relevant Chapter(s) 144 learning work on SA1 dates in your
observation. Chapter 3 72mins mins activities & SA2 Academic
• Describe the process of scientific research, in
quantitative, qualitative and mixed-methods research. 288 mins Calendar.
• Understand why ethics in research is important. 288 mins Start working
• Understand the underlying principles of ethical on your FA1
research.
• Understand particular ethical guidelines.
• Apply the appropriate ethical guidelines to the process
of research.
34 HRMS331-1-Jan-Jun2024-Proposed Study Programme-FB-V.1-30012024


(FA1) (SA)
2 • Source and identify research problems, questions and
topics.
• Initiate their own research projects.
• Identify and formulate their own research problems
and pose research questions.
• Search for appropriate literature.
• Compile a literature review.
• Better Understand systematic reviews and meta-
analysis. Compare and contrast quantitative,
qualitative and mixed-methods research.
Complete self- Continue
• Compare and contrast exploratory, descriptive, Unit 2: Relevant Chapter(s) 144 assessment & Continue working on
correlational and explanatory research. Chapter 4 72mins mins learning with your FA1
• Identify the type of research used in a study. Chapter 5 activities preliminary
• Select the most appropriate research type for Chapter 6 288 mins work on SA1
particular research problems.
288 mins & SA2
• Differentiate between primary and secondary data
analysis.
• Recognise the challenges and opportunities for
conducting research using the internet
• Formulate a research question.
• Identify the various concepts or variables associated
with a research question.
• Appropriately define and operationalise variables.
• Where appropriate, formulate testable hypotheses


(FA1) (SA1 &SA2)
3 • Understand the importance of both action and
participation in research in Africa.
• Negotiate and plan a simple participatory action-
research project.
• Design simple participatory research methodologies.
• Recognise the strengths and weaknesses of
participatory action-research projects. Unit 3: Continue
• Plan and conduct a community needs assessment. Chapter 7 Continue working on
• Develop a theory of change. Chapter 8 Relevant Chapter(s) 144 Complete with your FA1 and
• Test a theory of change with a pilot project.
Chapter 9 72mins mins self- preliminary start finalising
• Plan and conduct a simple feasibility study.
assessment work on SA1 in terms of
• Develop SMART indicators for utilisation in monitoring 288 mins & learning & SA2 Unicheck
and evaluation studies. activities requirements
• Develop a simple monitoring frame for a community
development project.
• Differentiate between diagnostic, formative and
summative evaluation aims.
• Design simple evaluation studies to achieve one or
more of these aims


(FA1) (SA & SA2)
4 • Explain the fundamental principles of research design.
• Distinguish research designs in qualitative research from
those in quantitative research.
• Develop appropriate research designs for particular
research questions.
• Identify and avoid a broad range of biases that affect
research design.
• Evaluate the internal and external validity of any Continue
research project.
with
• Discuss the rationale for and difficulties associated with
sampling. Unit 4: Relevant Chapter(s) Complete preliminary Finalise FA1 in
• Compare probability and non-probability sampling. Chapter 10 72mins 144 self- work on SA1 terms of
• Identify and evaluate the sampling method used in any Chapter 11 mins assessment & SA2 Unicheck and
study. 288 mins & learning prepare to
• Select the most appropriate sampling method for a
activities. submit
particular research question.
• Carry out the sampling procedures required by a
particular method.
• Determine the most appropriate size for a sample.
5&6 Estimated
preparation Submit FA1
View/study time: 6 hours online on
Due: Formative Assessment 1 (FA1) Review Sample Formative Due: Refer ColCampus/
Assessments to Academic Start working
Calendar on FA2


(FA2) (SA1 & SA2)
7 • Understand the relationship between the type of
research and the method of data collection.
• Identify and use the various scales of measurement in
an appropriate way.
• Collect data through simple and participant
observation.
• Develop structured and unstructured interview and
questionnaire schedules.
• Develop internet-based surveys.
• Conduct focus groups.
• Contrast various research methods and select the most Complete Continue
appropriate data collection techniques. Unit 5: Relevant Chapter(s) 144 self- with Continue
• Check data sets for completeness, accuracy and
Chapter 12 72mins mins assessment preliminary working on
uniformity.
• Evaluate the reliability of measurement instruments
Chapter 13 & learning work on SA1 your FA2
and techniques. 288 mins activities & SA2
• Evaluate the validity of measurement instruments and
techniques.
• Select measurement strategies that maximise
reliability and validity.
• Evaluate the trustworthiness of a qualitative research
project.
• Apply verification strategies for ensuring
trustworthiness.
• Evaluate the rigour of mixed-methods research

WEEK LEARNING OUTCOMES Prescribed Recommended TMS Formative Summative Other

After studying the prescribed and recommended Courseware Book(s) (VIDEO) Assessment Assessment
Material for the week, you should be able to: (FA2) (SA1 &SA2)
8 • Represent the collected data through tables, graphs and
charts. Unit 6:
• Describe their data using measures of central tendencies
and dispersion. Chapter 14 Continue Continue
• Understand and put to use hypothesis testing part 1 Complete with working on
procedures. (Descriptive 144 self- preliminary your FA2 and
• Differentiate between different statistical tests and Statistics) Relevant Chapter(s) mins assessment work on SA1 start finalising
select the most appropriate one according to the
characteristics of the research in question.
72mins & learning & SA2 in terms of
• Differentiate between causal and correlational situations 288 mins activities Unicheck
and, in both cases, test the significance of the results. requirements
• Apply correlation and regression analysis
Material for the week, you should be able to: (FA2) (SA1
&SA2)
9 • Represent the collected data through tables, graphs and
charts.
• Describe their data using measures of central tendencies
and dispersion.
Continue
• Understand and put to use hypothesis testing procedures. Unit 7: Relevant Chapter(s) 144 Complete Continue working on
• Differentiate between different statistical tests and select Chapter 14 72mins mins self- with your FA2 and
the most appropriate one according to the characteristics part 2 assessment preliminary start finalising
(Inferential & learning work on SA1 in terms of
of the research in question.
Statistics) activities & SA2 Unicheck
• Differentiate between causal and correlational situations requirements
and, in both cases, test the significance of the results. 288 mins
• Apply correlation and regression analysis.


Material for the week, you should be able to: (FA2) (SA1 & SA2)
10 • List the key characteristics of qualitative data.
• Record, store and prepare qualitative data for analysis.
• Describe the basic steps of qualitative analysis.
• Conduct a simple thematic content analysis.
• Differentiate other types of qualitative analysis.
• Evaluate the scientific rigour of qualitative analysis.
• Interpret the results of the data analysis process.
• Identify possible sources of error and bias in a study. Unit 8: Complete Continue Finalise FA2 in
• Draw appropriate conclusions from the findings. Chapter 15 Relevant 144 self- with terms of
• Present research findings in an appropriate manner. Chapter 16 Chapter(s) mins assessment preliminary Unicheck and
Chapter 17 72mins & learning work on SA1 prepare to
• Disseminate research findings in a variety of ways
activities & SA2 submit
• Critically discuss the relationship between individual 288 mins
values and the social sciences.
• Analyse and manage the various interpersonal and inter-
organisational relationships that are part of most social
research projects.
• Plan, execute and manage research projects
Estimated Submit FA2

View/study preparation online on
Sample time: 6 hours ColCampus
11 & 12
Formative Due: Refer Continue
Due Formative Assessment 2 (FA2) Review
Assessment to Academic working on SA1
Calendar & SA2


Material for the week, you should be able to: (FA1 & FA2) (SA1 & SA2)
13 • Source and identify research problems, questions and
topics.
Unit 9:
• Identify and formulate their own research problems and
pose research questions. Research &
• Search for appropriate literature. Praxis
• Better Understand systematic reviews and meta-analysis. Revisit:
• Formulate a research question. Complete
Chapters 4-6
• Identify the various concepts or variables associated with a self-
research question. assessment
• Appropriately define and operationalise variables. Readings:
& learning
• Where appropriate, formulate testable hypotheses Choosing a Continue Start finalising
activities.
topic & with SA1 & SA2 in
Review FA1
Literature preliminary terms of
and FA2
review. work on SA1 Unicheck
Relevant Chapter(s) 144 results and
Students to & SA2 requirements
72mins mins comments
review at
from
least 4
educator
articles for
their chosen
topic
288 mins

Material for the week, you should be able to: (FA1& FA2) (SA1 & SA2)
14 • Understand why ethics in research is important.
• Understand the underlying principles of ethical research.
• Understand particular ethical guidelines.
• Apply the appropriate ethical guidelines to the process of
research.
• Explain the fundamental principles of research design.

• Distinguish research designs in qualitative research from

those in quantitative research.
• Develop appropriate research designs for particular
research questions. Complete
• Identify and avoid a broad range of biases that affect self-
research design. Unit 10: Relevant Chapter(s) 144 assessment Wrap-up Finalise SA1 &
• Evaluate the internal and external validity of any Research & 72mins mins & learning preliminary SA2 in terms of
research project.
• Interpret the results of the data analysis process.
Praxis activities. work on SA1 Unicheck
• Identify possible sources of error and bias in a study. & SA2 requirements
• Draw appropriate conclusions from the findings. Revisit: Continue
• Present research findings in an appropriate manner. Chapters 3; reviewing
• Disseminate research findings in a variety of ways 10; 16-17 FA1 & FA2
• Critically discuss the relationship between individual
values and the social sciences. results &
• Analyse and manage the various interpersonal and inter- Readings: educator
organisational relationships that are part of most social Research comments
research projects. proposal
• Plan, execute and manage research projects
288 mins
15-17 Examination:
PLEASE
View/study Sample Submit SA1 &
REFER TO
Exam Weeks Review Summative Review SA2 online on
THE
Assessment ColCampus
ACADEMIC
CALENDAR

Academic Calendar Sem A 2024
SEMESTER: JANUARY - JUNE
Week Month Date Time Activity
February 16 17:00 Applications Close
February 17 13:00 Registrations Close
1 February 19 Studies Commence - Week 1
HPRM441-1 FA 1 – Assignment Due
Submit online via ColCampus no later than
1 February 25 23:59 25 February 2024 23:59. Feedback given in Week 2
2 March 3 23:59 3 March 2024 23:59. Feedback given in Week 3
FA 1 – Assignment Due
6 March 28 23:59 28 March 2024 23:59
HACP130-1, HADC401-1, HADC402-1, HADE400-1,
HADF400-1, HADL400-1, HADR1181, HADR230-1,
HADR400-1, HADV100-1, HADV1181, HADV200-1,
HADV300-1, HALL130-1, HALP1181, HALT130-1,
HANT130-1, HAPR300-1, HAPS1181, HASD200-1,
HAUD200-1, HAUD230-1, HAUD331-1, HAUD332-1,
HBFB1181, HBLE300-1, HBMN100-1, HBMN102-1,
HBMN1181, HBMN130-1, HBMN200-1, HBMN201-1,
HBMN230-1, HBMN231-1, HBMN232-1, HBMN233-1,
HBMN333-2, HBMN334-1, HBMT1181, HBRD1181,
HBRD300-1, HBRD330-1, HBTB1181, HCBB1181,
HCGA232-1, HCGE130-1, HCGE231-1, HCGE232-1,
HCHR1181, HCLT106-1, HCLT107-1, HCLT108-1,
HCML330-1, HCMLW230-1, HCNM1181,
HCONL330-1, HCOU1181, HCYLW230-1, HDBP200-1,
HECM1181, HECO130-1, HECO231-1, HECO232-1,
HEFA1181, HEMK1181, HENT100-1, HENT1181,
HENT130-1, HENT200-1, HENT230-1, HENT300-1,
HENT330-1, HEPSFA1181, HERL230-1, HERL330-1,
HETA231-1, HEVM100-1, HEVM1181, HEVM200-1,
HEVM300-1, HFAC130-1, HFAC131-1, HFAC132-1,
HFAC201-1, HFAC231-1, HFAC232-1, HFAC301-1,
HFAC334-1, HFMN230-1, HFMN233-1, HFMN300-1,
HFMN301-1, HFMN302-1, HFMN330-1, HFMN331-1,
HFOA100-1, HGOP330-1, HGPLC230-1, HGPLD230-1,
HHIVC1181, HHM1181, HHMP1181, HHP1181,
HHRD100-1, HHRD130-1, HHRD200-1, HHRD230-1,
HHRD300-1, HHRF1181, HHRM100-1, HHRM130-1,
43 AcademicCalendar2024-V11-04012024
HHRM200-1, HHRM230-1, HHRM300-1, HHRM331-1,
HHRM332-1, HHRM333-1, HHS1181, HHTD1181,
HHWPT1181, HIAI1181, HIAP1181, HICMA1181,
HIFSE1181, HIIR1181, HILFA1181, HIMC300-1,
HIND1181, HINT1181, HIPLW130-1, HIPM300-1,
HISL130-1, HISM100-1, HISM200-1, HISM300-1,
HIT1181, HITFA1181, HLAA130-1, HLGE330-1,
HLLW330-1, HLTX330-1, HLWC1181, HLWC130-1,
HLWC200-1, HLWC230-1, HLWE230-1, HLWH1181,
HLWI230-1, HLWL200-1, HLWL300-1, HLWM200-1,
HLWP130-1, HLWS130-1, HMAC200-1, HMAC202-1,
HMAC230-1, HMAC300-1, HMAC330-1, HMKR1181,
HMKT100-1, HMKT1181, HMKT130-1, HMKT200-1,
HMKT230-1, HMKT300-1, HMKT330-1, HMLW1181,
HNTS300-1, HODV1181, HPAA200-1, HPAD1181,
HPBM440-1, HPBM441-1, HPBM442-1, HPBM443-1,
HPBM444-1, HPCP440-1, HPDL230-1, HPFM440-1,
HPI1181, HPLM1181, HPLW230-1, HPLW440-1,
HPMK440-1, HPMK442-1, HPPC1181, HPPR1181,
HPPS1181, HPR1181, HPR200-1, HPRM1181,
HPRM440-1, HPSW200-1, HPSW230-1, HPSY131-1,
HPSY132-1, HPSY231-1, HPSY232-1, HPSY331-1,
HPSY332-1, HPX100-1, HPXN200-1, HPXS200-1,
HRDC1181, HRMB330-1, HRML330-1, HRMM330-1,
HRMS230-1, HRMS331-1, HRP1181, HSAD300-1,
HSAP1181, HSCI1181, HSDJ1181, HSEC1181,
HSEC200-1, HSEM1181, HSFT300-1, HSHE1181,
HSMB1181, HSMS1181, HSOC131-1, HSOC132-1,
HSOC231-1, HSOC232-1, HSOC331-1, HSOC332-1,
HSOS1181, HSPM300-1, HSPS1181, HSYD100-1,
HSYD201-1, HSYD202-1, HSYD300-1, HTAX201-1,
HTAX202-1, HTAX230-1, HTAX331-1, HTAX332-1,
HTCP300-1, HTDP1181, HTDS1181, HTDSA1181,
HTOP1181, HTSS100-1, HTTM1181, HWADE1181,
HWBAC230-1, HWBHR330-1, HWBLW330-1,
HWBMM330-1, HWBSS330-1, HWCACP1171,
HWCBMP1171, HWCGMT1181, HWCHAP1181,
HWCHCM1171, HWCHMP1181, HWCHPR1181,
HWCHRM1171, HWCHRP1181, HWCLSP1171,
HWCMDM1181, HWCMP1171, HWCMSM1181,
HWCMSP1181, HWCMTM1181, HWCPLP1181,
HWCTTMP1181, HWDBM300-1, HWDEM300-1,
HWDFA300-1, HWDHR300-1, HWDMM300-1,
HWFM300-1, HYFT1181
FA 1 – Online Quiz Due
Complete online via ColCampus no later than
6 March 28 23:59 28 March 2024 23:59
HCLT101-1, HCLT103-1, HCLT104-1, HCLT105-1,
HNTS221-1, HNTS222-1, HPXN301-1, HPXS301-1
9 April 18 17:00 FA 1 - Results Release

10 April 25 13:00 FA 1 - Results Appeal Close and Release
10 April 26 23:59 26 April 2024 23:59. Feedback given in Week 12
FA 2 - Assignment Due
12 May 10 23:59 10 May 2024 23:59
HACP130-1, HALL130-1, HALT130-1, HAUD230-1,
HAUD331-1, HAUD332-1, HBMN130-1, HBMN233-1,
HBMN330-1, HCGA232-1, HCGE231-1, HCGE232-1,
HCLT104-1, HCLT107-1, HCLT108-1, HECO130-1,
HEFA1181, HENT130-1, HETA231-1, HFAC130-1,
HFMN230-1, HFMN330-1, HFMN331-1, HGOP330-1,
HHRD130-1, HHRM130-1, HHRM332-1, HHRM333-1,
HISL130-1, HLAA130-1, HLGE330-1, HLWC130-1,
HLWP130-1, HMAC230-1, HMAC330-1, HMKT130-1,
HMKT330-1, HPBM440-1, HPBM441-1, HPBM442-1,
HPBM443-1, HPBM444-1, HPCP440-1, HPFM440-1,
HPI1181, HPLW440-1, HPMK440-1, HPMK442-1,
HPRM440-1, HSYD100-1, HSYD201-1, HTAX230-1,
HTAX331-1, HTAX332-1, HWBAC230-1, HWBHR330-1,
HWBLW330-1, HWBMM330-1, HWBSS330-1,
HWCACP1171, HWCBMP1171, HWCGMT1181,
HWCHAP1181, HWCHCM1171, HWCHMP1181,
HWCHPR1181, HWCHRM1171, HWCHRP1181,
HWCLSP1171, HWCMDM1181, HWCMP1171,
HWCMSM1181, HWCMSP1181, HWCMTM1181,
HWCPLP1181, HWCTTMP1181, HWDBM300-1,
HWDEM300-1, HWDFA300-1, HWDHR300-1,
HWDMM300-1
12 May 10 23:59 10 May 2024 23:59
HADC401-1, HADC402-1, HADE400-1, HADF400-1,
HADL400-1, HADR230-1, HADR400-1, HANT130-1,
HBMN333-2, HBMN334-1, HBRD330-1, HCGE130-1,
HCLT101-1, HCLT105-1, HCML330-1, HCMLW230-1,
HCONL330-1, HCYLW230-1, HECO231-1, HECO232-1,
HENT230-1, HENT330-1, HEPSFA1181, HERL230-1,
HERL330-1, HFAC201-1, HFMN233-1, HGPLC230-1,
HGPLD230-1, HHRD230-1, HHRM230-1, HHRM331-1,
HIFSE1181, HILFA1181, HIPLW130-1, HLLW330-1,
HLTX330-1, HLWC230-1, HLWE230-1, HLWI230-1,
HLWS130-1, HMAC200-1, HMKT230-1, HPDL230-1,
HPLW230-1, HPSW230-1, HPSY131-1, HPSY132-1,
HRMB330-1, HRML330-1, HRMM330-1, HRMS230-1,
HRMS331-1, HSOC131-1, HSOC132-1, HSOC231-1,
HSOC232-1, HSOC331-1, HSOC332-1
HPXN302-1 FA 1 Online Quiz and HPXN302-1 Draft
Project Proposal Assignment Due. Submit online via
12 May 10 23:59 ColCampus no later than 10 May 2024 23:59.
HPXS302-1 FA 1 – Online Quiz Due
12 May 10 23:59 10 May 2024 23:59.
13 May 17 13:00 FA 2 - Results Release
14 May 23 17:00 FA 2 - Results Appeal Close and Release
HCLT107-1, HCLT108-1, HSYD100-1, HSYD201-1,
FA 3 – Assignment Due. Submit online via
15 May 27 23:59 ColCampus no later than 27 May 2024 23:59.
SA 1 Time Table for PAPER BASED EXAM
INVIGILATED ASSESSMENT EVENTS only (with SA 2).
Remember: SA 2’s to be submitted online via
15 to 17 May – June 27 - 10 ColCampus as per due date on SA 2 cover page.
15 May 27 09:00-12:00 HFAC132-1, HFAC232-1, HTAX332-1
09:00-11:00 HANT130-1, HBMN201-1, HIFSE1181
12:00-14:00 HBMN230-1, HLWC200-1
15:00-17:00 HCMLW230-1, HHRM331-1
15 May 28 09:00-12:00 HFAC130-1, HFAC231-1, HFAC332-1
09:00-11:00 HADV300-1, HCGE130-1, HHRM200-1, HMAC300-1
12:00-14:00 HBMN200-1, HFAC201-1, HFMN302-1
15:00-17:00 HADV200-1, HCGE232-1, HCML330-1
15 May 29 09:00-12:00 HAUD332-1
09:00-11:00 HBMN231-1, HEVM100-1, HSOC332-1
12:00-14:00 HCYLW230-1, HFAC301-1, HPI1181
15:00-17:00 HENT200-1, HFMN330-1
15 May 30 09:00-12:00 HTAX230-1, HTAX331-1
09:00-11:00 HHRD200-1, HHRD300-1, HTAX201-1, HTAX202-1
12:00-14:00 HEVM200-1, HEVM300-1, HFMN301-1, HPSY132-1
15:00-17:00 HECO231-1, HECO232-1
15 May 31 09:00-12:00 HETA231-1, HFAC333-1
09:00-11:00 HGPLC230-1, HGPLD230-1, HLWC130-1, HPSW200-1
12:00-14:00 HBMN331-1, HERL230-1, HIMC300-1, HLWC230-1
15:00-17:00 HAUD200-1, HBLE300-1, HGOP330-1
16 June 3 09:00-12:00 HBMN233-1, HFAC302-1, HFAC331-1
09:00-11:00 HBMN333-2, HHRM230-1
12:00-14:00 HLWM200-1, HPSY231-1, HPSY331-1
15:00-17:00 HADR230-1, HENT230-1, HENT330-1, HFMN233-1
16 June 4 09:00-12:00 HFAC131-1, HFMN230-1
09:00-11:00 HBRD300-1, HLWI230-1, HPSY131-1
12:00-14:00 HAPR300-1, HCONL330-1, HEPSFA1181
15:00-17:00 HERL330-1, HPR200-1
16 June 5 09:00-12:00 HFAC334-1, HMAC230-1, HMAC330-1
09:00-11:00 HMAC200-1, HMAC202-1, HPSY332-1
12:00-14:00 HLWL300-1, HPDL230-1
15:00-17:00 HRMM330-1, HPSY232-1
16 June 6 09:00-12:00 HAUD230-1
09:00-11:00 HBMN301-1, HFMN300-1, HILFA1181, HSOC131-1
12:00-14:00 HHRD230-1, HLLW330-1
15:00-17:00 HLWE230-1, HRMB330-1, HSEC200-1
16 June 7 09:00-12:00 HCGA232-1, HFMN331-1
09:00-11:00 HBRD330-1, HRMS230-1, HPLW230-1, HSOC132-1
12:00-14:00 HMKT200-1, HMKT230-1, HLWL200-1
15:00-17:00 HBMN334-1, HPAA200-1
17 June 10 09:00-12:00 HAUD331-1
09:00-11:00 HBMN232-1, HLTX330-1, HSOC231-1, HSOC232-1
12:00-14:00 HBMN300-1, HPSW230-1, HSOC331-1
SA 1 Time Table for ONLINE EXAM INVIGILATED
ASSESSMENT EVENT which are open book and with
SA 2’s to submit. These exams must be completed
on the stipulated dates as indicated below, and be
invigilated. Remember: SA 2’s to be submitted
online via ColCampus as per due date on SA 2 cover
page.
16 June 3 09:00-12:00 HPBM440-1
16 June 6 09:00-12:00 HPMK440-1
17 June 10 09:00-12:00 HPBM443-1
ASSESSMENT EVENTS only.
No SA 2’s to submit. These exams must be
15 to 17 May – June 27 - 10 completed within the exam period.
HADR1181, HADV1181, HALP1181, HAPS1181,
HBFB1181, HBMN1181, HBMT1181, HBRD1181,
HBTB1181, HCBB1181, HCHR1181, HCLT101-1,
HCLT103-1, HCLT105-1, HCLT106-1, HCNM1181,
HCOU1181, HECM1181, HEMK1181, HENT1181,
HEVM1181, HHIVC1181, HHM1181, HHMP1181,
HHP1181, HHRF1181, HHS1181, HHTD1181,
HIIR1181, HIND1181, HINT1181, HIT1181,
HITFA1181, HLWC1181, HLWH1181, HMKR1181,
HMKT1181, HMLW1181, HODV1181, HPAD1181,
HPLM1181, HPPC1181, HPPR1181, HPPS1181,
HPR1181, HPRM1181, HRDC1181, HRP1181,
HSEM1181, HSHE1181, HSMB1181, HSMS1181,
HSOS1181, HSPS1181, HTDP1181, HTDS1181,
HTDSA1181, HTOP1181, HTTM1181, HWADE1181,
HYFT1181
ASSESSMENT EVENTS with SA 2’s to submit. These
exams must be completed within the exam period.
15 to 17 May – June 27 - 10 ColCampus as per due date on SA 2 cover page.
HACP130-1, HADV100-1, HALL130-1, HALT130-1,
HBMN100-1, HBMN102-1, HBMN130-1, HDBP200-1,
HECO130-1, HEFA1181, HENT100-1, HENT130-1,
HFOA100-1, HHRD100-1, HHRD130-1, HHRM100-1,
HHRM130-1, HIPLW130-1, HIPM300-1, HISL130-1,
HISM100-1, HISM200-1, HISM300-1, HLAA130-1,
HLWP130-1, HLWS130-1, HMKT100-1, HMKT130-1,
HNTS221-1, HNTS222-1, HNTS300-1, HPXN200-1,
HPXN301-1, HPXS301-1, HSFT300-1, HSPM300-1,
HSYD202-1, HTCP300-1, HTSS100-1, HWFM300-1
SA 1 & SA 2 Time Table for projects / internship /
assignments only. Submit online via ColCampus no
15 to 17 May – June 27 - 10 23:59 later than 10 June 2024 23:59
HADL400-1, HADR400-1, HASD200-1, HBMN330-1,
HCGE231-1, HENT300-1, HHRM300-1, HHRM332-1,
HHRM333-1, HLGE330-1, HMKT300-1, HMKT330-1,
HPBM441-1, HPBM442-1, HPBM444-1, HPCP440-1,
HPFM440-1, HPLW440-1, HPMK442-1, HPRM440-1,
HPRM441-1, HPX100-1, HPXN302-1, HPXS200-1,
HPXS302-1, HRML330-1, HRMS331-1, HSAD300-1,
HSYD300-1, HWBAC230-1, HWBHR330-1,
HWDMM300-1
HCLT104-1, HCLT107-1, HCLT108-1, HSYD100-1,
HSYD201-1
SA 1 – Assignment Due. Submit online via
17 June 10 23:59 ColCampus no later than 10 June 2024 23:59.
HBACC230-1 and HBACC330-1
SA 1 for PAPER BASED EXAM INVIGILATED
17 June 14 09:00-12:30 ASSESSMENT EVENTS
19 June 25 13:00 SA 1 & 2 Results Release
19 June 28 17:00 SA 1 & 2 Results Appeal Close and Release
Supplementary SA 1 Time Table for PAPER BASED
EXAM INVIGILATED ASSESSMENT EVENTS only (with
Supplementary SA2). Remember: Supplementary SA
2’s to be submitted online via ColCampus as per due
20 to 21 July 4 - 10 date on Supplementary SA 2 cover page.
HFAC132-1, HTAX230-1, HFAC232-1, HTAX331-1,
09:00-12:00
20 July 4 HFAC334-1
HANT130-1, HBMN230-1, HBMN300-1, HEVM100-1,
09:00-11:00
HGPLD230-1, HPSY332-1
HBMN200-1, HBMN334-1, HIFSE1181, HLWC200-1,
12:00-14:00
HLWC230-1
HADV200-1, HCGE232-1, HCMLW230-1, HHRM331-1,
15:00-17:00
HLWC130-1, HPAA200-1, HPSW230-1
20 July 5 09:00-12:00 HFAC231-1, HETA231-1, HAUD331-1, HFMN331-1
HADV300-1, HENT200-1, HENT230-1, HEPSFA1181,
09:00-11:00
HFMN330-1, HHRM230-1, HMAC300-1
HBMN231-1, HBMN333-2, HCGE130-1, HCYLW230-1,
12:00-14:00
HFAC201-1, HFAC301-1, HFMN302-1, HRMS230-1
HECO231-1, HECO232-1, HENT330-1, HEVM200-1,
15:00-17:00
HEVM300-1, HLWI230-1, HPSW200-1
HFAC131-1, HMAC230-1, HFMN230-1, HFAC331-1,
09:00-12:00
21 July 8 HTAX332-1, HFAC130-1, HFAC302-1
09:00-11:00 HAPR300-1, HGOP330-1, HPSY131-1
HBMN331-1, HBRD300-1, HERL330-1, HLWM200-1,
12:00-14:00
HPLW230-1, HSOC132-1
HAUD200-1, HGPLC230-1, HHRM200-1, HPR200-1,
15:00-17:00
HPSY231-1, HPSY232-1, HPSY331-1
21 July 9 09:00-12:00 HBMN233-1, HCGA232-1, HMAC330-1, HFAC333-1
HBMN201-1, HLWE230-1, HMAC200-1, HMAC202-1,
09:00-11:00
HPSY132-1, HRMB330-1, HSOC332-1
HBLE300-1, HCML330-1, HHRD200-1, HHRD300-1,
12:00-14:00
HIMC300-1, HPI1181, HRMM330-1
HBMN301-1, HERL230-1, HFMN233-1, HFMN300-1,
15:00-17:00
HFMN301-1, HMKT200-1, HMKT230-1, HPDL230-1
21 July 10 09:00-12:00 HAUD230-1, HFAC332-1, HAUD332-1
HADR230-1, HBMN232-1, HHRD230-1, HILFA1181,
09:00-11:00 HLTX330-1, HSEC200-1, HSOC131-1, HTAX201-1,
HTAX202-1
HBRD330-1, HCONL330-1, HLLW330-1, HLWL200-1,
12:00-14:00
HLWL300-1, HSOC231-1, HSOC232-1, HSOC331-1
Supplementary SA 1 Time Table for open book
ONLINE EXAM INVIGILATED ASSESSMENT EVENTS
with Supplementary SA 2’s to submit. These exams
must be completed on the stipulated dates as
indicated below, and be invigilated. Remember:
Supplementary SA 2’s to be submitted online via
ColCampus as per due date on Supplementary SA 2
cover page.
20 July 4 09:00-12:00 HPBM440-1
21 July 8 09:00-12:00 HPMK440-1
21 July 10 09:00-12:00 HPBM443-1
Supplementary SA 1 Time Table for ONLINE EXAM
INVIGILATED ASSESSMENT EVENTS only. No
Supplementary SA 2’s. These exams must be
20 to 21 July 4 - 10 completed within the exam period.
HHP1181, HHRF1181, HHS1181, HHTD1181,
HPR1181, HPRM1181, HRDC1181, HRP1181,
HYFT1181
INVIGILATED ASSESSMENT EVENTS with
Supplementary SA 2’s to submit. These exams must
be completed within the exam period. Remember:
20 to 21 July 4 - 10 cover page.
Supplementary SA 1 & Supplementary SA 2 Time
Table for projects / internship / assignments only.
20 to 21 July 4 - 10 23:59 10 July 2024 23:59
HWDMM300-1
20 to 21 July 4 - 10 23:59 HSYD201-1
Supplementary SA 1 – Assignment Due. Submit
online via ColCampus no later than 23:59.
HBACC230-1 and HBACC330-1 Supplementary SA 1
for PAPER BASED EXAM INVIGILATED ASSESSMENT
22 July 15 09:00-12:30 EVENTS
22 July 17 17:00 Supplementary SA 1 & 2 Results Release
Supplementary SA 1 & 2 Results Appeal Close and
23 July 22 13:00 Release
HE OFFICE CLOSED FROM 23 JULY – 26 JULY 2024
Academic Calendar Sem B 2024
SEMESTER: JULY - DECEMBER
August 2 17:00 Applications Close
August 3 13:00 Registrations Close
1 August 5 Studies Commence - Week 1
1 August 11 23:59 11 August 2024 23:59. Feedback given in Week 2
4 September 1 23:59 1 September 2024 23:59. Feedback given in Week 5
5 September 8 23:59 8 September 2024 23:59. Feedback given in Week 6
FA 1 – Assignment Due
6 September 13 23:59 13 September 2024 23:59
HACP130-1, HADC401-1, HADC402-1, HADE400-1,
HADF400-1, HADL400-1, HADR1181, HADR230-1,
HADR400-1, HADV100-1, HADV1181, HADV200-1,
HADV300-1, HALL130-1, HALP1181, HALT130-1,
HANT130-1, HAPR300-1, HAPS1181, HASD200-1,
HAUD200-1, HAUD230-1, HAUD331-1, HAUD332-1,
HBFB1181, HBLE300-1, HBMN100-1, HBMN102-1,
HBMN1181, HBMN130-1, HBMN200-1, HBMN201-1,
HBMN333-2, HBMN334-1, HBMT1181, HBRD1181,
HBRD300-1, HBRD330-1, HBTB1181, HCBB1181,
HCGA232-1, HCGE130-1, HCGE231-1, HCGE232-1,
HCHR1181, HCLT106-1, HCLT107-1, HCLT108-1,
HCML330-1, HCMLW230-1, HCNM1181,
HCONL330-1, HCOU1181, HCYLW230-1, HDBP200-1,
HECM1181, HECO130-1, HECO231-1, HECO232-1,
HEFA1181, HEMK1181, HENT100-1, HENT1181,
HENT130-1, HENT200-1, HENT230-1, HENT300-1,
HENT330-1, HEPSFA1181, HERL230-1, HERL330-1,
HETA231-1, HEVM100-1, HEVM1181, HEVM200-1,
HEVM300-1, HFAC130-1, HFAC131-1, HFAC132-1,
HFAC334-1, HFMN230-1, HFMN233-1, HFMN300-1,
HFMN301-1, HFMN302-1, HFMN330-1, HFMN331-1,
HFOA100-1, HGOP330-1, HGPLC230-1, HGPLD230-1,
HHIVC1181, HHM1181, HHMP1181, HHP1181,
HHRD100-1, HHRD130-1, HHRD200-1, HHRD230-1,
HHRD300-1, HHRF1181, HHRM100-1, HHRM130-1,
HHRM200-1, HHRM230-1, HHRM300-1, HHRM331-1,
HHRM332-1, HHRM333-1, HHS1181, HHTD1181,
HIFSE1181, HIIR1181, HILFA1181, HIMC300-1,
HIND1181, HINT1181, HIPLW130-1, HIPM300-1,
HISL130-1, HISM100-1, HISM200-1, HISM300-1,
HIT1181, HITFA1181, HLAA130-1, HLGE330-1,
HLLW330-1, HLTX330-1, HLWC1181, HLWC130-1,
HLWC200-1, HLWC230-1, HLWE230-1, HLWH1181,
HLWI230-1, HLWL200-1, HLWL300-1, HLWM200-1,
HLWP130-1, HLWS130-1, HMAC200-1, HMAC202-1,
HMAC230-1, HMAC300-1, HMAC330-1, HMKR1181,
HMKT100-1, HMKT1181, HMKT130-1, HMKT200-1,
HMKT230-1, HMKT300-1, HMKT330-1, HMLW1181,
HNTS300-1, HODV1181, HPAA200-1, HPAD1181,
HPBM440-1, HPBM441-1, HPBM442-1, HPBM443-1,
HPBM444-1, HPCP440-1, HPDL230-1, HPFM440-1,
HPI1181, HPLM1181, HPLW230-1, HPLW440-1,
HPMK440-1, HPMK442-1, HPPC1181, HPPR1181,
HPPS1181, HPR1181, HPR200-1, HPRM1181,
HPRM440-1, HPSW200-1, HPSW230-1, HPSY131-1,
HPSY332-1, HPX100-1, HPXN200-1, HPXS200-1,
HRDC1181, HRMB330-1, HRML330-1, HRMM330-1,
HRMS230-1, HRMS331-1, HRP1181, HSAD300-1,
HSEC200-1, HSEM1181, HSFT300-1, HSHE1181,
HSMB1181, HSMS1181, HSOC131-1, HSOC132-1,
HSOC231-1, HSOC232-1, HSOC331-1, HSOC332-1,
HSOS1181, HSPM300-1, HSPS1181, HSYD100-1,
HSYD201-1, HSYD202-1, HSYD300-1, HTAX201-1,
HTAX202-1, HTAX230-1, HTAX331-1, HTAX332-1,
HTCP300-1, HTDP1181, HTDS1181, HTDSA1181,
HTOP1181, HTSS100-1, HTTM1181, HWADE1181,
HWBAC230-1, HWBHR330-1, HWBLW330-1,
HWBMM330-1, HWBSS330-1, HWCACP1171,
HWCBMP1171, HWCGMT1181, HWCHAP1181,
HWCHCM1171, HWCHMP1181, HWCHPR1181,
HWCHRM1171, HWCHRP1181, HWCLSP1171,
HWCMDM1181, HWCMP1171, HWCMSM1181,
HWCMSP1181, HWCMTM1181, HWCPLP1181,
HWCTTMP1181, HWDBM300-1, HWDEM300-1,
HWDFA300-1, HWDHR300-1, HWDMM300-1,
HWFM300-1, HYFT1181
6 September 13 23:59 13 September 2024 23:59
HCLT101-1, HCLT103-1, HCLT104-1, HCLT105-1,
HNTS221-1, HNTS222-1, HPXN301-1, HPXS301-1
9 October 4 17:00 FA 1 - Results Release

10 October 11 13:00 FA 1 - Results Appeal Close and Release
10 October 11 23:59 11 October 2024 23:59. Feedback given in Week 12
FA 2 - Assignment Due
12 October 25 23:59 25 October 2024 23:59
HACP130-1, HALL130-1, HALT130-1, HAUD230-1,
HAUD331-1, HAUD332-1, HBMN130-1, HBMN233-1,
HBMN330-1, HCGA232-1, HCGE231-1, HCGE232-1,
HCLT104-1, HCLT107-1, HCLT108-1, HECO130-1,
HEFA1181, HENT130-1, HETA231-1, HFAC130-1,
HFMN230-1, HFMN330-1, HFMN331-1, HGOP330-1,
HHRD130-1, HHRM130-1, HHRM332-1, HHRM333-1,
HISL130-1, HLAA130-1, HLGE330-1, HLWC130-1,
HLWP130-1, HMAC230-1, HMAC330-1, HMKT130-1,
HMKT330-1, HPBM440-1, HPBM441-1, HPBM442-1,
HPBM443-1, HPBM444-1, HPCP440-1, HPFM440-1,
HPI1181, HPLW440-1, HPMK440-1, HPMK442-1,
HPRM440-1, HSYD100-1, HSYD201-1, HTAX230-1,
HTAX331-1, HTAX332-1, HWBAC230-1, HWBHR330-1,
HWDMM300-1
12 October 25 23:59 25 October 2024 23:59
HADL400-1, HADR230-1, HADR400-1, HANT130-1,
HBMN333-2, HBMN334-1, HBRD330-1, HCGE130-1,
HCLT101-1, HCLT105-1, HCML330-1, HCMLW230-1,
HCONL330-1, HCYLW230-1, HECO231-1, HECO232-1,
HENT230-1, HENT330-1, HEPSFA1181, HERL230-1,
HERL330-1, HFAC201-1, HFMN233-1, HGPLC230-1,
HGPLD230-1, HHRD230-1, HHRM230-1, HHRM331-1,
HIFSE1181, HILFA1181, HIPLW130-1, HLLW330-1,
HLTX330-1, HLWC230-1, HLWE230-1, HLWI230-1,
HLWS130-1, HMAC200-1, HMKT230-1, HPDL230-1,
HPLW230-1, HPSW230-1, HPSY131-1, HPSY132-1,
HRMB330-1, HRML330-1, HRMM330-1, HRMS230-1,
HRMS331-1, HSOC131-1, HSOC132-1, HSOC231-1,
HSOC232-1, HSOC331-1, HSOC332-1
HPXN302-1 FA 1 Online Quiz and HPXN302-1 Draft
Project Proposal Assignment Due. Submit online via
12 October 25 23:59 ColCampus no later than 25 October 2024 23:59.
HPXS302-1 FA 1 – Online Quiz Due
12 October 25 23:59 25 October 2024 23:59.
13 November 1 13:00 FA 2 - Results Release
14 November 7 17:00 FA 2 - Results Appeal Close and Release
HCLT107-1, HCLT108-1, HSYD100-1, HSYD201-1,
FA 3 – Assignment Due. Submit online via
15 November 11 23:59 ColCampus no later than 11 November 2024 23:59.
SA 1 Time Table for PAPER BASED EXAM
INVIGILATED ASSESSMENT EVENTS only (with SA 2).
15 to 17 November 11 - 25 ColCampus as per due date on SA 2 cover page.
15 November 11 09:00-12:00 HFAC132-1, HFAC232-1, HTAX332-1
09:00-11:00 HANT130-1, HBMN201-1, HIFSE1181
12:00-14:00 HBMN230-1, HLWC200-1
15:00-17:00 HCMLW230-1, HHRM331-1
15 November 12 09:00-12:00 HFAC130-1, HFAC231-1, HFAC332-1
09:00-11:00 HADV300-1, HCGE130-1, HHRM200-1, HMAC300-1
12:00-14:00 HBMN200-1, HFAC201-1, HFMN302-1
15:00-17:00 HADV200-1, HCGE232-1, HCML330-1
15 November 13 09:00-12:00 HAUD332-1
09:00-11:00 HBMN231-1, HEVM100-1, HSOC332-1
12:00-14:00 HCYLW230-1, HFAC301-1, HPI1181
15:00-17:00 HENT200-1, HFMN330-1
15 November 14 09:00-12:00 HTAX230-1, HTAX331-1
09:00-11:00 HHRD200-1, HHRD300-1, HTAX201-1, HTAX202-1
12:00-14:00 HEVM200-1, HEVM300-1, HFMN301-1, HPSY132-1
15:00-17:00 HECO231-1, HECO232-1
15 November 15 09:00-12:00 HETA231-1, HFAC333-1
09:00-11:00 HGPLC230-1, HGPLD230-1, HLWC130-1, HPSW200-1
12:00-14:00 HBMN331-1, HERL230-1, HIMC300-1, HLWC230-1
15:00-17:00 HAUD200-1, HBLE300-1, HGOP330-1
16 November 18 09:00-12:00 HBMN233-1, HFAC302-1, HFAC331-1
09:00-11:00 HBMN333-2, HHRM230-1
12:00-14:00 HLWM200-1, HPSY231-1, HPSY331-1
15:00-17:00 HADR230-1, HENT230-1, HENT330-1, HFMN233-1
16 November 19 09:00-12:00 HFAC131-1, HFMN230-1
09:00-11:00 HBRD300-1, HLWI230-1, HPSY131-1
12:00-14:00 HAPR300-1, HCONL330-1, HEPSFA1181
15:00-17:00 HERL330-1, HPR200-1
16 November 20 09:00-12:00 HFAC334-1, HMAC230-1, HMAC330-1
09:00-11:00 HMAC200-1, HMAC202-1, HPSY332-1
12:00-14:00 HLWL300-1, HPDL230-1
15:00-17:00 HRMM330-1, HPSY232-1
16 November 21 09:00-12:00 HAUD230-1
09:00-11:00 HBMN301-1, HFMN300-1, HILFA1181, HSOC131-1
12:00-14:00 HHRD230-1, HLLW330-1
15:00-17:00 HLWE230-1, HRMB330-1, HSEC200-1
16 November 22 09:00-12:00 HCGA232-1, HFMN331-1
09:00-11:00 HBRD330-1, HRMS230-1, HPLW230-1, HSOC132-1
12:00-14:00 HMKT200-1, HMKT230-1, HLWL200-1
15:00-17:00 HBMN334-1, HPAA200-1
17 November 25 09:00-12:00 HAUD331-1
09:00-11:00 HBMN232-1, HLTX330-1, HSOC231-1, HSOC232-1
12:00-14:00 HBMN300-1, HPSW230-1, HSOC331-1
ASSESSMENT EVENT which are open book and with
SA 2’s to submit. These exams must be completed
on the stipulated dates as indicated below, and be
invigilated. Remember: SA 2’s to be submitted
online via ColCampus as per due date on SA 2 cover
page.
16 November 18 09:00-12:00 HPBM440-1
16 November 21 09:00-12:00 HPMK440-1
17 November 25 09:00-12:00 HPBM443-1
ASSESSMENT EVENTS only.
No SA 2’s to submit. These exams must be
15 to 17 November 11 - 25 completed within the exam period.
HHP1181, HHRF1181, HHS1181, HHTD1181,
HPR1181, HPRM1181, HRDC1181, HRP1181,
HYFT1181
ASSESSMENT EVENTS with SA 2’s to submit. These
exams must be completed within the exam period.
15 to 17 November 11 - 25 ColCampus as per due date on SA 2 cover page.
SA 1 & SA 2 Time Table for projects / internship /
assignments only. Submit online via ColCampus no
15 to 17 November 11 - 25 23:59 later than 25 November 2024 23:59
HWDMM300-1
HSYD201-1
SA 1 – Assignment Due. Submit online via
17 November 25 23:59 ColCampus no later than 25 November 2024 23:59.
HBACC230-1 and HBACC330-1
SA 1 for PAPER BASED EXAM INVIGILATED
17 November 29 09:00-12:30 ASSESSMENT EVENTS
19 December 9 13:00 SA 1 & 2 Results Release
19 December 12 17:00 SA 1 & 2 Results Appeal Close and Release
HE OFFICE CLOSED FROM 15:00 ON 13 DEC 2024. WILL RE-OPEN 2 JAN 2025
Supplementary SA 1 Time Table for PAPER BASED
EXAM INVIGILATED ASSESSMENT EVENTS only (with
Supplementary SA2). Remember: Supplementary SA
2’s to be submitted online via ColCampus as per due
21 January 2025 13 - 17 date on Supplementary SA 2 cover page.
HFAC132-1, HTAX230-1, HFAC232-1, HTAX331-1,
09:00-12:00
21 January 2025 13 HFAC334-1
HANT130-1, HBMN230-1, HBMN300-1, HEVM100-1,
09:00-11:00
HGPLD230-1, HPSY332-1
HBMN200-1, HBMN334-1, HIFSE1181, HLWC200-1,
12:00-14:00
HLWC230-1
HADV200-1, HCGE232-1, HCMLW230-1, HHRM331-1,
15:00-17:00
HLWC130-1, HPAA200-1, HPSW230-1
21 January 14 09:00-12:00 HFAC231-1, HETA231-1, HAUD331-1, HFMN331-1
HADV300-1, HENT200-1, HENT230-1, HEPSFA1181,
09:00-11:00
HFMN330-1, HHRM230-1, HMAC300-1
HBMN231-1, HBMN333-2, HCGE130-1, HCYLW230-1,
12:00-14:00
HFAC201-1, HFAC301-1, HFMN302-1, HRMS230-1
HECO231-1, HECO232-1, HENT330-1, HEVM200-1,
15:00-17:00
HEVM300-1, HLWI230-1, HPSW200-1
HFAC131-1, HMAC230-1, HFMN230-1, HFAC331-1,
09:00-12:00
21 January 15 HTAX332-1, HFAC130-1, HFAC302-1
09:00-11:00 HAPR300-1, HGOP330-1, HPSY131-1
HBMN331-1, HBRD300-1, HERL330-1, HLWM200-1,
12:00-14:00
HPLW230-1, HSOC132-1
HAUD200-1, HGPLC230-1, HHRM200-1, HPR200-1,
15:00-17:00
HPSY231-1, HPSY232-1, HPSY331-1
21 January 16 09:00-12:00 HBMN233-1, HCGA232-1, HMAC330-1, HFAC333-1
HBMN201-1, HLWE230-1, HMAC200-1, HMAC202-1,
09:00-11:00
HPSY132-1, HRMB330-1, HSOC332-1
HBLE300-1, HCML330-1, HHRD200-1, HHRD300-1,
12:00-14:00
HIMC300-1, HPI1181, HRMM330-1
HBMN301-1, HERL230-1, HFMN233-1, HFMN300-1,
15:00-17:00
HFMN301-1, HMKT200-1, HMKT230-1, HPDL230-1
21 January 17 09:00-12:00 HAUD230-1, HFAC332-1, HAUD332-1
HADR230-1, HBMN232-1, HHRD230-1, HILFA1181,
09:00-11:00 HLTX330-1, HSEC200-1, HSOC131-1, HTAX201-1,
HTAX202-1
HBRD330-1, HCONL330-1, HLLW330-1, HLWL200-1,
12:00-14:00
HLWL300-1, HSOC231-1, HSOC232-1, HSOC331-1
Supplementary SA 1 Time Table for open book
ONLINE EXAM INVIGILATED ASSESSMENT EVENTS
with Supplementary SA 2’s to submit. These exams
must be completed on the stipulated dates as
indicated below, and be invigilated. Remember:
cover page.
21 January 13 09:00-12:00 HPBM440-1
21 January 15 09:00-12:00 HPMK440-1
21 January 17 09:00-12:00 HPBM443-1
INVIGILATED ASSESSMENT EVENTS only. No
Supplementary SA 2’s. These exams must be
21 January 2025 13 - 17 completed within the exam period.
HHP1181, HHRF1181, HHS1181, HHTD1181,
HPR1181, HPRM1181, HRDC1181, HRP1181,
HYFT1181
INVIGILATED ASSESSMENT EVENTS with
Supplementary SA 2’s to submit. These exams must
be completed within the exam period. Remember:
21 January 2025 13 - 17 cover page.
Supplementary SA 1 & Supplementary SA 2 Time
Table for projects / internship / assignments only.
21 January 2025 13 - 17 23:59 17 January 2025 23:59
HWDMM300-1
HSYD201-1
Supplementary SA 1 – Assignment Due. Submit
21 January 2025 17 23:59 online via ColCampus no later than 23:59.
HBACC230-1 and HBACC330-1 Supplementary SA 1
for PAPER BASED EXAM INVIGILATED ASSESSMENT
22 January 2025 22 09:00-12:30 EVENTS
22 January 2025 24 17:00 Supplementary SA 1 & 2 Results Release
Supplementary SA 1 & 2 Results Appeal Close and
23 January 2025 31 13:00 Release
ANNEXURE D: PLAGIARISM INFORMATION SHEET
This document serves as a source of information regarding the nature of plagiarism, why it is
important to avoid, and how to ensure that you do not commit plagiarism.
Definition
Plagiarism is the reproduction of somebody else’s work or ideas and presenting it as your own
without giving recognition to that person (Larney, 2012:5). Any piece of work that you present
under your own name must indeed be your own. If you used someone else’s ideas or words
without citing that person’s work, you have committed plagiarism.
Importance
If you have used someone else’s words or ideas in your work without giving them due credit, that
amounts to you presenting that person’s ideas as your own (AAUP, 2015:6). This affects the
academic integrity of your work and can also be considered an infringement on the copyright of
the author whose work you used. It is therefore very important to avoid plagiarism when you
present academic work.
Examples
Plagiarism comes in many forms and is not limited to the direct quotation of another person’s
work without giving him credit. The most important cases of plagiarism are set out below:
Plagiarism of Ideas
Definition: Appropriating an idea (e.g. an explanation, a theory, a conclusion, a
hypothesis, a metaphor) in whole or in part, or with superficial modifications, without
giving credit to its originator (Roig, 2011:4)
Example: Original text: “Customer involvement is a fairly novel phenomenon in the
marketplace. By involving customers in the service delivery process, innovation and
productivity is improved.” (Axcell et al, 2015:217)
Plagiarism of idea: “If one involves customers in the process of service delivery, this
generally increases innovation and productivity – even though this idea is still a relatively
new and foreign one in the marketplace.”
This is plagiarism because the idea of Axcell et al was taken directly without providing a
reference to their work. The plagiariser only changed “novel idea” to “a relatively new
61 PlagiarismInformationSheet-HRMS331-1-Jan-Jun2024 -FB-V.1-30012024
and foreign idea” to his own version – but this does not represent his own thoughts. It is
the idea of Axcell et al written in a slightly different way.
This can be corrected by adding a reference to the source into work. For example: “If one
involves customers in the process of service delivery, this generally increases innovation
and productivity – even though this idea is still a relatively new and foreign one in the
marketplace (Axcell et al, 2015:217).
Plagiarism of Text
Definition: Copying a portion of text from another source without giving credit to its
author and without enclosing the borrowed text in quotation marks (Roig, 2011:6).
Example: Original text: “The period from 1652 to 1870 was characterized by colonial
settlement and slavery. 1870 – 1924 bought the discovery of gold and diamonds, limited
trade unionism, industrialization and oppression of black workers. From 1924-1956 the
Industrial Conciliation Act was promulgated which created dispute settlement
mechanisms through establishing industrial councils.” (Thompson, 2015: 94).
Plagiarism of text: The period from 1652 to 1870 was characterized by colonial settlement
and slavery. 1870 – 1924 bought the discovery of gold and diamonds, limited trade
unionism, industrialization and oppression of black workers.
This is plagiarism because you are quoting the work of Thompson directly without putting
it in between quotation marks, and without providing a reference to his work.
This can be corrected by adding a reference to the source into the text and placing the
sentence in between quotation marks. For example: “The period from 1652 to 1870 was
characterized by colonial settlement and slavery. 1870 – 1924 bought the discovery of
gold and diamonds, limited trade unionism, industrialization and oppression of black
workers” (Thompson, 2015: 94).
Plagiarism by Improper Paraphrasing
Definition: Taking portions of text from one or more sources, paraphrasing what was said,
and then adding some of your own ideas to that text to pass the entire thought off as your
own. (Roig, 2011:7).
Example: Original text: “The entrepreneur has to be sensitive to opportunities or

problems arising in the business or outside. This awareness is the stimulus for creative
ideas. It is also important that one should have clarity concerning the nature of the
problem in order to develop a creative solution. Therefore, it is of utmost importance to
define the problem clearly.” (De Beer et al., 2008, 168)
Plagiarism by improper paraphrasing: It is important for an entrepreneur to be sensitive
to opportunities as well as problems that occur inside or outside the business. Such
awareness will allow him to come up with creative ideas. Therefore, it is important to
pursue the continuous generation of creative ideas.
This is plagiarism because you merely rephrasing the idea of De Beer et al. and then
adding your own sentence to that, without giving reference to the authors for the first
part of your text.
This can be corrected by adding a reference to the source after the first part of this
paragraph. For example: “It is important for an entrepreneur to be sensitive to
opportunities as well as problems that occur inside or outside the business. Such
awareness will allow him to come up with creative ideas” (De Beer et al., 2008: 168).
Therefore, it is important to pursue the continuous generation of creative ideas.
Tips to avoid plagiarism:

1) Ensure that you understand the source that you are using and the ideas that it is trying to
convey. A good rule of thumb is that if you can repeat what you have read in your own
words, you most likely have a good understanding of that work. And if you can do that –
you can be sure that you are writing your own ideas.
2) Refer to a few sources (or at least more than one) before starting to write your own work.
This allows you to develop your own thoughts and opinions on the subject matter.
3) Be sure to cite every source that you use. When you are collecting sources, ensure that
you have all the relevant detail for the source that you need to cite it correctly – refer to
the referencing guide in this regard
4) Use quotation marks around text that you have taken directly from an original source.
5) Always include a list of references at the end of your work, with the relevant detail of all
the sources you referred to in your text.
6) Read and edit your work to make sure that you can confidently present it as your own
words and ideas.
Useful sources if you want more information on plagiarism
UT-Austin Academic Integrity “A Brief Guide to Avoiding Plagiarism” (2012) Available at:
[http://www.utexas.edu/cola/cwgs/_files/pdf-4/ai2012.pdf]
The Harvard Method of Referencing: A Beginner’s Guide is available on Col Campus.
LIST OF REFERENCES:
AAUP 2015. Policy Documents and Reports 11ed. Baltimore: Johns Hopkins University Press.
Axcell S., Benedict E., Pria S.D., Kharsany K., Meyer S., Williams S.J. 2015. Marketing Management
3. Cape Town: EDGE Learning Media.
De Beer A.A., Zeelie D., Groenewald H., Watson H., Rossouw D., Jacobs H. 2008. Entrepreneurial
Skills. Cape Town: Juta and Co Ltd.
Larney, T. 2012 NWU Referencing Guide. Potchefstroom: North-West University Library Services.
Roig, A. 2011. Avoiding Plagiarism, Self-Plagiarism, and Other Questionable Writing Practices: A
Guide to Ethical Writing. ORI. Avaialble at: [http://ori.hhs.gov/avoiding-plagiarism-self-
plagiarism-and-other-questionable-writing-practices-guide-ethical-writing. Last accessed:
9/11/2015]
Thompson, D. 2015 Company Law 2. Cape Town: EDGE Learning Media.
ANNEXURE E: BREAK DOWN OF STUDY MATERIAL
The prescribed book for this module is:

Claire Bless; Craig Higson-Smith; Sello Levy Sithole. 2013. Fundamentals of Social Research
Methods: An African Perspective 5th Edition, Juta, Cape Town
Please note that the Chapters / Units listed below are prescribed. The course material is divided into 10
units. These 10 units should be studied according to your proposed study programme (Annexure B). Below,
you can find a detailed breakdown of the units in the prescribed textbook that make up the respective units
in your study programme.
Research Methods & Statistics 2 (HRMS331-1)

UNIT CHAPTERS / UNITS IN PRESCRIBED TEXTBOOKS
1 Fundamentals of Social Research Methods: An African Perspective: Chapters 1-3
Formative Assessment 1 therefore covers Units 1,2,3 & 4
6 Fundamentals of Social Research Methods: An African Perspective: Chapter 14 Part
1(Descriptive Statistics)
7 Fundamentals of Social Research Methods: An African Perspective: Chapter 14 Part
2 (Inferential Statistics)
Formative Assessment 2 therefore covers Units 5,6,7 & 8
Fundamentals of Social Research Methods: An African Perspective: Chapters 4-6
9 Compulsory/Recommended/Own Research-Complete the readings and own
research of this book
Fundamentals of Social Research Methods: An African Perspective: Chapters 3; 10;
16-17
10 Compulsory/Recommended/Own Research-Complete the readings and own
research of this book
Summative Assessment 1 & Summative Assessment 2, therefore, covers all readings
(prescribed/compulsory/recommended) and your own research
65 BreakDownofPrescribedCourseMaterial-HRMS331-1-Jan-Jun2024-FB-V.1-30012024
HIGHER EDUCATION PROGRAMMES
Academic Year 2024: January - June

Formative Assessment 1: Research Methods and Statistics 2
(HRMS331-1)
NQF Level, Credits: 7, 12
Weighting: 20%
Assessment Type: Essay Questions
Educator: Fatiema Benjamin
Examiner: Fatiema Benjamin
Due Date: 28 March 2024
Total: 100 Marks
Instructions:
• This paper consists of four (4) questions, which are compulsory.
• It is based on Units 1 - 4 of (Chapters 1-11) in your Fundamentals of Social
Research Methods: An African Perspective textbook.
• Take note of the mark allocation per question; use this as a guide when answering.
• Unless otherwise stated, you must use your own words when answering questions.
• A Copyleaks Report will be issued via ColCampus once the assignment is
submitted. Please ensure that you follow the correct steps when uploading your
assignment, to ensure that the Copyleaks Report is correctly issued. If the incorrect
document is uploaded, or if no Copyleaks Report is issued, a mark of zero (0) will
be awarded. If the Copyleaks Report indicates that a 30% similarity rating has been
exceeded, 25% of the assessment total will be deducted from the final grade.
Where a Copyleaks Cheat Detection Report is issued, your submission will
automatically be treated as if you received a similarity rating in excess of 30% and
25% of the assessment total will be deducted from the final grade. Your
assessment must be typed using:
66 HRMS331-1-Jan-Jun2024-FA1-FB-V.3-30112023
o Font: Arial
o Font size: 12
o Line spacing: 1.5
The following Learning Outcomes are assessed in this assessment:
Unit 1:
• Understand the underlying principles of ethical research.
• Understand the particular ethical guidelines.
Unit 2:
• Identify the type of research used in a study.
• Compare and contrast exploratory, descriptive, correlational and explanatory
research.
• Select the most appropriate research type for particular research problems.
• Identify and formulate their own research problems and pose research
questions.
Unit 3:
• Differentiate between diagnostic, formative and summative evaluation aims.
Unit 4:
• Identify and avoid a broad range of biases that affect research design.
• Compare probability and non-probability sampling.
Question 1 (33 marks)
Below are two research studies (Study A and Study B) that focused on social issues
within the South African context.
Please read the fictitious research studies below and answer the questions that
follow:
Study A: Exploring youth unemployment in the Western Cape, South Africa.
Youth unemployment rates are high in South Africa, and many people need assistance
locating meaningful employment opportunities. The issue of unemployment has
several social and economic consequences, including increased poverty, inequality,
and social unrest. However, more information about the perceptions and experiences
of unemployed youth in rural communities is needed. To develop an intervention
aimed at reducing the number of unemployed youth, a group of researchers proposed
a research study that seeks to explore people’s perceptions of what factors they
believe contribute to high unemployment levels and to gain a deeper understanding of
the lived experiences of unemployed youth in the Western Cape.
Study B: Determine the relationship between social media use and academic
performance among first-year university students.
Many young people use social media, which may impact their lives, including
academic performance. Due to the increasing use of social media platforms among
young people, researchers are investigating whether social media usage patterns are
related to academic achievement. A group of researchers conducted a study to
determine the relationship between social media usage and academic achievement
among first-year university students.
1.1.1. Based on the content covered in your prescribed courseware, identify the type
of research most appropriate for Study A and the most suitable for Study B,
respectively. Motivate your answer by referring to the fictitious research studies
above. (4 marks)
1.1.2 Contrast the two types of research identified in question 1.1.1. (6 marks)
1.2 Formulate a research question that adequately addresses the research

problem identified in Study A. (2 marks)
1.3. As lead researcher for Study B, you've opted for a pre-test/post-test design.
Because every research project has its own particular set of problems, it is
important to be aware of the potential biases that may exist when conducting
research.
Required:
Using your prescribed courseware, critically evaluate the different sources of bias that
may affect your research design. As part of your answer, you should provide your own
examples of how to avoid these biases. (21 marks)

Read the case study below and answer the questions that follow:
Professor Luke Jacobs is a renowned social researcher who specialises in mental
health in middle childhood. With increased concern about the mental health of
children, Professor Jacobs is eager to conduct a research study investigating factors
that influence/increase anxiety during middle childhood. Professor Jacobs’s research
proposal involves recruiting a sample of 40 children aged nine (9) to twelve (12) years
old from various communities in the Western Cape. Ethical consideration is particularly
important to Professor Jacobs as his specialisation often includes families and children
participating in his research studies. Therefore, Professor Jacobs has appointed a
research assistant to ensure that all ethical principles and guidelines are strictly
adhered to throughout the research process. During the data collection process, the
research assistant approached various schools in the Western Cape to provide access
to learners (aged 9 to 12 years old) from their respective schools. Upon receiving
permission from the school to conduct the research on the school premises, the
research assistant explained the purpose of the research study to the learners, what
would be expected from them during the data collection process, and the risks and
benefits of their participation. The research assistant further explained to students that
they do not have to participate in the study if they opt not to. Although she did not ask
or receive permission from the parents/primary caregivers of the learners she spoke
to, the research assistant obtained permission from the learners to have a one-on-one
conversation with them where she will ask them questions related to the research
study. Learners who agreed to participate filled out a form given to them by the
research assistant to confirm their participation. The research assistant proceeded
with the data collection with learners who agreed to participate in the study. During the
data collection process, one learner indicated to the research assistant that he did not
feel comfortable to continue participating. At this time, the research assistant assured
the learner that he did not have to worry and that she was almost done asking him
questions. The learner then proceeded to answer the remaining questions asked by
the research assistant. Once the research assistant was done asking the learner the
questions, he confided to her that answering the questions posed by the research
assistant led him to feel sad and emotional. The research assistant listened to the
learner but did not provide any further assistance. Once data collection with the
learners was completed, the research assistant assigned a number to each
participant’s (learners) data to ensure that participant responses were not linked to
their identity in any way. She stored these responses in a password-protected folder
on her computer and shared it with Professor Jacobs.
2.1. To ensure that the research presented above is conducted adequately and
safely, Professor Jacobs has asked you, his colleague, to prepare a document
pertaining to the ethical principles to be considered when conducting research
to share with his research assistant.
Required:
In your own words, discuss the ethical principles which should be considered by all
researchers when conducting social research. (15 marks)
2.2. Various ethics guidelines should be considered throughout the research

process, from inception (start of the study) to the publication of findings
(dissemination).
Required:
Using the case study above, illustrate which ethical guidelines were adhered to by the
research assistant and which ethical guidelines were not adhered to. Use examples
from the case study to substantiate your answer. (24 marks)
Access and watch the following YouTube video:

Justice Reconciliation. 2014. Social Cohesion in South Africa [Video].
YouTube. Retrieved from: https://www.youtube.com/watch?v=JLW6ikZxp70
[Accessed on 16 August 2023].
Now, read the extract below and answer the questions that follow.
South Africa, a diverse nation with a history of apartheid, continues to grapple with
social and community cohesion challenges that stem from historical inequalities and
divisions. To address this issue, a community organisation in the Northern Cape,
South Africa, developed and implemented a community intervention programme
aimed at building and improving communities where people feel confident that they
belong and are comfortable mixing and interacting with others, particularly people from
different racial backgrounds, people of a different faith, and socioeconomic status
through interactive sessions and activities. Thus, the overall aim was to improve social
and community cohesion within their community. At the end of the first year of the
programme being implemented, the organisation’s monitoring and evaluation team
contacted you, an outside researcher, to carry out both formative and summative
evaluations on the programme.
Fictitious scenario*
3.1 Write a short case study on how you and your research team propose to carry
out both the formative and summative evaluation. The case study should be ½
- 1 page in length and should clearly depict how you would carry out a formative
evaluation and a summative evaluation for the community intervention
programme presented above. (20 marks)
Differentiate between simple random sampling and purposive sampling. In your
answer, provide your own example of how you would use each sampling technique to
further demonstrate your understanding. (8 marks)
TOTAL: [100 marks]
ANNEXURE G: SAMPLE FORMATIVE ASSESSMENT 1
Academic Year 2024: January – June

Sample Formative Assessment 1: Research Methods and Statistics 2
(HRMS331-1)
Weighting: 20%
Examiner: Candice Briesies
Due Date: N/A
Total: 100 Marks
Instructions:
• This paper consists of five (5) questions, all questions are compulsory.
25% of the assessment total will be deducted from the final grade.
72 HRMS331-1-Jan-Jun2024-SampleFA1-CB-V.3-11072023
• Your assessment must be typed using:
o Font: Arial
o Font size: 12
o Line spacing: 1.5
The following Learning Outcomes are assessed in this paper:
• Unit 1- Chapter 1-3:

o Understand particular ethical guidelines.
o Compare and contrast quantitative, qualitative and mixed-methods research.

o Select the most appropriate research type for particular research problems.
o Compare and contrast exploratory, descriptive, correlational and explanatory
research.
o Identify the various concepts or variables associated with a research question.

o Develop SMART indicators for utilisation in monitoring and evaluation studies.

o Determine the most appropriate size for a sample.
o Select the most appropriate sampling method for a particular research question.
o Compare probability and non-probability sampling.
1.1.1. Imagine that your region's community centre aims to meet the health, social
and recreational needs of older persons. As a researcher, you decided to
investigate the extent to which the community centres were meeting these
needs by finding out what the older persons in your community thought about
these centres. You formulated the following research question: What do the
elderly people who use this community centre think of its ability to meet their
health, social and recreational needs?
Identify the accessible population and describe the sampling frame for the
target population. (2 marks)
1.1.2 Briefly explain the principle of stratified random sampling and why stratified
random sampling would be a suitable design to use. (10 marks)
1.1.3 Describe probability or random sampling and explain why probability sampling
is more suitable than nonprobability sampling for selecting a sample from the
population of older persons who use community centres in your region. (5
marks)

Refer to the fictitious scenario below and answer the question that follows.
Imagine you are a student leader at the University of Stellenbosch. The South
African Government has via the Institute of Security Studies (ISS) commissioned
research into the phenomenon of student protests. The ISS has recruited several
students, including yourself, as researchers to conduct participatory and action
research into student protests. The research had to focus on when student protests
escalate and become violent to better understand what drives student protests.
Assume that the research conducted for the ISS has been concluded. Data has
been generated, and the findings indicate a strong positive correlation between
student protests and student fees or the increase in student fees, meaning, that as
student fees increase, the likelihood of students protesting also increases. There is
also a strong negative correlation between the student's year of study and the
likelihood that a student will protest because of fees, meaning that depending on the
year of study, for example, 3rd year or post-graduate level, the less likely it is that
the student will protest because of fees. Based on these findings, the government
has decided via NSFAS to increase the student bursaries for all students in order to
reduce or end student protests hopefully.
2.1 Based on the above scenario, a theory of change has been developed, and
NSFAS is ready to implement its student funding model. However, NSFAS is
still not sure whether providing student funding will put an end to student
protests.
Suggest at least one (1) SMART indicator that NSFAS could use to monitor
and evaluate their funding model. Provide a brief explanation of why the
indicator you suggested adheres to the SMART requirements. (15 marks)
2.2 Assume that the research design in the above scenario is qualitative. Suggest
two (2) non-probability sampling techniques suitable for this research project.
(12 marks)

3.1.1 Differentiate between applied research and basic research. (8 marks)
3.1.2 Based on your understanding of basic research and applied research, provide
a basic research topic, as well as an applied research topic on street children.
(2 marks)
3.2. Refer to the fictitious scenario below, and answer the question that follows:
Motorists travelling on the N2 from Cape Town to Somerset West late at night
were given a warning yesterday to avoid a specific interchange and not to
stop under any circumstances.
This warning was issued after a sixth attack by alleged motorcar hijackers in
that particular area this year. The hijackers forced cars to stop by obstructing
the freeway by means of bricks and rocks.
In the most recent incident, two individuals were shot in the stomach and the
leg at about 23:00 while changing a wheel that was damaged after their car
hit a rock that was lying on the road.
Hijackers usually obstruct all lanes using rocks and bricks, hoping that some
person’s motorcar wheels will be damaged. The hijackers then hide in the tall
grass in the open veldt and wait for motorists to stop before they attack.
Vehicles that are not too badly damaged are usually hijacked. Otherwise, the
victims are robbed or are shot at.
Explain how you would apply exploratory, descriptive and explanatory research
in the above scenario. (6 marks)
3.3.1 Briefly distinguish between an independent variable and a dependent variable.

(2 marks)
3.3.2 Consider the following hypothesis: Women favour birth control more than men.
What are the two variables in this hypothesis? Motivate your answer. (3 marks)

Select a social problem or issue which you want to investigate and involves
interviewing adults as respondents (for example, the effects of unemployment).
• Compile a consent form for these respondents.
• Make a list of the type of information you regard as essential that needs to be
included on this consent form.
• When making this list, do so from your perspective as the researcher, but also
place yourself in the position of one of the respondents.

Discuss the scientific steps in the quantitative research process.
TOTAL: [100 marks]
ANNEXURE H: SAMPLE FORMATIVE ASSESSMENT 1: MEMORANDUM

MEMORANDUM

Sample Formative Assessment 1: Research Methods and Statistics 2
(HRMS331-1)
Weighting: 20%
Examiner: C. Briesies
Due Date: N/A
Total: 100 Marks
Instructions:
• This paper consists of five (5) questions, all questions are compulsory.
25% of the assessment total will be deducted from the final grade.
78 HRMS331-1-Jan-Jun2024-SampleFA1-Memo-CB-V.3-11072023
• Your assessment must be typed using:
o Font: Arial
o Font size: 12
o Line spacing: 1.5
The following Learning Outcomes are assessed in this paper:

o Understand particular ethical guidelines.
o Compare and contrast quantitative, qualitative and mixed-methods research.

o Select the most appropriate research type for particular research problems.
o Compare and contrast exploratory, descriptive, correlational and explanatory
research.
o Identify the various concepts or variables associated with a research question.

o Develop SMART indicators for utilisation in monitoring and evaluation studies.

o Determine the most appropriate size for a sample.
o Select the most appropriate sampling method for a particular research question.
o Compare probability and non-probability sampling.
IMPORTANT NOTE TO THE GRADER
Unless otherwise stated, students have been instructed to use their own words when
answering questions. As such, the grader must please use their discretion when
grading, as answers in most instances will not be identically worded to what is given
in the memo. Marks are to be awarded for answers that align / agree with what is in
the memo. Kindly note that the theoretical aspects of each question provided in the
memorandum are extracted from the prescribed courseware for this module, and so
should be used by the grader forguidance where necessary.

1.1.1. Imagine that your region's community centre aims to meet the health, social
and recreational needs of older persons. As a researcher, you decided to
investigate the extent to which the community centres were meeting these
needs by finding out what the older persons in your community thought about
these centres. You formulated the following research question: What do the
elderly people who use this community centre think of its ability to meet their
health, social and recreational needs?
Identify the accessible population and describe the sampling frame for the
target population. (2 marks)
Solution: Unit 4: Chapter 11, pp. 164-165

Note to grader:
- Award marks that align with the sample answer provided.
The accessible population- persons, attending community centres for older

persons. √
The sampling frame could be a list of all members of community centres in your
region. √
The following Learning Outcomes are assessed in this question:

Chapter 11:
- Determine the most appropriate size for a sample.
1.1.2 Briefly explain the principle of stratified random sampling and why stratified
random sampling would be a suitable design to use. (10 marks)
Solution: Unit 4: Chapter 11, p. 168

Note to grader:
- Award 8 marks for the brief explanation regarding the principle of stratified
random sampling and 2 marks for why
- Award marks for answers that align with the sample answer provided.
The principle of stratified random sampling is to divide the population into

different groups, called strata, √so that each element of the population belongs
to one, and only one, stratum. √ Then, within each stratum random sampling is
performed using either the simple or the interval sampling method. √ Although
many samplings are performed, √ each is done for a relatively small population
only. √This increases the availability of adequate lists √and facilitates selection
of a simple random sample √without decreasing the quality of the sample in any
way. √ Stratified random sampling would be a very suitable design to use,
because the elderly would be divided into strata such as for example, those
who come to the community centre for treatment of chronic disease, those who
receive subsidised meals at the centre, those who come to the social club,
those who participate in a specific sport and those who attend health education
talks. √√

Chapter 11:
- Select the most appropriate sampling method for a particular research question.
1.1.3 Describe probability or random sampling and explain why probability sampling
is more suitable than nonprobability sampling for selecting a sample from the
population of older persons who use community centres in your region. (5
marks)
Note to grader:
- Award 4 marks for the description of probability or random sampling and 1
mark as to why probability sampling is more suitable than nonprobability
sampling for selecting a sample from the population of older persons who
use community centres in their region.
Probability or random sampling is when the probability of including each

element of the population can be determined. √ It is thus possible to estimate
the extent to which the findings based on the sample are likely to differ from
what would have been found by studying the whole population. √ In other
words, the researcher can estimate the generalisation accuracy from sample to
population. √ A sample is randomly selected when each member of the
population has a known chance of being selected for the sample. √Thus,
probability sampling is more suitable than nonprobability sampling for selecting
a sample from the population of older persons who use community centres in
your region, because if a sample is selected that is representative of the
population, the researcher can generalise the research findings to the
population. √

Chapter 11:
- Compare probability and non-probability sampling.

Refer to the fictitious scenario below and answer the question that follows.
Imagine you are a student leader at the University of Stellenbosch. The South
African Government has via the Institute of Security Studies (ISS) commissioned
research into the phenomenon of student protests. The ISS has recruited several
students, including yourself, as researchers to conduct participatory and action
research into student protests. The research had to focus on when student protests
escalate and become violent to better understand what drives student protests.
Assume that the research conducted for the ISS has been concluded. Data has
been generated, and the findings indicate a strong positive correlation between
student protests and student fees or the increase in student fees, meaning, that as
student fees increase, the likelihood of students protesting also increases. There is
also a strong negative correlation between the student's year of study and the
likelihood that a student will protest because of fees, meaning that depending on the
year of study, for example, 3rd year or post-graduate level, the less likely it is that
the student will protest because of fees. Based on these findings, the government
has decided via NSFAS to increase the student bursaries for all students in order to
reduce or end student protests hopefully.
2.1 Based on the above scenario, a theory of change has been developed, and
NSFAS is ready to implement its student funding model. However, NSFAS is
still not sure whether providing student funding will put an end to student
protests.
Suggest at least one (1) SMART indicator that NSFAS could use to monitor
and evaluate their funding model. Provide a brief explanation of why the
indicator you suggested adheres to the SMART requirements. (15 marks)

Note to grader:
- Award 2 marks for suggestion of at least one SMART indicator which
NSFAS could use to monitor and evaluate their funding model, and 13
marks for why the indicator which has been suggested adheres to the
SMART requirements.
- Award marks for answers that align with sample answer provided.
I would suggest that NSFAS use the number of protests at each university on
an annual basis and compare the number of student protests for 2021, for
example, with the number of protests in 2020. √ √
The reason why I would use the number of protests on an annual basis is
because:
The indicator is Specific, √ which means that it will measure only that aspect of
the theory of change that it intends to measure, √ therefore the number of
protests. √
The indicator is Measurable, √ which means that the indicator can be expressed
quantitatively, √ in other words, it is possible to collect the necessary data. √
The indicator is Accurate √which means that the indicator is sufficiently
sensitive to consistently pick up changes in the project √ for fewer or more
protests. √
The indicator is Realistic, √ which means that the data can be collected given
the time, finance, number of monitoring personnel and technologies available
to the researcher. √
The indicator is Time-bound √which means that the indicator will be collected
according to a certain timetable for example, on an annual basis. √.

Chapter 9:
- Develop SMART indicators for utilisation in monitoring and evaluation studies.
2.2 Assume that the research design in the above scenario is qualitative. Suggest
two (2) non-probability sampling techniques suitable for this research project.
(12 marks)
.
Convenience or availability sampling: √ This sampling method consists of
taking all cases on hand until the sample reaches the desired size. √ The
researcher will choose, for instance, a convenient place where they are assured
of being able to observe protesting students for example at university
campuses. √ Although students protesting at a particular university might not
be representative of the whole population, √ this does make a generalisation
based on such samples extremely risky, √ although the samples so chosen are
convenient for researchers in terms of time and money. √
Purposive or judgemental sampling: √ This sampling method is based on a
researcher's judgement regarding the characteristics of a representative
sample. √ A sample is chosen on the basis of what the researcher considers to
be typical units. √ The strategy is to select units that are judged to be the most
common in the population under investigation. √ For example, as researchers,
we might observe protesting students at the University of Western Cape and
protesting students at the University of Stellenbosch. √ The great danger in this
type of sampling is that it relies more heavily on the subjective considerations
of the researcher than on objective criteria and can lead to non-representative
samples. √

Chapter 11:
- Compare probability and non-probability sampling.
- Select the most appropriate sampling method for a particular research question.

3.1.1 Discuss the difference between applied research and basic research. (8 marks)

• Sometimes the researcher’s primary motivation is to contribute to human
knowledge and understanding about a particular phenemenon. √ This is
usually achieved by gathering more facts and information that may
challenge existing theories and allow new ones to be developed. √The
researcher's actual utility or application of this newly acquired knowledge is
of little concern. √This kind of research is called basic research. √
• At other times the researcher’s primary motivation is to assist in solving a
particular problem facing a particular community. √ This is referred to as
applied research√ and is often achieved by applying basic research findings
to a particular community’s challenges. √ In this way, applied research may
assist that community in overcoming their problem or at least design
interventions to address it. √
The following Learning Outcome is assessed in this question:
Chapter 5:
- Select the most appropriate research type for particular research problems.
3.1.2 Based on your understanding of basic research and applied research, provide
a basic research topic, as well as an applied research topic on street children.
(2 marks)

Note to grader:
- Refer to Question 3.1 and the sample example as guidance.
Sample answer
• An example of basic research on street children would be where the typical
characteristics of street children are investigated in terms of demographic
and social characteristics.
• An example of applied research on street children could be when the
emotional experiences of being a street child is investigated in order to
understand the pathology associated with the phenomenon.

Chapter 5:
- Select the most appropriate research type for particular research problems.
3.2. Refer to the fictitious scenario below, and answer the question that follows:
Motorists travelling on the N2 from Cape Town to Somerset West late at night
were given a warning yesterday to avoid a specific interchange and not to
stop under any circumstances.
This warning was issued after a sixth attack by alleged motorcar hijackers in
that particular area this year. The hijackers forced cars to stop by obstructing
the freeway by means of bricks and rocks.
In the most recent incident, two individuals were shot in the stomach and the
leg at about 23:00 while changing a wheel that was damaged after their car
hit a rock that was lying in the road.
Hijackers usually obstruct all lanes using rocks and bricks, hoping that some
person’s motorcar wheels will be damaged. The hijackers then hide in the tall
grass in the open veldt and wait for motorists to stop before they attack.
Vehicles that are not too badly damaged are usually hijacked. Otherwise, the
victims are robbed or are shot at.
Explain how you would apply exploratory, descriptive and explanatory research
in the above scenario. (6 marks)
Solution: Unit 2: Chapter 5, pp. 57 & 60-62

Note to grader:
- This is an application-based question.
- Grader’s discretion is advised.
Sample answer
• Through exploratory research we would try to determine when and where
those incidents take place and also the extent of those incidents, as well as
the modus operandi of the criminals involved. The experiences of the victims
in these incidents are also important. √√
• Through descriptive research, we would do a more comprehensive
investigation into, among other things, the same factors as in exploratory
research. Those factors would then be described by means of the questions
asking “how” or “why”, and “who” were involved in those particular incidents.
√√
• Through explanatory research, all the above-mentioned factors would be
investigated once again, but this time with a view to establishing “why” these
incidents happened or occurred. √√
Chapter 5:
- Compare and contrast exploratory, descriptive, correlational and explanatory
research.
3.3.1 Briefly distinguish between an independent variable and a dependent variable.

(2 marks)

• The independent variable is that factor which is measured, manipulated or
selected by the researcher to determine its relationship to an observed
phenomenon that constitutes the dependent variable. √
• The dependent variable is that factor which is observed and measured to
determine the effect on it of the independent variable, that is, it is that factor
that appears, disappears, diminishes or amplifies, in short, varies as the
experimenter introduces, removes or varies the independent variable. √

Chapter 6:
- Identify the various concepts or variables associated with a research question.
3.3.2 Consider the following hypothesis: Women favour birth control more than men.
What are the two variables in this hypothesis? Motivate your answer. (3 marks)

Note to grader:
Sample answer
• The two variables that are related to each other in this hypothesis are sex √
and attitude toward birth control. √ Sex is a dichotomous variable because
it has only two possible attributes (values): male or female. Note: a variable
can change in value from one case to another. √
Chapter 6:
- Identify the various concepts or variables associated with a research question.

Select a social problem or issue which you want to investigate and involves
interviewing adults as respondents (for example, the effects of unemployment).
• Compile a consent form for these respondents.
• Make a list of the type of information you regard as essential that needs to be
included on this consent form.
• When making this list, do so from your perspective as the researcher, but also
place yourself in the position of one of the respondents.

Note to grader:
- Use the rubric to grade.
- Use the information below the rubric as guidance when assessing a
student’s answer.
Rubric:
The student has The student has The student has not Responses are missing,
successfully: somewhat successfully: inappropriate, and/or
successfully: unsupported. Examples,
when applicable, are not
provided.
Compiled a consent Compiled a consent
Compiled a consent form
form for these form for these
for these respondents.
respondents. respondents.
Made a list of the type of
Made a list of the Made a list of the
information which they
type of information type of information
regarded as essential that
which they regarded which they regarded
needed to be included on
as essential that as essential that
this consent form.
needed to be needed to be
included on this included on this
consent form. consent form.
15-12 11-8 7-4 3-0
The type of information that you will have included on your consent form will
largely depend on the social problem or issue that you want to investigate.
Nevertheless, consent forms usually contain the following information:
• The purpose of the research.
• What the respondent will be required to do.
• The amount of the respondent’s time required.
• When the research will be conducted.
• The fact that participation is voluntary.
• What the respondent must do if he/she decides to stop participating.
• How confidentiality will be protected.
• Whether the research involves any known risks.
• The benefits (if any) of participating.
• The intended consequences of the research.
• Who the respondent should contact for more information before deciding
whether to participate.
• The name of the researcher and/or institution.
• The date.
• If your research needs substitute consent, then your consent form should
also ask for details of the legal relationship between the participant/s and
the third party.

Chapter 3:
- Understand particular ethical guidelines.

Discuss scientific steps in the quantitative research process.

• Selection and formulation of the research problem: During this step the
researcher identifies an area of study and specifies one or more clear research
questions. √√
• Reviewing literature: The researcher will then acquire knowledge of current
theory and research in the field through the process of reviewing the existing
literature on the subject. The necessary variables will be identified and both
conceptual and operational definitions will be developed. The necessary
variables will be identified and both conceptual and operational definitions will
be developed. Finally, the researcher will formulate testable hypotheses in
relation to the stated research questions. √√
• Developing a research method: Having clarified the research question,
variables and hypotheses, the researcher will develop a research method. This
entails choosing a particular research design and sampling method. √√
• Developing a data collection instrument: On the basis of the chosen
research method, an instrument is developed, and its appropriateness and
quality (validity and reliability) are tested through a pilot study, if possible. √√
• Sampling: Using the identified sampling method, the actual sample is drawn
from the general population under study and a detailed description thereof is
developed. √√
• Data collection: The research instrument is then administered to the sample
and data is gathered or collected. √√
• Data Analysis: Once data is collected it must be organised and checked for
accuracy and completeness. When this process has been completed the
researcher will use a range of arithmetic and statistical tests to describe the
sample data and generalise from this data set to the population from which the
sample was drawn. √√
• Interpretation of results: At this point the researcher considers what the
statistical analysis results can teach us about the research questions specified
in step one. √√
• Conclusions and recommendations: Based on the interpretation of the
results, the researcher draws certain conclusions and makes considered
recommendations. √√
• Dissemination of results: Finally, the results are presented in different forms
such as research reports, seminars and conference papers, books and, of
course, peer-reviewed journal articles. √√
Chapter 2:
- Compare and contrast quantitative, qualitative and mixed-methods research.
TOTAL: [100 marks]

Formative Assessment 2: Research Methods and Statistics 2
(HRMS331-1)
NQF Level, Credits: 7,12
Weighting: 20%
Assessment Type: Multiple-Choice Questions
Due Date: 10 May 2024
Total: 50 Marks
Instructions:
• This paper consists of 50 multiple-choice questions.
• It is based on Units 5-8 of your study guide.
• All questions are compulsory.
• Ensure you have a calculator to complete this assessment.
Learning Outcomes:
Unit 5:
• Conduct focus groups.
• Identify and use the various scales of measurement in an appropriate way.
• Evaluate the trustworthiness of a qualitative research project.
• Evaluate the reliability of measurement instruments and techniques.
Unit 6:
• Represent the collected data through tables, graphs and charts.
• Describe their data using measures of central tendencies and dispersion.
Unit 7:
• Differentiate between different statistical tests and select the most appropriate
one according to the characteristics of the research in question.
• Apply correlation and regression analysis.
• Understand and put to use hypothesis testing procedures.
Unit 8:
• Present research findings in an appropriate manner.
• Identify possible sources of error and bias in a study.
• Describe the basic steps of qualitative analysis.
• List the key characteristics of qualitative data.
• Differentiate other types of qualitative analysis.
• Plan, execute and manage research projects.
• Record, store and prepare qualitative data for analysis.
• Disseminate research findings in a variety of ways.
Question 1: (1 mark)
____ allows comparison and establishes rank order between different values of a
variable.
A) Scale.
B) Nominal scales.
C) Dependability scale.
D) Ordinal scales.
A researcher is conducting a qualitative study to explore the experiences of parents
from different socioeconomic backgrounds and districts in the Western Cape. The aim
of the study is to understand the factors that facilitate parents accessing mental health
clinics for their children and the influence it has on the child’s development. During the
interview process, it became apparent to the researcher that parents from low-income
families regularly mentioned the challenges they experienced when trying to access
mental health clinics and support for their children who struggle with mental illness.
However, the researcher holds the belief that parents’ effort and motivation are the
primary drivers for accessing mental health clinics. The researcher downplays the role
of socioeconomic factors in shaping the accessibility of mental health clinics and
focuses more on parents’ personal characteristics.
Identify the source of bias that best describes the scenario above:
A) Interviewer bias.
B) Participant bias.
C) Researcher bias.
D) Sampling bias.
Research findings can be disseminated on various platforms. This strongly depends
on the researcher’s aim and the intended audience.
Research disseminated in _______________ is anonymously peer-reviewed and is

considered the most demanding of the various platforms available to researchers.
A) Scientific journals.
B) Professional conferences.
C) Mass media.
D) Departmental seminars.
You conducted a qualitative research study, and in doing so, you requested
participants’ permission to audio-record the interviews you had with them, and they
agreed. Upon completion of the interviews, you stored all recordings in a password-
protected computer and are now required to work through the data.
Identify the first task you complete before analysing the data:
A) Transcribe recordings.
B) Delete recordings.
C) Define codes.
D) Reliability check.
A social researcher conducts research on parents’ perceptions of how anxiety
manifests in early childhood. The inclusion criteria for this research study are (1) to be
a parent or primary caregiver and (2) for participants to have at least one child between
the ages of 0-8 years old. During the data collection process, the researcher classifies
early childhood development (ECD) educators as parents, even if they do not have
children of their own.
Choose the source of error in the scenario presented above:

A) Sampling errors and other errors.
B) Researcher error.
C) Random error.
D) Measurement errors.
A hypothesis was tested at an α = 0.05 significance level. Review the table below and
complete the sentence that follows:
Table 1
Score
Sum of df Mean F Sig. (p)
squares square
Between groups 11.571 2 5.786 7.818 0.000
Within groups 154.234 624 0.740
Total 165.805 626
Based on the information presented in Table 1, the decision is taken to __________.

A) Reject the null hypothesis.
B) Accept the null hypothesis.
C) Reject the alternative hypothesis.
D) Accept the alternative hypothesis.
Skewness of a distribution is a measure that indicates:
A) The presence of outliers in a distribution.
B) The symmetry of a distribution.
C) The spread of data values.
D) The distribution is unimodal.
In regression analysis, the independent variable is also known as:
A) Predictor variable.
B) Covariate.
C) Bivariate.
D) Exploratory variable.
You have recently been appointed as a research assistant at a renowned research
institution in Johannesburg. You assisted in collecting data for a pilot study that
investigated the relationship between hours spent studying and the number of words
spelt correctly on a spelling test. This pilot study was conducted with 11 Grade 6
learners and scores were captured in the table below (Table 1). Your employee (main
researcher) has asked you to calculate the average time spent studying by students
and the average number of words spelt correctly.
Table 1
Student Time spent studying Number of words spelt
correctly
1 4 hours 20
2 2 hours 14
3 3.5 hours 18
4 2 hours 14
5 1 hour 12
6 2 hours 13
7 1.5 hours 15
8 4 hours 18
9 2.5 hours 20
10 3 hours 14
11 5 hours 17
_____ is the average time spent studying and ____ is the average number of words
spelt correctly.
A) 2.4 hours; 15.3.
B) 2 hours;14.
C) 2.7 hours; 15.9.
D) 2.17 hours; 18.

As a researcher, you encounter unexpected challenges during your research process.
Indicate what aspect of project management helps you address these hurdles and
keep the project on track?
A) Risk assessment plans.
B) Research outputs.
C) Reference list.
D) All of the above.

Imagine you work as a data analyst for a real estate company, and your goal is to
predict the selling price of houses based on various features. You collect a dataset
that includes information about different houses, such as their size (in square feet),
number of bedrooms, number of bathrooms, and location.
Select the analysis that would be most appropriate for you to use:
A) Correlation analysis.
B) Regression analysis.
C) Analysis of variance
D) All of the above
Using _______________, researchers can describe participants' lived experiences of
a particular aspect of their lives, as experienced by them, without imposing their own
assumptions or preconceptions.
A) Phenomenological analysis.
B) Inter-coder reliability check.
C) Time series analysis.
D) Homoscedasticity.

As a social researcher, you are interested in testing the extent to which parents’
highest level of educational attainment (primary school, high school, Matric certificate,
diploma, degree, postgraduate degree) influences parenting styles (permissive,
authoritative, authoritarian, and neglectful) in the Western Cape.
Explain which of the following statements is most correct for the alternative hypothesis
as it relates to the scenario specified above?
A) Parents’ highest level of educational attainment has no significant influence on
their parenting style in the Western Cape.
B) There is no relationship between parents’ highest level of educational attainment
and parenting style across three districts in the Western Cape.
C) Parents’ highest level of educational attainment somewhat has a relationship to
D) Parents’ highest level of educational attainment has a significant influence on

When applying for funding for your research project, it is essential to provide funders
with a comprehensive __________ as it is crucial to convince funders of the value of
the research and the expertise and experience of the researchers involved and
demonstrate the feasibility of the project plan.
A) Research proposal.
B) Project report.
C) Research presentation.
D) Literature study.
A __________ is a list of all sources that have been cited in the research report or
article.
A) Bibliography.
B) Sources list.
C) Reference list.
D) None of the above.

If a researcher is impatient with his research participants during the interview process
and rushes through questions or does not give participants adequate time to reflect
and respond to questions asked, he is introducing:
B) Analyst bias.
C) Researcher bias.
D) Sampling bias.

Indicate which of the following is a characteristic of the H-test:
A) The groups are dependent on each other.
B) No scale of measurement.
C) The subjects are purposively selected.

You assigned a research assistant to assist in analysing the qualitative data you
collected. You inform your research assistant that she needs to familiarise herself with
the data by reading and rereading the data collected.
Choose the step of the analysis process the scenario above is referring to:
A) Define codes.
B) Coding.
C) Transcription.
D) Immersion in the data.
Correlation coefficients are frequently used and very useful when determining whether
a relationship exists between two variables. However, it can also sometimes lead to
incorrect results or conclusions if not used correctly.
Discuss which one of these factors may influence the correlation coefficient of a study.
A) The effect of range; the effect of combining groups; the effect of extreme groups.
B) The effect of size; the effect of sample; the effect of population.
C) The effect of range; the effect of size; the effect of combining groups.
D) The effect of range; the effect of sample; the effect of extreme groups.

The ___________ in a research report is a small section that contains a more precise
approach to the issue and identifies the main variables, and clarifies the purpose of
the study.
A) Statement of the problem.
B) Abstract.
C) Results.
D) Sample.

A regression analysis is used when you are interested in ______________:
A) Assess if a relationship between variables exist.
B) Determining the relationship between variables.
C) Predicting the causal relationship between two or more variables. .

Select the statistical measure that provides an indication of how much the scores in a
distribution differ from the mean.
A) Multivariate.
B) Range.
C) Variance.
D) Median.
The range is considered an approximate measure of variability. Look at the following
raw data set: 15, 45, 63, 18, 9, 44, 71, 12, 32, 32, 14, 22, 51, 56, 10, 18, 34, 64, 70,
32.
What is the range of this data set?
A) 62.
B) 32.
C) 35.6
D) 44.

_______________ is used to systematically analyse the meaning of communications
and is focused on the information or message the speakers want to pass on to their
audience
A) Thematic analysis.
B) Correlation analysis.
C) Regression analysis.
D) Content analysis.

A very useful method of establishing a confidence band around the regression line by
using the standard error of estimate has been developed, which is based on three
important assumptions.
Indicate which one of the following assumptions is necessary when performing linear
regression analysis.
A) Nonlinear relationship between variables.
B) Homoscedasticity.
C) No correlation between variables.
D) Random sampling is not required.

A normal distribution has the following properties:
A) It is symmetrical, its curve is shaped like a bell, the two tails of the curve reach
the horizontal axis at infinity.
B) It is symmetrical, its curve is skewed to the right, the three central tendencies
coincide.
C) It is asymmetrical, its curve is skewed to the right, the two tails of the curve reach
the horizontal axis at infinity.
D) It is asymmetrical, its curve is shaped like a bell, the three central tendencies
coincide.

Suppose you are interested in understanding the seasonality and trend of
unemployment rates in South Africa over the last 15 years. In order to understand how
economic factors and policies affect unemployment rates, you want to analyze
whether there are recurring patterns. Over a 15-year period, you receive data about
South Africa's quarterly unemployment rates.
Select the analysis that is most suitable for you to use.

A) Time series analysis.
B) Correlation analysis.
C) Regression analysis.
D) ANOVA.

Explain the primary aims of qualitative research?
A) Determine respondents lived experiences in a controlled environment.
B) Describe and understand participants’ lived experiences in their natural context.
C) Describe and predict participants’ lived experiences in a controlled environment.
D) Determine respondents lived experiences in their natural context.

Qualitative analysis is primarily concerned with:
A) Conducting controlled experiments.
B) Numerical data and statistical techniques.
C) Understanding and interpreting non-numerical data.
D) Measuring quantities.
In a qualitative analysis, explain the purpose of coding.
A) To assign random values to data points.
B) To organize and categorize data for analysis.
C) To perform complex statistical calculations.
D) To create a visual representation of data trends.

You are part of a research team that wants to test the correlation between time spent
studying and academic performance among first-year university students. You provide
first-year students with a questionnaire to complete at the end of their first semester
to test the relationship between their time spent studying and the marks received for
each module. You do this again with the same set of first-year students at the end of
their second semester at university. However, in order to address the problem of
reactivity, you changed the original test slightly at the second testing to help ensure
the consistency of the instruments used.
There are numerous methods used to assess the reliability of a quantitative research
instrument.
Select the method that accurately represents the scenario above?

A) Test-retest reliability
B) Inter-rater reliability
C) Split-halves reliability
D) Equivalent-form reliability

You conducted a qualitative research study, and in doing so, you requested
participants’ permission to audio-record the interviews you had with them, and they
agreed. Upon completion of the interviews, you stored all recordings in a password-
protected computer and are now required to work through the data.
You have since analysed the data but requested the assistance of your colleague to
ensure the dependability of your findings. You have provided your colleague with the
necessary information on how data were coded and the coding definitions assigned to
the different codes for them to code a part of the data set independently.
Identify the process that helps ensure the dependability of your qualitative findings.
A) Explanation.
B) Replication.
C) Inter-coder reliability check.
D) Interpretation.

Jenny is a researcher at a local university. She has been tasked with determining
whether or not there is a relationship between social media use and adolescent self-
esteem. Upon receiving ethical clearance from her university and the education
department, Jenny recruits a total of 500 adolescent participants from different high
schools across the province. Once data collection concluded, Jenny analysed the data
that were collected and determined that r = 0.85.
Select the most correct interpretation of the value of r:

A) There is a negative relationship between social media use and adolescent self-
esteem.
B) There is a mild positive relationship between social media use and adolescent
self-esteem.
C) There is a high positive relationship between social media use and adolescent
self-esteem
D) There is no relationship between social media use and adolescent self-esteem.

As a social researcher, you are interested in testing the extent to which parents’
highest level of educational attainment (primary school, high school, Matric certificate,
diploma, degree, postgraduate degree) influences parenting styles (permissive,
authoritative, authoritarian, and neglectful) in the Western Cape. Thus, your research
question is as follows: “To what extent does parents' highest level of educational
attainment influence parenting styles in the Western Cape?”
Identify null hypothesis related to the research question above.

A) Parents’ highest level of educational attainment has no significant influence on
B) There is no relationship between parents’ highest level of educational attainment
and parenting style across three districts in the Western Cape.
C) Parents’ highest level of educational attainment somewhat has a relationship to
D) Parents’ highest level of educational attainment has a significant influence on

A social researcher conducts research on parents’ perceptions of how anxiety
manifests in early childhood. The inclusion criteria for this research study are (1) to be
a parent or primary caregiver and (2) for participants to have at least one child between
the ages of 0-8 years old. During the data collection process, the researcher classifies
early childhood development (ECD) educators as parents, even if they do not have
children of their own.
Name the type of error in the scenario above:

A) The inclusion of participants who share similar perspectives.
B) Data error.
C) Classification error.
D) Non-Static group comparison error.

In qualitative research ______ can be compared to external validity. It requires the
researcher to provide detailed information on the context of where data were collected,
and researcher-participant relationship or dynamics etc. This ultimately allows other
researchers to compare and assess the similarities between that given situation and
other settings or contexts.
A) Transferability.
B) Dependability.
C) Confirmability.
D) Credibility.

When compiling a report based on research findings, the ___________ should consist
of the identification of the research question and the significance of the research study.
A) Introduction.
B) Method.
C) Literature review.
D) Results

_________ are used to determine whether or not populations are significantly
different; however, it does not indicate what the difference is.
A) Parametric tests.
B) Non-parametric tests.
C) ANOVA.
D) Chi-square test.

A researcher is conducting a qualitative study to explore the experiences of parents
from different socioeconomic backgrounds and districts in the Western Cape. The aim
of the study is to understand the factors that facilitate parents accessing mental health
clinics for their children and the influence it has on the child’s development. To assist
in collecting data, the researcher employs a research assistant to conduct interviews.
During the interview process, it became apparent to the research assistant that
parents from low-income families regularly mentioned the challenges they
experienced when trying to access mental health clinics and support for their children
who struggle with mental illness. However, the research assistant holds the belief that
parents’ effort and motivation are the primary drivers for accessing mental health
clinics. The research assistant downplays the role of socioeconomic factors in shaping
the accessibility of mental health clinics and focuses more on parents’ personal
characteristics.
The researcher can minimize the problems of bias by:

A) Making sure that all research staff are trained, and aware, of the issues of bias.
B) Provide adequate training to research team members responsible for data
collection, analysis, and interpretation.
C) Keep issues of bias in mind at all times when conducting research.
D) All of the above.
_______ is best described as all the errors introduced at the level of processing,
coding and analysing the data.
B) Analyst bias.
C) Researcher bias.
D) Sampling bias.

A group of third-year students are asked to write a multiple-choice exam for 50 marks.
One (1) mark is awarded for every correct answer and thus, student performance is
expressed by the total marks received on the multiple-choice exam ranging from 0-50
marks.
Name the type of measurement scale is used in this scenario.

A) Dependability scale.
B) Ordinal scale.
C) Ratio scale.

You want to know how first-time mothers experience childrearing in the first 1000 days
of their child’s life. You would like to explore their lived experiences and highlight any
advice they would like to give to other first-time mothers who are pregnant. You have
identified 7 mothers who would like to participate in your study and decided to use a
focus group to collect your data.
Explain the main advantage of using focus groups for research.
A) It provides statistically representative data.
B) Requires minimal time and resources.
C) Allows for an in-depth exploration of complex topics.
D) Produces quick and easily quantifiable results.

Indicate which one of the following is NOT present in a research report:
A) Data analysis.
B) Acknowledgements.
C) Research design.
D) Transcriptions.

Consider you want to determine the relationship between parents’ highest level of
educational attainment (primary school, high school, Matric certificate, diploma,
degree, postgraduate degree) and parenting styles (permissive, authoritative,
authoritarian, and neglectful) in the Western Cape. You are required to conduct a
correlational analysis with the variables specified above.
Identify the type of correlation most appropriate when studying a combination of
variables:
A) Rank order correlation.
B) Correlation coefficient.
C) Multiple correlation coefficient.
D) Partial correlation coefficient.

In a scatter plot, if data points are spread out in a widening pattern as the values of
one variable increase, this suggests:
A) A positive correlation.
B) No correlation.
C) A negative correlation.
D) Non-linear correlation.

Explain when it is most appropriate to use a piechart.
A) When plotting multiple variables on the same graph.
B) When showing relationships between different parts of a whole.
C) When representing many variables simultaneously.
D) When comparing means.

Consider a null hypothesis that is rejected. Identify the statement that best interprets
this finding.
A) The null hypothesis is rejected, and therefore, parenting style has a significant
influence on adolescents’ school pass rates.
B) The null hypothesis is rejected, and therefore, parenting style has no significant
influence on adolescents’ school pass rates.
C) The null hypothesis is rejected, and therefore, there is some relationship between
parenting style and adolescents’ school pass rates.
D) The null hypothesis is rejected, and therefore, parenting style somewhat
influences adolescents’ school pass rates.

A __________ is a list of all sources that have been consulted during the research,
which may or may not be cited in the research report or article.
A) Bibliography.
B) Sources list.
C) Reference list.

In correlation analysis, the correlation coefficient ranges between:
A) 0 and 1.
B) 1 and 100%.
C) +1 and -1.
D) -1 and 0.

Numerous types of statistical tests can be used to infer properties of the population
under study from information obtained from the samples, which is representative of
the population.
Considering the research question “To what extent does parents' highest level of
educational attainment (primary school, high school, Matric certificate, diploma,
degree, postgraduate degree) influence parenting styles (permissive, authoritative,
authoritarian, and neglectful) in the Western Cape?”
Identify the statistical test that will be most suitable.

A) t-test.
B) Mann-Whitney U-test.
C) Anova.
D) Chi-square test.
Total: 50
Summative Assessment 2: Research Methods & Statistics 2
(HRMS331-1)
Weighting: 10%
Assessment Type: Research
Pass Requirement: 50%
Due Date: 10 June 2024
Total: 100 Marks
112 HRMS331-1-Jan-Jun2024-SA2-FB-V.3-30112023
Students, please note the following:
1. This script consists of nine (9) pages, including the cover sheet. Ensure that
you have all the pages.
2. This paper consists of one (1) compulsory question.
3. A Copyleaks Report will be issued via ColCampus once the assignment is
assignment, to ensure that the Copyleaks Report is correctly issued. If the
incorrect document is uploaded, or if no Copyleaks Report is issued, or if the
Copyleaks Report indicates that a 30% similarity rating has been exceeded, a
mark of zero (0) will be awarded. Where a Copyleaks Cheat Detection Report
is issued, your submission will automatically be treated as if you received a
similarity rating in excess of 30% and a mark of zero (0) will be awarded.
4. The supplementary assessment will then be available for the student to re-do
the assessment and to improve.
Learning Outcomes:
Unit 10:
● Understand why ethics in research is important.
● Understand the underlying principles of ethical research.
● Understand ethical guidelines in research.
● Apply the appropriate ethical guidelines to the process of research.
● Explain the fundamental principles of research design.
● Distinguish research designs in qualitative research from those in quantitative
research.
● Develop appropriate research designs for research questions.
● Identify and avoid a broad range of biases that affect research design.
● Evaluate the internal and external validity of any research project.
● Interpret the results of the data analysis process.
● Identify possible sources of error and bias in a study.
● Draw appropriate conclusions from the findings.
● Present research findings in an appropriate manner.
● Disseminate research findings in a variety of ways.
● Critically discuss the relationship between individual values and the social
sciences.
● Analyse and manage the various interpersonal and inter-organisational
relationships that are part of most social research projects.
● Plan, execute, implement, and manage research project.
Instructions:
1. Summative Assessment 2 (SA 2) must be submitted online before or on the 10

June 2024 not later than 23h59 pm.
1. The essay must be 5 – 6 pages in length.
2. The essay structure must be as follows:
● Cover Page:
o Name
o Surname
o Student Number
o Name of your Support Centre (i.e., Boston, Braamfontein)
● Introduction: Tells the reader what the essay is about.
● Body / Main Content: Is based on research and relates to the essay question or
topic that has been set.
● Conclusion: This is a summary of what has been covered in the essay. It may also
include suggestions/recommendations.
● Reference list: (not included in the word count): the Harvard Referencing Method
must be adhered to with regards to in-text citations and the reference list.
Please ensure you read and adhere to Boston’s Harvard Method of Referencing: A
Beginner’s Guide when referencing and The Beginners Guide to Plagiarism. Both are
available in the HE Library module on ColCampus.
4. The essay must be typed using the following format settings only:
● Font: Arial
● Font Size: 12
● Line Spacing: 1.5
5. For this assessment, the following must be adhered to:
Use the following chapters from the prescribed textbook and the additional
prescribed readings to assist you in formulating your answer:
Prescribed textbook:
Claire Bless; Craig Higson-Smith; Sello Levy Sithole. 2013. Fundamentals of Social
Research Methods: An African Perspective, 5th Edition. Cape Town: Juta.
● Chapter 3: Research ethics (pp. 25-40)
● Chapter 10: Research planning and design (pp. 130-160)
● Chapter 16: Research findings and dissemination (pp. 356-373)
● Chapter 17: Research management (pp. 374-384)
Prescribed readings:
Google Scholar
Sabinet
Theron, F. & Wetmore, S. 2007. Research Innovation in Public and Development
Management: Locating Participatory Learning and Action (PLA) in the Participatory
Development Debate. Journal of Public Administration 42 (6).
AOSIS Online
Jonck, P. de Coning, R. 2020. A quasi-experimental evaluation of a skills capacity
workshop in the South African public service. African Evaluation Journal, 8(1).
Retrieved from: https://journals.co.za/doi/pdf/10.4102/aej.v8i1.421
Sabinet/Google Scholar
Auriacombe, C. J. 2005. Writing research proposals for theses and dissertations in
Public Administration: problematic aspects of foundational skills. Journal of Public
Administration. 2: 377 – 391.
6. You must make use of the BCC Harvard Method of Referencing.
7. Boston expects you to approach your work with honesty and integrity. Honesty is
the basis of respectable academic work. Whether you are working on a formative
assessment, a project, a paper (read at a conference), an article (published by a
journal), or a summative assessment essay, you should never engage in
plagiarism, or unauthorised collaboration (collusion), cheating, or academic
dishonesty.
8. Plagiarism occurs when a writer duplicates another writer's language or ideas,
and then calls the work their own. Simply put, plagiarism is academic fraud. This
includes the ‘copy and paste’ of work from textbooks, study guides, journal
articles, etc. Refer to the Plagiarism Information Sheet in your Course Outline for
further information.
9. To obtain maximum results, please consult the rubric included in this brief to
ensure that you adhere to and meet all the given criteria.
You are required to choose a topic/title of choice to propose a research study within
your community. Refer to the below structure to make a relevant and informed
response:
● A working title for your chosen research topic.
● An introduction to your chosen research topic (150-200 words).
● Problem statement that supports the study goal (150-200).
● Study objectives (maximum of 3 objectives).
● A preliminary literature review that included at least fifteen (15) credible
academic sources of your own that related to your topic of interest and/or the
research objectives (maximum of 3 pages long).
● A theoretical framework as a lens to investigate the research problem (150-
200 words excluding in-text citation).
● Research methods employed when conducting your research study.
● Significance/value of the study.
● List of references (should align to the Boston City Campus Harvard
referencing method available on Colcampus).
● A data collection tool (list of questionnaires) that aligns with the study aim and
objectives.
● A consent form (should include ethics relating to your research design and
approach).
Guidelines:
● Your essay must be in the form of a research report/ proposal.
● Ensure that credible academic sources support all sections and/or sub-
sections.
● The report should be seven (7) to nine (9) pages long, excluding the list of
references.
● Ensure that your assignment is well structured with clear headings and/or sub-
headings.
● Use concrete, clear, concise, and appropriate academic language.
● In your preliminary literature review specifically, refer to relevant text from your
readings relating to your topic's main concepts and constructs.
● Pay careful attention to the grading rubric to ensure your essay is as
comprehensive as possible.
● You must use the Boston City Campus Harvard System of Referencing, which
includes an in-text citation.
Please note: Prescribed textbook and/or sources provided in this assessment to

assist you in formulating your answer are accessible to Boston City Campus registered
students.
The assessment grading rubric follows below:
Structure and Spelling/Grammar (20 marks)
Very poor Poor Unsatisfactory Satisfactory Good Excellent
Structure - No structure in the Poor essay structure. The essay is poorly The answer has been The answer is structured The answer is presented in an
The answer must be
essay. It is impossible to Some attempt at the structured, and satisfactorily correctly with an excellent structure, a pleasure
properly structured.
Should include: follow. No clearly structure. Difficult to difficult to follow. structured with an identifiable Introduction, to read. Contains all the
Introduction: Therefore, identifiable Introduction, follow within the 5-6- Lacks some clearly identifiable Body and Conclusion. An elements of excellent
which aspects of the Body, or Conclusion page limit. identifiable elements Introduction, Body, attempt has been made formal/academic essay writing
research proposal will be
within the 5-6-page limit. such as Introduction and Conclusion, to follow a more within the 5-6-page limit.
covered in the discussion.
A Body: which discusses or Body or although a more formal/academic
and outlines the Conclusion within the formal/academic approach within the 5-6-
following: 5-6-page limit. approach would make page limit.
-Research method &
it easier to follow.
design.
-Sample strategy within the 5-6-page
-Unit of analysis limit.
-Data collection method
-Ethical considerations
The conclusion neatly

summarises what has
been discussed.
10% 0 -1 2-3 4-5 6-7 8-9 10
Editing - No evidence that the Little evidence of editing The text has not been The text needs some Text properly edited, Text is an example of excellent
The text must be text has been edited. of the text. With many edited properly and editing and contains contains no writing and formulation.
edited appropriately. Too many spelling and spelling and grammar contains some minor grammar/spelling
grammar errors. errors grammar/spelling grammar/spelling mistakes.
mistakes. mistakes.
10% 0-1 2-3 4-5 6-7 8-9 10
Discussion (30 marks)
Discussion: - The – Evidence indicates a - Evidence indicates a - Evidence indicates - Evidence indicates - Evidence indicates - Evidence indicates an
assessment/readings must very poor discussion poor discussion some attempt at an average attempt at an above-average excellent discussion. All
be accurately interpreted discussion discussion but still attempt at discussion. aspects are elaborated on and
and discussed lacks focus and An attempt was made incorporated into the essay
conciseness. to focus the using concise and appropriate
discussion but lacks language.
conciseness.
30% 0 1-6 7-12 13-18 19-24 25-30
Application (30 marks)
Application: Evidence indicates Evidence indicates Evidence indicates an Evidence indicates an Evidence indicates an Evidence indicates that
Link readings to the no clear link between some link between attempt to link the average attempt to above-average readings are well linked to
following sections of the the readings and the the readings and the readings to the link the readings to attempt to link the the Research method &
research proposal: - Research method & Research method & Research method & the Research method readings to the design.
-Research method & design. design. design. design. & design. Research method & -Study population & sample
-Study population & sample -Study population & -Study population & -Study population & -Study population & design. strategy
strategy. sample strategy sample strategy sample strategy sample strategy -Study population & -Unit of analysis
-Unit of analysis -Unit of analysis -Unit of analysis -Unit of analysis -Unit of analysis sample strategy -Data collection method
-Data collection method -Data collection -Data collection -Data collection -Data collection -Unit of analysis -Ethical considerations and is
-Ethical considerations method method method method -Data collection supported by the relevant
-Ethical -Ethical -Ethical -Ethical method text. Multiple examples
considerations considerations. But considerations, considerations and, in -Ethical support the link between the
. the link is still not although vaguely some respects is, considerations and is readings and the topic of
explicit. explicit explicit. primarily explicit. interest.
30% 0 1-6 7-12 13-18 19-24 25-30
Referencing & In-text citation (20 marks)
Referencing: No list of references Errors in the list of Errors are made in list Some errors in the list Correct Harvard Correct Harvard referencing
Includes in-text citation & or in-text referencing. references. No in-text of references. No in- of references / in-text referencing in the in the reference list. Correct
reference list as per the BCC No (0) sources are referencing. Only 1-2 text referencing. Only referencing. 6-9 reference list and in- in-text referencing. 15 or
Reference Guide. Number of provided in support sources were used to 3-5 sources were sources were used to text referencing. No more sources were used in
sources used of the section(s) of support the section(s) used to support the support the section(s) errors are made in in- support of the section(s) of
the proposal being of the discussed section(s) of the of the discussed text referencing. 10- the proposal being discussed.
discussed. proposal. discussed proposal. proposal. 14 sources used in
support of the
section(s) of the
proposal being
discussed.
20% 0 1-4 5-8 9-12 13-16 17-20
100 marks
ANNEXURE K: SAMPLE SUMMATIVE ASSESSMENT 1

Academic Year 2023: July-December
Sample Summative Assessment 1: HRMS331-1
Weighting: 50%
Assessment Type: Research & Praxis (Part 1)
Examiner: Tom Brown
Total: 100 marks
Instructions:
This assessment consists of one (1) question.
It is based on Unit 9 of your proposed study programme.
All the questions are compulsory.
Answers must be written using your own words.
Your assessment must be typed using:
o Font: Arial
o Font size: 12
o Line spacing: 1.5
o A Copyleaks Report will be issued via ColCampus once the assignment is
121 HRMS331-1-Jan-Jun2024-Sample SA1-TMB-V.3-11072023

The following Learning Outcomes are covered in this assessment:

Unit 9 of the study programme: (Chapters 4; 5; and 6 of the prescribed textbook)
• Source and identify research problems, questions, and topics.
• Identify and formulate their own research problems and pose research
questions.
• Search for appropriate academic literature.
• Better Understand systematic reviews and meta-analysis.
• Formulate a research question.
• Identify the various concepts or variables associated with a research question.
• Appropriately define and operationalise variables.
• Where appropriate, formulate testable hypotheses.
• Compare and contrast quantitative, qualitative and mixed-methods research.
• Compare and contrast exploratory, descriptive, correlational, and explanatory
research.
• Identify the type of research used in a study.
• Select the most appropriate research type for research problems.
• Differentiate between primary and secondary data analysis.
• Recognise the challenges and opportunities for conducting research using the
internet.
122 HRMS331-1-Jan-Jun2024-Sample SA1-V.3-11072023

Question 1: (100 marks)

In your Formative Assessment 1 (FA1) you were required to source and identify one
current real-life social challenge which, in your opinion, can be a research topic and
will warrant further scientific investigation. The social challenge could have been
sourced from newspaper or journal articles, magazines, or books or any other source
you deemed appropriate.
Required:
In essay format (4-6 pages), provide the following:
• A working title for your chosen research topic.
• An introduction or background to your chosen research topic (200-250 words).
• A research question and/or sub-questions and/or hypothesis.
• Objectives of the research which must relate to the research question or sub-
questions.
• A preliminary literature review which includes at least five (5) credible
academic sources of your own which relates to your topic of interest and/or
the research question (4-5 pages).
The content or body section of your preliminary literature review must contain the
following:
• Identification of and operational definition of key concepts and constructs and
how they relate to your topic.
• If applicable, previous theories which you will use to guide the analysis of your
research.
Use the following additional readings to assist you in formulating your answer:
Prescribed textbook
Research Methods: An African Perspective, 5th Edition. Cape Town: Juta.
• Chapter 4: Problem conception and background information- pp. 49-54.
• Chapter 5: The types of research- pp. 56-70.
• Chapter 6: Research questions and variables- pp.71-88

Google Scholar
proposal. African journal of primary health care family medicine. 6(1):1-6. Retrieved
Researchgate
Keary, K., Byrne, M. & Lawton, A. 2012. How to conduct a literature review. The Irish
Lawton/publication/279663264_How_to_conduct_a_literature_review/links/559bced9
08aee2c16df02118/How-to-conduct-a-literature-review.pdf
Researchgate
https://www.researchgate.net/profile/Catherine-Mccabe-
2/publication/7448041_How_to_conduct_an_effective_literature_search/links/02bfe5
Scholarworks
Assessment, Research, and Evaluation. 14, 13. Retrieved from:
Guidelines:
• Your whole essay must be five (5) to six (6) pages long excluding the reference
list.
• Ensure that your assignment is well structured to show a natural flow of ideas.
• Use clear, concise, concrete, succinct and appropriate academic language.
• In your preliminary literature review specifically, refer to relevant text, therefore
in-text citation, from your readings, relating to the main concepts and constructs
related to your topic.

• Pay careful attention to the grading rubric to ensure that your essay is as
comprehensive as possible. Remember, this is your guide throughout the
essay.
• You must use the Boston City Campus Harvard System of Referencing which
includes in-text citation.
Please note: all journals’ articles and/or sources provided in this assessment to assist
you in formulating your answer, are free to Boston City Campus registered students.
The assessment grading rubric follows below

Structure and Editing (20 marks)
Very Poor Poor Unsatisfactory Satisfactory Good Excellent
Structure - No structure in the Poor essay structure. The essay is poorly The answer has been The answer is properly The answer is presented in an
The answer must be
essay. It is impossible to Some attempt at structured, difficult satisfactorily structured with a clearly excellent structure, a pleasure
properly structured.
Should include clearly follow. No clear structure. Difficult to to follow. Lacks structured with a identifiable Introduction, to read. Contains all the
identifiable Title of the identifiable follow within the 5-6- some clearly clearly identifiable Body and Conclusion. An elements of excellent
research topic. Introduction, Body, page limit. identifiable Introduction , Body, attempt has been made formal/academic essay writing
Introduction/background
Conclusion within the 5- elements such as Conclusion, although a to follow a more within the 5-6-page limit.
to the research topic.
Research Questions 6-page limit. Introduction or more formal/academic formal/academic
and/or sub-questions Body or Conclusion approach would make approach within the 5-6-
and/or hypothesis. within the 5-6-page it easier to follow. page limit.
Objectives of the
limit. within the 5-6-page
research must relate to
the research question limit.
and/or hypothesis.
A Body which discusses
the preliminary literature
review of at least five
sources related to the
topic. Conclusion neatly
summarizes what has
been discussed.
10% 0 -1 2-3 4-5 6-7 8-9 10

Editing - The No evidence that text Little evidence of editing The text has not The text needs some Text properly edited, Text is an example of excellent
text must be properly
has been edited. Too of the text. With many been edited editing, contains minor contains no writing and formulation.
edited.
many spelling and spelling and grammar properly, contains grammar/spelling grammar/spelling
grammar errors. errors some mistakes. mistakes.
grammar/spelling
mistakes.
10% 0-1 2-3 4-5 6-7 8-9 10

Discussion and Application (60 marks)

Discussion: - The – Evidence indicates a - Evidence indicates a - Evidence indicates - Evidence indicates an - Evidence indicates an - Evidence indicates excellent
assessment/readings
very poor discussion. poor discussion. some attempt at average attempt at above average above an excellent discussion. All
must be accurately
interpreted and discussion. discussion but lacks average discussion. An aspects are clearly elaborated
discussed. focus and conciseness. attempt was made to on and incorporated into the
focus the discussion but essay using concise and
lacks conciseness. appropriate language.
30% 0 1-6 7-12 13-18 19-24 25-30
Refers to relevant text Refers to relevant text Refers to relevant Refers to relevant text Refers to relevant text Refers to relevant text relating
relating to the chosen relating to the chosen text relating to the relating to the chosen relating to the chosen to the chosen topic – Evidence
topic- topic – Evidence chosen topic – topic – Evidence topic – Evidence indicates that readings are well
Application: Evidence indicates no indicates some link Evidence indicates indicates an average indicates an above linked to the topic of interest
Link readings to the
clear link between the between the readings an attempt to link attempt to link the average attempt to link and is supported by the
topic of interest
readings and the topic and the topic of the readings to the readings to the topic of the readings to the topic relevant text. Multiple
of interest. interest. But still not topic of interest interest and in some of interest and is mostly examples are used to support
explicit. although vaguely respects is explicit. explicit. the link between the readings
explicit. and the topic of interest.
30% 0 1-6 7-12 13-18 19-24 25-30

Referencing: No list of references or Errors in the list of Errors are made in Some errors in the list Correct Harvard Correct Harvard referencing in
Includes in-text citation & in-text referencing. Only references. No in-text list of references. of references / in-text referencing in the the reference list. Correct in-
reference list as per the
1 or less source referencing. Only 2 No in-text referencing. Only 4 reference list and in-text text referencing. 5 or more
BCC Reference Guide.
Number of sources used. provided in support of sources used in support referencing. Only 3 sources used in referencing. No errors sources used in support of the
the research topic. of the research topic. sources used in support of the are made in in-text research topic.
support of the research topic. referencing. Only 4
research topic. sources used in support
of the research topic.
20% 0 1-4 5-8 9-12 13-16 17-20
Below is a typical example of:

1) A working title.
2) An introduction to the chosen topic.
3) A research question and/or sub-questions and/or hypothesis.
4) Objectives of the research.
5) A preliminary literature review which explores the two main concepts identified
6) A reference lists.

Typical example by Tom Brown

Note: Do NOT use this for your own Summative Assessment 1 (SA1).
Working Title:
Colonial, Apartheid, Post-Apartheid: An exploratory study of the governance practices
at the student, institutional and systems levels of selected Higher Education
Institutions in South Africa, its implications for governance and its link to student
protest as a means of engagement.
An introduction to the chosen topic:

Previous studies done by Luescher, Manja, Klemenĉiĉ and Jowi (2016); Heffernan and
Nieftagodien (2016); Cele and Koen (2003); Koen, Cele and Libhaber (2006) focused
on student actions at Higher Education Institutions through a primarily descriptive
analysis. Luescher et al (2016) was also correct in predicting that if students are not
adequately engaged at the student, institutional, systems levels, it would potentially
lead to student protests.
During the years 2015 and 2016 South Africa witnessed, and was once again
reminded of the significance of the student voice and the need for adequate student
engagement at the student, institutional and systems levels of Higher Education
Institutions in South Africa, through a sustained attempt by students, often mobilising
outside of formal student, institutional, and systems level governance structures at
various Higher Education Institutions to have their voices heard and to engage
government.
This research study, through an analysis of the governance and governance structures
aims to explore and describe the student, institutional, and systems levels of
governance of selected Higher Education Institutions in South Africa and aims to make
a modest contribution to a growing body of knowledge of governance at the student,
institutional and systems levels of the selected institutions in South Africa.
Statement of the research problem

Historically and within more contemporary contexts, the higher education governance
landscape in South Africa seems to be characterised by student protest and action

despite the existence of formal governance structures such as SRCs, Councils,

Senates and Institutional Forums including SRC representation within each of these
governance bodies.
Rationale for the study

Student protests, demonstrations within the South African higher education context
are not a new phenomenon. Students also generally seem to be at the fore front of
protests leading to much loss of life, resources (both financial and infrastructure) which
our education system simply cannot afford. Protagonists ultimately must return to the
negotiation table, both at student, institutional and national governance levels. There
is therefore a need, at least from an academic point of view, to attempt to understand
why this is so, and how can higher education governance structures at the student,
institutional, and systems levels be improved so that students as important
stakeholders in university governance do not necessarily feel the need to have to act
outside of formal governance structures.
Research Questions
Overarching Question
Are certain Higher Education Institutions’ governance practices in South Africa
predisposed to student engagement outside of formal student, institutional and
systems level governance leading to such phenomena as protest?
Subsidiary questions
1) Are certain governance practices at Higher Education Institutions (HEIs) leading to
student dissatisfaction as a symptom of a particular governance structure?
2) Can “good governance” at institutions of higher learning be legislated?
3) Is governance path dependent? In other words, given the historical political and
historical social contexts of the sample universities, does these contexts set these
different institutions on paths?
4) What is the current state of governance and what role do students as stakeholders
play in decision-making at the sample universities?

5) Is there an” ideal type” of governance and governance structure for HEIs?
6) What recommendations can be made emanating from the findings?
Objectives of the research study
1) To determine whether certain governance practices at Higher Education Institutions

(HEIs) lead to student dissatisfaction as a symptom of a particular governance
structure.
2) To determine whether “good governance” at institutions of higher learning can be

legislated.
3) To determine if governance practice is path dependent? In other words, given the

historical political and historical social contexts of the sample universities, does these
contexts set these different institutions on paths?
4) To determine what is the current state of governance and what role do students as
stakeholders play in decision-making at the sample universities.
5) To determine if there an” ideal type” of governance and governance structure for
HEIs.
6) To determine if recommendations can be made emanating from the findings.
Preliminary Literature Review

Introduction
There is a plethora of literature which addresses the concept of governance, both in
the private and public sectors. The focus of this study is on governance in the public
sector, with specific reference to the relevance of “good” and “poor “governance in
higher education. In this regard the researcher will focus on two concepts:
➢ Governance- which includes Corporate Governance- Co- Operative Governance-
Shared Governance.
➢ Student engagement.

Definition of Key Terms and Concepts

Towards a definition of Good Governance: Cooperative Governance, Shared
Governance
Doornbos (2001) argues that the concept “good governance” became prominent in
and around 1989-90 popularised by donor countries in relation to aid to developing
countries. The criteria for donor-aid and continued aid, hinged on the developing or
recipient country’s ability to implement and sustain the principles of “good” governance
(Doornbos, 2001). Doornbos (2001) further argues that “good” governance became a
concept which was more associated with the judgement of countries in the South,
rather than with countries in Europe or North America from where the concept was
being (re)-launched. Khan, Groundling, Ruiters, Ndevu and Baloyi (2016);
Mkandawire (2007) concurs with this view and posits that the definition of “good”
governance has universally been underpinned by the notion that developed (Western)
countries have successfully mastered the challenge of mal/underdevelopment, and
have bestowed on the post-colonial countries a blue print, which if followed, should
see them achieve levels of “good” governance experienced by those in Europe and
the Western countries.
However, what is perhaps more applicable to developing countries, is an approach to

developmental policies which steers away from the “one-size fits all” solution (which
speaks to the research question of “is there an ideal type of governance?” rather than
an externally imposed solution on local institutions, which has been shown to violate
and devastate formally known and trusted local institutions (Olanya in Khan et al 2016:
4-5). However, according to Mkandawire (2007), cognisance should be taken of the
role of African scholars in the formulation of the concept of governance, which was
acknowledge by the World Bank in 1989, although the concept of governance as it is
interpreted in current discourse, is a significant divergence from the understanding
appended to it by African scholars.
It is therefore not unexpected that the concept of governance would make its entry
into the discourse of the management of public institutions, and specifically the
management of Higher Education Institutions (HEIs). According to Ruegg (1992) in
Shattock (2006: 1) as early as 1213 the important role the concept governance would
play and still plays 800 years later according to Braun and Merrien (1999) in Shattock

(2006: 1) is evidenced by the chancellor of the University in Paris issuing a Magna

Charter which obliged him to obtain the vote of professors in matters connected with
appointments for teaching of theology and cannon law.
According to Shattock (2006: ix) post-secondary institutions are akin to external

suppliers of services to industry, commerce, and the professions. Furthermore, the
role of post-secondary institutions as stakeholder in a community, is to provide a
continued flow of well-qualified, fresh graduates (both on a full-time and part-time
study basis) with transferable skills with the intention of solving problems, expand the
business combined with research and development support to create new
breakthroughs in business while HEIs internally, have very specialist needs (Shattock,
2006: ix).
Barac and Marx (2012) concurs with Shattock (2006) and contends that the nature of
HEIs as public institutions can be described as unique entities, with an extraordinary
character which can be described as private associations recognised by the State, as
pursuing a public interest whose role in society as stakeholder, is to encourage the
dissemination, advancement, development and application of knowledge informed by
free enquiry (Barac & Marx 2012). Notwithstanding this noble role in society, is the
question of the management of HEIs in South Africa which according to Barac and
Marx (2012) should be embedded in sound corporate governance practice.
A key element embedded in the concept of governance “good” or “poor”, is the concept
of stakeholders which raises the question who makes what decisions. Shattock (2006:
xi) makes a pertinent observation and contends that governance like management,
can be done well or badly. Furthermore, Shattock (2006: xi) posits that good
governance is ‘shared governance’ and requires good management.
However, it should be borne in mind that the African continent is unique in many
respects and had to and still have to, contend with a higher education system which
was not necessarily geared towards the needs of the local inhabitants. In this regard,
Ashby (1964) in Nolutshungu and Joseph (1999) alludes to the need for a university
that would be responsive to Africa, much like Harvard, Yale and Stanford are
American; Cambridge, Oxford, Manchester and London are English; Edinburgh, St.
Andrews and Dundee are Scottish. Furthermore, education should be adapted to the

mentality, aptitudes, occupations and traditions of the various peoples, conserving as

far as possible all sound and healthy elements in their social life (Ashby 1964 in
Nolutshungu & Joseph 1999).
However, according to Minor (2004) despite the accomplishments of Historically Black

Colleges and Universities (HBCUs), considerable criticism is levelled against the
management of these institutions and of significance to [this] study is the criticism that
university management is often being autocratic. Furthermore, the continued
upholding of segregation while compromising academic quality combined with the
constant dilemmas of maintaining financial stability, accreditation challenges, and of
significance to [this] study, questionable governance structures of HBCUs (Hamilton
2002 in Minor 2004) ;( Minor 2004).
It is therefore reasonable to argue that given the context of a higher education

institution which is of significance to this study, as argued by Drewry and Doermann
(2001) in Minor (2004), the mission and plight of HBCUs places them in distinctly
varying contexts that potentially affect campus decision-making and leadership
practices. Furthermore, leaders (both at national and institutional levels) of these
various institutions situated within varying political and social contexts, must be mindful
of the decision-making contexts which is affected by structural, cultural, or situational
distinctions.
In this regard, Luescher-Mamashela (2010) posits that prior to the student rebellions
that swept universities across the world in the late 1960s, students were largely objects
of university governance (which speaks to the link of student engagement with
university governance). However, these student protests had a significant impact on
the structure of university governance and the democratisation of universities
(Luescher-Mamashela, 2010). So, while some universities in South Africa where
experiencing extreme social upheaval others experienced relative calm (Duncan
2016). It could therefore be argued that the notion as posited by Olanya in Khan et al
(2016: 4-5) that governments should steer away from the notion of “one-size- fits- all”
is applicable at the institutional level as well.

Nonetheless, Governance as a concept is not new to Public Administration. However,

governance as a concept in South African Public Sector gained prominence since
1994 and in the Higher Education specifically since 1997 with the promulgation of the
White Paper (1997) on Higher Education. It is against this background that the study
will attempt to navigate and plot, through an investigation of available literature, the
path the concept of governance traversed within the context of higher education in
South Africa, its implications for university management and its implications for
university management- student relations of HWUs and HBUs.
Towards a definition of Student engagement: A prerequisite for “good”

governance in Higher Education?
Broadly it is agreed among scholars and academics that a democratic society, in order
to give efficacy to the notion of democracy, of necessity it should be participatory.
Participation in this regard alluding to the need of all stakeholders to be engaged in
the decision-making process about decisions which either directly or indirectly impact
on them. Waheduzzaman and As-Saber (2015) speaks of the concept “participatory
governance” which according to Basurto (2013); Michels and Graaf (2010) in
Waheduzzaman and As- Saber (2015) is defined as “…a process through which
citizens and state officials interact to express their interests, exercise their rights and
obligations, work out their differences and collaborate to undertake development
activities and offer services.” Barten et al, (2002) in Waheduzzaman and As-Saber
(2013) suggests, that encompassed in the concept of participatory governance, is the
notion that it will enhance and ensure accountability and transparency both
characteristics of good governance as envisaged by UNESCAP.
However, and of relevance to this study, is Putnam’s (1993) in Waheduzzaman and

As-Saber (2013) assertion that inherent in the concept of participatory governance is
the notion that trust or distrust within the participatory governance relationship can
enhance or hinder the civic engagement and good government relationship. By
implication, trust or mistrust can therefore further perpetuate “good” or “poor”
governance (Putnam, 1993) in Waheduzzaman & As-Saber (2013).
Of significance to this study, and also alluded to by Boix and Posner (1996) is
Putnam’s 1993 assertion that what he terms “social capital”- “…the networks, norms

of reciprocity and trust that are fostered among the members of community
associations by virtue of their experience of social interaction and cooperation…”
manifests itself on both a vertical and horizontal associations. Vertical associations
links agents, which are unequal in status and power, within an inherently hierarchical
association (Putnam1993). In this regard, Smuts (2016:86) also cautions against
certain stakeholders having veto rights “…a power of one department or branch of
government to forbid or prohibit finally or provisionally…” (Merriam Webster
Dictionary) which could be disguised as consensus decision-making, a characteristic
of “good “governance.
Duncan (2016: 12) argues that socially constituted groups are inherently driven by
self- interest and as such, have an innate tendency towards conflict. Given this
scenario, Duncan (2016) posits that as a result, these groups seek power and control
over resources, and repress others to maintain that control, leading to an entrenched
inequality which (this researcher would argue) is the opposite of equitable and
inclusive a characteristic of “good” governance.
This the researcher would argue, within the context of HEIs, typically describes (or is
described by some stakeholders) as the SRC-university management and university
management- national government vertical associations within the South African
context. The horizontal association conversely brings together agents of equal status
and power (Putnam, 1993). Of significance to this study is Putnam’s (1993) assertion
that in order to ascertain the level of cooperation within a particular community, you
need simply count the number of horizontal civic associations or in the case of
universities, student associations (which is also the argument of [this] researcher)
active in that community. The higher the number of horizontal associations,
consequently, lends itself to “good” government (Putnam, 1993).
In a study done by Seale (2010) which investigated the literature and studies which
dealt with student voice and student engagement within the context of higher
education in the UK, Seale delineates five main categories of literature in terms of how
the role of student voice as a means of engagement in higher education is perceived,
namely:
 student as stakeholder or representative.
 student as consumer or customer.

 student as teacher or facilitator.

 student as evaluator or informant.
 student as storyteller.
However, while Seale’s (2010) offering primarily deals with student engagement and
student voice from a pedagogical perspective, which Seale concedes is but one aspect
of student engagement, the role of student voice and engagement in relation to
transformation, participation and student empowerment is under emphasised. Baron
and Corbin (2012) concurs with Seal’s (2010) view and contend that research into
student engagement focuses primarily on student engagement in relation to the
academic activities of students. Furthermore, student engagement, or lack thereof, is
a topic that is continuously being highlighted in the university sector and policy makers
see student engagement as an important indicator for institutional success (Baron and
Corbin 2012). The Department of Education Science and Training (DEST, 2005) in
Baron and Corbin (2012) further alludes to three components of student engagement
which various studies have identified, namely:
 Behavioural engagement which includes positive conduct, following the rules,
adhering to conventions, involvement in the task at hand, persistence,
participation, attention and effort, participation in school or university related
activities.
 Emotional engagement includes affective reactions to the classroom setting to
the teacher and the institution.
 Cognitive engagement includes investment in learning, intrinsic motivation, and
self- regulation.
This however begs the questions who initiates engagement, who engages with who,
and within which mechanisms within the context of higher education? In this regard,
Nolte (2004); Jongsma (2017); Boehme (2017) suggests students must become full
partners in higher education. According to Donkor in Jongsma (2017) students should
not only be passive observers in university governance, but student voices must be
reflected and embedded in decisions and the decision-making processes.
In the realms of “good” governance Nofukho, Muyia and Irby (2014: 46) would concur
and argue that within public universities, strategic governance should engage all
stakeholders including students, staff, alumni, other friends of the institution,

development partners, community-based organizations, the government and the

private sector in the institution’s agenda. Faux et al (2006) in Gray, Swain & Rodway-
Dyer (2014) refer to student engagement as a process of empowerment, within which
student voice is characterized by active engagement with those in positions of power.
This notion of student engagement, the researcher would argue, broadly manifests
itself on a continuum of mechanisms utilized by students based on their level of trust
or mistrust in available governance structures, which Brown (2015) would divide into
two broad categories of “invited” and “invented” spaces.
In addition, many country leaders undoubtedly see universities as sources of political

danger with students playing a relatively active role (TFHES, 2000). Governments, in
this regard, according to TFHES (2000) may fear students because they (the
government) know that students could under certain circumstances, overthrow a
regime. Therefore, governments expect universities to contain student, what is
frequently referred to as “political activism” (TFHES, 2000). Although [this} researcher
would argue that is does become extremely difficult for universities or even students
themselves, to distinguish “political activism” and the demand for basic rights such
student accommodation, student safety on campus, student financial exclusion as
witnessed in the 2015-2016 fees must fall movement.
Nonetheless, while the TFHES (2000) does advocate that higher education institutions
should encourage student engagement and debate on broad issues that face society,
it cannot be at the expense of time being spent on political activism rather than on
education. In terms of “Invited” spaces for engagement it would essentially refer to
those mechanisms driven and approved of by the holders of power within government
and various government institutions such as universities, and over which government
has control (Brown, 2015).
These “invited” spaces for engagement would generally include elections (municipal
and general, SRCs), Student Parliament, and Institutional Forums, ward councils,
public hearings, and requests for public comments on various white or green papers.
“Invented” spaces are those mechanisms for engagement which the community
(which is generally the aggrieved party or those with less power in the engagement
process) employ when according to Atkinson in Brown (2015: 17) engagement within

the realms of “invited” spaces fails. These generally include protests, demonstrations,
and marches.
However, while the South African Constitution, 1996 makes provision for peaceful
protests an “invited” space, it is within the realms of unauthorised marches and
protests, (not sanctioned through an official notice to gather) and violent protests
(physically retaliating against public order police, burning tyres, etc.) within which
“invented” mechanisms for engagement lie. Within the HEIs context “invited” spaces
for engagement would typically be represented by the SRC and various other student
bodies and organisations sanctioned by both the SRCs and university management
(councils, senates).
The institutional forums, university councils, senates in which students have some
representation (albeit skewed in favour of management) could be considered an
“invited” space for student-university management engagement. “Invented “spaces for
engagement would typically manifest itself within actions such as the student
movements of the 1970-80s and more recently, the #feesmustfall campaign of 2015-
16 in South Africa.
Broadly, Greffrath and van der Walt (2016) argues that not all, what could be “invented”
spaces such as protests, need to be of a violent and destructive nature. In this regard
“invented “spaces for engagement, particularly when communities start doing things
for themselves in the absence of government action, assume a more constructivist
character (Greffrath & van der Walt, 2016). Within the context of African Higher
Education, the Association on the Development of Education in Africa (ADEA) had this
to say about university councils and student engagement:
Constructive dialogue with students is rare, Students ‘unions created to provide a
forum for negotiation with students have become a mechanism for violent
confrontation rather than dialogue, as the unions are influenced by politics to
destabilize the universities to promote particular agendas (ADEA, 1999: 16 in Nafukho
et al, 2014: 85).
While it must be conceded that this remark was made by a senior member of the
management of an African university within the context of their perceived attempts by

the student unions to politicise the governance of the university, it nonetheless reflects,
[this] researcher would argue, the absence of trust the university management has in
the motives and actions of students and their representatives and consequently on the
engagement process. A further extrapolation that could be made from the afore-
mentioned statement, is that students do not have confidence in the “invited” spaces
and therefore find the need to act outside of these formal mechanisms of engagement.
Konings (2009) in Nafukho et al (2014) also links student engagement and
university management style to good governance. In this regard, Konings (2009) in
Nafukho et al (2014: 75) was alluding to the voice of university students not being
acknowledged by university management, which ultimately forced students to voice
their grievances outside of the formal mechanisms (invited spaces) in the form of
violent protests during the 1990s in Cameroon.
Regarding “invented” spaces, Bitzer (2009) concurs with Konings (2009) in Nafukho
et al (2014) assertion that unproductive confrontations between students and
university staff are cited as the main contributing factors towards eventual economic,
political, and social instability in Africa. According to Bitzer (2009), university staff
should not merely listen to the narratives of students, but encourage a spirit of living
together in diversity-that is, through democratic deliberation. This deliberative space
as referred to by Benhabib (2002:127) in Bitzer (2009) is a space where students and
university staff can enact what they have in common and at the same time make public
their competing narratives. When university staff and students are engaged in
deliberative engagement underpinned by interdependence and disagreement, they
engage in democratic action and collective identity, and in this respect, they can share
commonalities (Bitzer, 2009:75).
Conclusion
In conclusion, the preceding paragraphs the researcher firstly stated a working title,
which sought to encapsulate the essence of the research. This was further explicated
by a statement of the research problem, which provides an impetus for the purpose or
rationale for the research as well as research objectives. In other words what does this
research seek to achieve. Finally, the discussion sought to explicate two of the more
important concepts which will frame the initial study namely good governance which
includes cooperative governance and shared governance.

Reference list
Doornbos, M. 2001. ‘Good Governance’: The Rise and Decline of a Policy Metaphor?
The Journal of Development Studies,37(6):93-108.
Khan, F., Grundling, E., Ruiters. G., Ndevu. Z, and Baloyi. B. (Eds.) 2016. State,
governance and development in Africa. South Africa: UCT Press.
Mkandawire, T. ‘Good governance’: the itinerary of an idea. Development in Practice,

2007, 17 (4-5): 679-681
Shattock, M. 2006. Managing Good Governance in Higher Education. New York: Open
University Press.
Barac, K., & Marx, B. 2012. Corporate Governance Effectiveness and Value added at
South African Higher Education Institutions: A Registrar’s View. Journal of Economic
and Financial Sciences, 5(2): 351-372.
Nolutshungu, S. C. & Joseph, R.1999. Beyond the Gold Standard? The idea of a (Post-
Apartheid) University. The Journal of Modern African Studies, 37(3): 373- 387.
Minor, J.T.2004. Introduction: Decision Making in Historically Black Colleges and

Universities: Defining the Government Context. The Journal of Negro Education,
73(1): 40-52.
Luescher-Mamashela, T.M. 2010. From University Democratisation to Managerialism:

The changing legitimation of university governance and place of students. Tertiary
Education and Management,16(4): 259-283.
Duncan, J. 2016. Protest Nation: The Right to Protest in South Africa.

Pietermaritzburg: University of KwaZulu-Natal Press.
Waheduzzaman, W., & As-Saber, S. 2015. Politics and Policy in Achieving

Participatory Governance in a developing Country. Politics & Policy, 37(5): 995-1021.
[Available Online] http://onlinelibrary.wiley.com/.

Putnam, R. D. 1993. Making Democracy Work. Princeton University Press: New

Jersey.
Seal, J. 2010. Doing student voice work in higher education: an exploration of the
value of participatory methods. British Educational Journal, 36(6):995-1015.
Baron, P., & Corbin, L. 2012. Student engagement: rhetoric and reality. Higher
Education Research and Development, 31(6):759-772, [Available Online].
http://dx.org/1080/07294360.2012.655711
Nolte, D.A. 2004. Higher Education System and Institutional Management Trends and
Challenges. Journal for New Generation Sciences, 2(2), [Available Online].
www.journals.co.za/docserver/fulltext/newgen/2/2/135.pdf
Jongsma, A. 2017. Student views-Keeping higher education tuned in. Higher

Education World News, 464.
Boehme, S, 2017. Mobilising students to add value to higher education. University

World News, 464.
Nafukho, F.M., Muyia, H.M.A., & Irby, B. J. 2014. Governance and Transformations of
Universities in Africa. Information Age Publishing: Charlotte, NC
Gray, C., Swain, J., & Rodway-Dyer, S. 2014. Student voice and engagement:
connecting through partnership. Tertiary Education and Management, 20(1):57-
71[Available Online] http://dx.doi.org/10.1080/13583883.2013.878852.
Greffrath, W., & van der Waldt, G. 2016. Self-help Governance and State Dysfunction:
Exploratory Perspectives on the South African State and Society. Politikon, 43(3): 389-
409. [Available Online].
http://dx.doi.org/10.1080/02589346.2016.1205325
Bitzer, E. 2009. (Ed.) Higher Education in South Africa: A Scholarly Look behind the
Scenes. Sun Media: Stellenbosch.

Brown, J. 2015. South Africa’s Insurgent Citizens: On Dissent and the Possibility of
Politics. Johannesburg: Jacana Media.
Greffrath, W., & van der Waldt, G. 2016. Self-help Governance and State Dysfunction:
Exploratory Perspectives on the South African State and Society. Politikon, 43(3): 389-
409. [Available Online].
http://dx.doi.org/10.1080/02589346.2016.1205325
The Copyleaks Report for this Sample SA1 follows below: Annexure K


Summative Assessment 1: Research Methods and Statistics 2
(HRMS331-1)
Weighting: 50%
Assessment Type: Research
Due Date: 10 June 2024
Total: 100 marks
Instructions:
This assessment consists of one (1) question.
It is based on Units 1 and 2 of your proposed study programme.
All the questions are compulsory.
Answers must be written using your own words.
Your assessment must be typed using:
o Font: Arial
o Font size: 12
o Line spacing: 1.5
o A Copyleaks Report will be issued via ColCampus once the assignment is
The following Learning Outcomes are covered in this assessment:

Units 1 & 2 of the study programme: (Chapters 2 and 4 of the prescribed
textbook)
● Source and identify research problems, questions, and topics.
● Initiate their own research projects.
● Search for appropriate academic literature.
● Compile a literature review.
● Recognise the challenges and opportunities for conducting research using the
internet.
Select any topic relating to social issues or problems that you wish to investigate.
In an essay format (7-8 pages), provide the following:
● A working title for your chosen research topic.
● An introduction to your chosen research topic (200-250 words).
● An outline of the research aims and objectives of your study.
● An extensive literature review including at least five (5) credible scholarly
sources that relate to your topic of interest and/or the research question (4-5
pages. i.e., the preliminary literature review must be at least 7-8 pages) which
should relate to your research aim and objectives.
The content or body section of your preliminary literature review must contain the
following:
● Identification of an operational definition of key concepts and constructs and
how they relate to your topic.
● Employ a theoretical framework as a lens to investigate your research
problem and guide the analysis of your research.
The content or body section of your theory must contain the following:
● Advocators of the theory.
● Background of the theory.
● Relevance of the theory to your topic.
● Limitations of the theory.
Use the following additional readings to assist you in formulating your answer:
Prescribed textbook
Research Methods: An African Perspective, 5th Edition. Cape Town: Juta
● Chapter 2: Relationship between facts and theory - pp. 13-15.
● Chapter 2: Developing theory from facts - pp. 18-19.
● Chapter 2: Steps in scientific research - pp. 19-22.
● Chapter 4: Literature review - pp. 49-54.
Google Scholar
Researchgate
Byrne, M., Keary, K., & Lawton, A. 2012. How to conduct a literature review. The Irish
Lawton/publication/279663264_How_to_conduct_a_literature_review/links/559bced9
08aee2c16df02118/How-to-conduct-a-literature-review.pdf
Researchgate
https://www.researchgate.net/profile/Catherine-Mccabe-
2/publication/7448041_How_to_conduct_an_effective_literature_search/links/02bfe5
Scholarworks
Assessment, Research, and Evaluation. 14, 13. Retrieved from:
Guidelines:
● Your essay must be seven (7) to eight (8) pages long, excluding the reference
list.
● Ensure your assignment is well structured to show a natural flow of ideas.
● Use concrete and appropriate language.
● In your preliminary literature review, refer to the relevant text, therefore an in-
text citation, from your readings relating to your topic's main concepts and
constructs.
● Pay careful attention to the grading rubric to ensure your essay is as
comprehensive as possible.
● Please ensure to include all headings as provided above.
● You must use the Boston City Campus Harvard System of Referencing, which
includes an in-text citation.
Please note: all journals’ articles and/or sources provided in this assessment to assist
you in formulating your answer are accessible to Boston City Campus registered
students.
NB: The following are the topics to choose from:

• Men abuse – Relate this to issues of GVB, however, our focus should be on
men abuse.
• Sexuality – How is sexuality issues socialized/how they become sexual
issues.
• Loadshedding and its impacts on citizens - How loadshedding affects
socialization (families/households, workplaces, educational institutions, and
any other sectors affected by issues of blackouts).
• Culture and its social construct.
• Mental health as a social hindrance.
• Graduates’ unemployment.
The assessment grading rubric follows below
Structure and Spelling/Grammar (25 marks)
Very Poor Poor Unsatisfactory Satisfactory Good Excellent
Structure - No structure in the Poor essay structure. The essay is poorly The answer has been The answer is structured The answer is
The answer must be
essay. It is impossible to Some attempt at the structured, and satisfactorily correctly with a clearly presented in an
structured appropriately.
Should include a clearly follow. No clear structure. Difficult to difficult to follow. structured with a identifiable Introduction, excellent structure, a
identifiable Title of the identifiable follow within the 5-6- Lacks some clearly clearly identifiable Body and Conclusion. An pleasure to read.
research topic. Introduction, Body, or page limit. identifiable Introduction, Body, attempt has been made Contains all the
Introduction/background
Conclusion within the 5- elements such as and Conclusion, to follow a more elements of excellent
to the research topic.
Objectives of the 6-page limit. Introduction or although a more formal/academic formal/academic essay
research must relate to Body or Conclusion formal/academic approach within the 5-6- writing within the 5-6-
the research question within the 5-6-page approach would make page limit. page limit.
and/or hypothesis.
limit. it easier to follow.
A Body that discusses the
preliminary literature Within the 5-6-page
review of at least five limit.
sources related to the
topic. Identification of an
operational definition of
key concepts relating to
the study. The theory
includes advocators of
the theory, Background
of the theory, Relevance
of the theory, limitations
of the theory.
The conclusion neatly
summarises what has
been discussed.
15% 0 -1 2-4 5-7 8-9 10-13 14-15
Spelling and No evidence that the Little evidence of editing The text has not The text needs some Text is properly edited, Text is an example of
Grammar/Writing - text has been edited. of the text. With many been edited editing, and contains and contains no excellent writing and
The text must be Too many spelling and spelling and grammar properly, and minor grammar/spelling formulation.
properly edited. grammar errors. errors contains some grammar/spelling mistakes.
grammar/spelling mistakes.
mistakes.
10% 0-1 2-3 4-5 6-7 8-9 10
Discussion and Application (60 marks)

Discussion: - The – Evidence indicates a - Evidence indicates a - Evidence indicates - Evidence indicates an - Evidence indicates an - Evidence indicates an
assessment/readings
very poor discussion. poor discussion. some attempt at average attempt at above-average attempt excellent discussion.
must be accurately
interpreted and discussion. discussion but lacks was made to focus the All aspects are
discussed. focus and conciseness. discussion but lacks elaborated on and
conciseness. incorporated into the
essay using concise
and appropriate
language.
30% 0 1-6 7-12 13--18 19-24 25-30
Refers to relevant text Refers to relevant text Refers to relevant Refers to relevant text Refers to relevant text Refers to relevant text
relating to the chosen relating to the chosen text relating to the relating to the chosen relating to the chosen relating to the chosen
topic- topic – Evidence chosen topic – topic – Evidence topic – Evidence topic – Evidence
Application: Evidence indicates no indicates some link Evidence indicates indicates an average indicates an above- indicates that readings
Link readings to the
clear link between the between the readings an attempt to link attempt to link the average attempt to link are well linked to the
topic of interest
readings and the topic and the topic of the readings to the readings to the topic of the readings to the topic topic of interest and is
of interest. interest. But still not topic of interest, interest and in some of interest and is supported by the
explicit. although vaguely respects, is explicit. primarily explicit. relevant text. Multiple
explicit. examples are used to
support the link
between the readings
and the topic of
interest.
30% 0 1-6 7-12 13-18 19-24 25-30
Referencing: No list of references or Errors in the list of Errors are made in Some errors in the list Correct Harvard Correct Harvard
Includes in-text citation & in-text referencing. Only references. No in-text list of references. of references / in-text referencing in the referencing in the
reference list as per the 1 or fewer sources were referencing. Only 2 No in-text referencing. Only 4 reference list and in-text reference list. Correct
BCC Reference Guide.
The number of sources
provided in support of sources were used in referencing. Only 3 sources were used in referencing. No errors in-text referencing. 5
used. the research topic. support of the research sources were used support of the are made in in-text or more sources are
topic. in support of the research topic. referencing. Only 4 used in support of the
research topic. sources were used in research topic.
support of the research
topic.
15% 0 1-4 5-7 8-10 11-13 14-15

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BOSTON CITY CAMPUS

RESEARCH METHODS AND STATISTICS 2

Assessment Strategy: AS4

JANUARY – JUNE 2024

About the Institution

2. CRITICAL OUTCOMES OF THE LEARNING PROGRAMME 8

3. TEACHING, LEARNING AND ASSESSMENT 11

4. STUDENT ACCESS TO IT, LIBRARY AND OTHER RESOURCES 16

5. COMMUNICATION AND SUPPORT 18

6. REQUIREMENTS TO COMPLETE THE MODULE SUCCESSFULLY 22

7. MODULE STRUCTURE AND ASSESSMENT SPECIFICS 25

9. STUDY PROCEDURE AND GUIDELINES FOR COMPLETING ASSESSMENTS 28

A. EXPLANATION OF ACTION VERBS REQUIRED FOR COMPLETING ASSESSMENTS 32

B. PROPOSED STUDY PROGRAMME 34

C. ACADEMIC CALENDAR FOR 2024 43

D. PLAGIARISM INFORMATION SHEET 61

E. BREAKDOWN OF PROPOSED COURSE MATERIAL 65

G. SAMPLE FORMATIVE ASSESSMENT 1 72

H. SAMPLE FORMATIVE ASSESSMENT 1: MEMORANDUM 78

J. SUMMATIVE ASSESSMENT 2 112

K. SAMPLE SUMMATIVE ASSESSMENT 1 121

L. SUMMATIVE ASSESSMENT 1 144

1.2 The Module

• Module name: Research Methods and Statistics 2

1.3 Notional Hours

1.4 Introduction to SAQA, QCs and the NQF

Who is the South African Qualifications Authority (SAQA)?

In terms of qualifications and professional bodies, SAQA must:

What are Quality Councils (QCs)?

The three QCs are:

The National Qualifications Framework (NQF) is a comprehensive system for the

What Does the NQF Look Like?

The NQF is organised as a series of levels of learning achievement, arranged in ascending

Description NQF 5 NQF 6 NQF 7 NQF 8

3.1 Learning Philosophy

As an accredited and registered private higher education institution, Boston is committed to

• Should be action-orientated and communicative

3.2 Learning Methodology

Teaching at Boston consists of:

Learning consists of:

3.3 Assessment Strategies and Types of Assessments

The following are examples of assessment strategies used:

Assessment Strategy 1 (AS1): The formative assessment 1 (FA1), formative assessment 2

Assessment Strategy IS (ASIS): An integrated summative assessment 1 (SA1) in the form of a

There are a number of assessment types appropriate to the distance-learning environment,

• To encourage students to review

3.3.1 Self-Assessment and Recommended Reading

3.3.2 Report Writing

3.3.3 True-False Test

3.3.4 Open-Book Test/Assignment

Open-book testing is used to:

3.3.5 Multiple-Choice Question Examination

3.3.6 Student-Centred Interaction

By encouraging students to continually ask questions and be comfortable with the

3.3.7 Sample Assignment and Examination Papers and Memoranda

Students receive a sample assignment and memorandum, as well as a sample examination

3.4 Feedback to Students

4.1 Distance Learners and Support Centres

4.2 Hours of Operation