NUST Administrative Units

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    The concept of progress in different cultures - culture and progress in Namibia: Contradiction or concurrence?
    (NUST, 2010) Tjivikua, Tjama
    The main title beckons a number of questions, for instance: What is “progress”? What is culture? And eventually, How does culture relate to “progress”? The terms “progress” and “cultures” denote abstract notions – if not concepts – and require a measure of interpretation with respect to each culture’s context and progress. The theme links to such a large number of conceptual challenges, like history, anthropology, linguistics, philosophy, economics, and many more, that it is difficult to limit the scope of discussion. There are thousands of cultures and sub-cultures, and progress means many things to many people and at different times. What is progress in one culture may be perceived as totally irrelevant or taboo in others. What is considered as great progress at one time in history may be perceived or ridiculed as insignificant in another timeframe. It is arguable that Namibian cultures are well studied, documented and understood, for much of a Namibian culture is vested in oral history. For the purpose of this paper, I confine my contribution to the challenges and progress of cultural development in Namibia. This is, however, not a discussion of Namibia cultures in isolation and a global contextualization is considered.
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    The impact of the HIV/AIDS Awareness Campaign on knowledge, attitudes, beliefs, sexual behaviour change and confidence in sexual practices.
    (NUST, Department of Communication., 2009) Shimbuli, Frieda; Oyedokun, Comfort; McNally, Alta
    The Acquired Immune Deficiency Syndrome (AIDS) which is caused by the Human Immune-deficiency Virus (HIV) is the greatest threat facing Namibia today. It is the largest management challenge facing the education sector in Namibia. It has negatively impacted on management, teaching and learning activities in this vital sector. In response to the HIV/AIDS pandemic, the NUST started its HIV/AIDS Awareness Campaign in 1997 under the auspices of the Office of the Dean of Students. The campaign focused on (1) knowledge, (2) attitude, (3) beliefs, (4) sexual behaviour change and (5) confidence in sexual practices. The intention of the 5 aspects was to empower students with knowledge on HIV/AIDS in order to make informed choices and decisions. The major objectives of the study were to: ascertain student knowledge of HIV/AIDS; change the attitudes of student since stigma and discrimination are widespread; gather information on the belief system of students on HIV/AIDS; gather information on sexual behaviour change of students; and develop confidence in sexual practices. The population for the study was the students of the NUST. The sample size of the three hundred and ninety nine (399) students was randomly selected from the total sample frame. This comprises one hundred and sixty six (166) males and two hundred and thirty three (233) females. The total number is the unit of analysis. A 3 point scale response survey questionnaire to evaluate the effectiveness of the NUST HIV/AIDS Awareness Campaign and to understand the behaviour that put students at risk of HIV/AIDS infection was administered to the unit of analysis. Data obtained was analysed using percentage computation on knowledge, attitude, belief, sexual behaviour change and confidence in sexual practices of the unit of analysis. The results of the analysis indicate that the awareness campaign has a positive effect on the participants’ knowledge, attitude, belief, behaviour change and sexual practices.
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    On universities ranking: Hype or substance?
    (2011) Evrard, Laurent
    Universities ranking systems rose to prominence in the earliest 21st century with no less than three methodologies emerging at about the same time, followed by more several years later. These systems aim to rank universities according to sets of variables, all collected through seemingly scientific methods, including from the world wide web. The concept of ranking itself has both its detractors and proponents, while the methods are even more hotly debated. The most well known ranking methodologies will be introduced and partially investigated.
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    The role of mentorship in the retention of graduate interns.
    (Alternation Journal, 2013) Pop, Carver; Swanepoel, Sonia; Barkhuizen, Nicolene
    The objective of the research was to determine whether mentorship, as part of a graduate internship programme, contributed to the retention of graduate interns in a South African Information Communication and Technology (ICT) company. A Mentorship role survey and Retention survey were administered among a purposive selected sample of graduate interns (N=79) and mentors (N=39). Results showed that mentorship was statistically significantly related to the graduate intern’s intention to quit the graduate internship programme. Results further showed a practically significant relationship between the opportunity to apply mentorship skills and the mentor’s intention to employ the graduate intern upon completion of the programme.
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    Student success and dropout rates at the NUST.
    (NUST, 2012) Tyobeka, Errol M.
    In developing the Education and Training Sector Improvement Programme (ETSIP), the government of Namibia had indicated that one of its key goals was to strengthen and improve quality, effectiveness and efficiency in higher education. This descriptive, non-intervental study was undertaken in response to the changing policy environment, mainly to determine the teaching and learning performance of the NUST in terms of student enrolment, success and dropout rates for a fifteen year (1996 –2010) period. The key findings of the study are that between 2006 and 2010 student success rates declined (68 to 59%), and over the same period student dropout rates also decreased (23 to19%). Whilst reasons for the decrease in dropout rates were not easily identifiable, reasons for decrease in success rates could be linked to changes in the ratios of student, programme and course to academic staff.