Please use this identifier to cite or link to this item: https://hdl.handle.net/10321/2613
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dc.contributor.advisorMheta, Gift-
dc.contributor.authorManjeya, Nicolle Chidoen_US
dc.date.accessioned2017-10-27T06:26:36Z-
dc.date.available2017-10-27T06:26:36Z-
dc.date.issued2017-
dc.identifier.other683595-
dc.identifier.urihttp://hdl.handle.net/10321/2613-
dc.descriptionSubmitted in fulfillment of the requirements of the Degree of Doctor of Philosophy: Public Management, Durban University of Technology, Durban, South Africa, 2017.en_US
dc.description.abstractDifferent pedagogies, and writing styles have not only over the years transformed the face of academia, but have played a pivotal role in shaping diverse curricula and contributing to their development. In pursuit of attaining suitable models that have administrative and operational frameworks that address the ever-growing myriad multicultural world we live in today; different models and facilities have been developed to keep up with the development of academic literacies. The overall aim of this research was to investigate a model Writing Centre (WrC) and how its pedagogic, operational and administrative framework contributes to the growth of curricular in an institution of higher education. The study examined the power relations of the tutor and tutee relationship, as explained by the critical discourse analysis and how it adopts the customer contact theory to focus on the intangible assets of the student. The researcher used mixed methods analysis to be able to understand perceptions, views, expectations and experiences by students to explore the different ontologies and epistemologies associated with curriculum development. Finally, the research concluded that a positive contribution to growth for teaching is defined by the pedagogic, operational and administrative framework of a given WrC. It is however, imperative to note that the model can move away from what ought to be but still work, as the phenomenon of a WrC is informed by the institution in which it is birthed. Thus, the findings of this study are not disconfirmed by previous theories and research on similar efforts, but rather add to the already existent knowledge base on writing centres.en_US
dc.format.extent231 pen_US
dc.language.isoenen_US
dc.subject.lcshWriting centers--South Africaen_US
dc.subject.lcshTutors and tutoring--South Africaen_US
dc.subject.lcshBasic writing (Remedial education)--South Africaen_US
dc.subject.lcshEnglish language--Rhetoric--Education (Higher)--South Africaen_US
dc.subject.lcshRhetoric--Researchen_US
dc.subject.lcshWritten communication--Study and teachingen_US
dc.subject.lcshDurban University of Technologyen_US
dc.titleA contextual and transdisciplinary analysis of pedagogic, operational and administrative frameworks of a Writing Centre : the case of the Durban University of Technology (DUT) Writing Centre (WrC)en_US
dc.typeThesisen_US
dc.description.levelDen_US
dc.identifier.doihttps://doi.org/10.51415/10321/2613-
local.sdgSDG04-
item.languageiso639-1en-
item.fulltextWith Fulltext-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.grantfulltextrestricted-
item.openairetypeThesis-
item.cerifentitytypePublications-
Appears in Collections:Theses and dissertations (Management Sciences)
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