KCMO 611 PEC

mattednearΤεχνίτη Νοημοσύνη και Ρομποτική

1 Δεκ 2013 (πριν από 3 χρόνια και 11 μήνες)

106 εμφανίσεις

DEVELOP0MENT COMMUNI
CATION

STUDY GUIDE FOR

KCMO 611

PEC

*KCMO611PEC*

FACULTY OF ARTS







ii























Study guide compiled by:

Prof LM Fourie & Mrs

EM Kloppers





Edited
nn.

=Page layout by Elsabé Botha,
g
raphikos
.

Printing arrangements and distribution by Department Logistics (Distribution Centre).

Printed by The Platinum Press (018) 299 4226.

Copyright


2012 edition.

Date of revision 2012.

North
-
West University, Potchefstroom Campus.

No part of this book may be reproduced in any form or by any means without written
permission from the publisher.





iii

MODULE
CONTENTS

Word of welcome

................................
................................
................................
...................

v

Metatheoretical approach to KCMO 611

................................
................................
................

v

Module outcomes

................................
................................
................................
..................

v

Contact detail

................................
................................
................................
.........................

vi

Study material

................................
................................
................................
........................

vi

How to study

................................
................................
................................
..........................

vi

The task of the lecturer

................................
................................
................................
.........

vii

The

task of the learner

................................
................................
................................
..........

vii

Time management

................................
................................
................................
................

vii

Evaluation

................................
................................
................................
.............................

vii

Assignments

................................
................................
................................
.........................

vii

Semester test

................................
................................
................................
......................

viii

Open book test

................................
................................
................................
....................

viii

Exa
mination

................................
................................
................................
.........................

viii

Proof of participation

................................
................................
................................
..............

ix

Participation mark

................................
................................
................................
..................

ix

Administration of marks

................................
................................
................................
.........

x

Action verbs

................................
................................
................................
...........................

x

Work programme

................................
................................
................................
...................

xi

Warning against plagiarism

................................
................................
................................
...

xii

Study unit
1

A multi
-
sector approach to development

................................
......

1

Study section
1.1

Complex composition of development issues

................................
....

2

Study section

1.2

Important role
-
players in the multi
-
sector approach

...........................

3

Study unit
2

Corporate go
vernance

................................
................................
....

5

Study section

2.1

Corporate governance: Basic points of departure

..............................

6

Study section

2.2

Corporate governance in South Africa: King II
-
report

.........................

7

Study unit
3

Corporate so
cial responsibility

................................
......................

9

Study section

3.1

The role of corporate organisations in development

........................

11

Study section

3.2

Corpora
te social responsibility: Theoretical points of departure

.......

12

Study section

3.3

Corporate social responsibility in practice

................................
........

14

Study section

3.4

Reporting on corporate social responsibility (GRI


index)

...............

16

Study section

3.5

Corporate social responsibility: Only communication or
development too?

................................
................................
............

17


iv

Study unit
4

The government as developer

................................
......................

19

Study section

4.1

The role of the government as developer
................................
.........

21

Study section

4.2

Development programmes by the
government

................................

22

Study unit
5

The non
-
profit sector as developer

................................
..............

25

Study

section

5.1

The role of the NGO, NPO and CBO as developer

..........................

26

Study section

5.2

Development projects by NROS/NPOS/CBOS

................................

27

RULES FOR USING COMPUTER ROOMS IN THE FACULTY OF ARTS

..........................

29

Student guide


................................
................................
................................
........

31





v

W
ORD OF WELCOME

A most cordial welcome to the course KCMO 611
in Development C
ommunication.

We are
confronted almost on a daily basis with words such as transformation, upliftment,
underprivileged or previously disadvantaged groups, etc. These concepts all belong under
the broad umbrella of development.

Y
ou may perhaps ask how these relate to
co
mmunication. Broadly speaking, development communication is regarded as any
communication aimed at improving a person’s quality of life. It therefore covers a wide field
from which we can all benefit. In this course the focus will be particularly on equipp
ing you as
communication practitioner to function within the developing South African society. In the
South African society as it exists today one does not have to specifically do “development
work” in order to be confronted by development issues. In almo
st any career setup one will
be confronted by development issues such as BEE, EE, and Aids.

M
ETATHEORETICAL APPRO
ACH TO KCMO 611

KCMO 611 is being studied from the metatheoretical tradition of cybernetics. In this tradition
it is accepted that a system co
nsists of an interactive and interdependent set of components
which functioning in combination are more than the sum of the parts. The multi
-
sector
approach is being discussed in this module and it is argued that if the corporate sector, non
-
governmental
sector and the national and local governments are working together in
addressing development issues, the impact of such initiatives would be much higher that one
of the sectors doing it alone. It is being argued that every one of the sectors has specific
strong and weak points and that they supplement one another to maximise strong points and
overcome weak points.

It is furthermore stressed that the parts of the system functions interdependently and that
every part of the system should function optimally s
ince the whole system would be weekend
if this is not the case. The different systems within each of the sectors are also being
discussed and the same argument regarding the interdependency of parts are made here.

M
ODULE OUTCOMES

After having studied this

module you should be able to:



Analyse and apply development communication principles and practices within the
context of non
-
profit and government organisations;



Understand and implement corporate social responsibility within the context of
development co
mmunication;



Evaluate ethical issues within the context of development.


vi

C
ONTACT DETAIL

Lecturer

Ms EM Kloppers

Communication building (F20), room G12

Tel: 299
-
1644 (office)

e
-
mail: elbe.kloppers@nwu.ac.za

Consulting hours

Available next to the office doo
r.

Class times

As indicated on the timetable.

STUDY MATERIAL

There is no specific prescribed textbook for this course. A variety of sources will be reserved
for you in the library. Most of our sources, however, are internet sources and the addresses
of the
se are provided in full in the study guide so that you can find them on the internet
yourself. Some of the study material will also be provided via e
-
fundi/e
-
mail.

Consult the study guide for a list the study materials. You will also be briefed during cl
ass on
the importance of the various sources. You will note that you will be expected to read
extensively. The aim is not for you to study all this reading with a view to the examination, but
that you should read the sources in order to achieve the study o
utcomes. You will be brie
fe
d
during class on the most important sources.

You may be expected from time to time to find and consult additional sources in the library.
You will be
guided

comprehensively
regarding

the use of databases in the library in order to
conduct searches. Within the context of development communication it is especially
important to consult recent sources, because legislation
concerning

development changes
constantly.

H
OW TO STUDY

The emphasis in the course is on independent work on the side of the learner and we will
mainly
make
use

of

the seminar method.

This means that the function of the lecturer in the course is not that of being the "learned
master", but rather to act as
a
stu
dy leader who assists the learner in the process of
mastering the subject contents. It is therefore not the task of the lecturer to convey
knowledge by means of lectures, but rather to act as facilitator during group discussions. The
lecturer will therefor
e not present formal lectures


informal discussions will mostly take
place.

When you
work through

the study guide, it may seem as if a great deal of reading is required
of you. Do not despair: you will receive guidance during class on the importance of t
he
different sources and you will be told which sources need to be prepared with a view to class
discussions.



vii

As a general guideline you should take note that preparation should be done with the study
outcomes in mind.

T
HE TASK OF THE LECTU
RER



To provide

a framework within which the theme can be studied;



To highlight critical questions within the theme;



To stimulate class discussion;



To indicate the most important reading.

T
HE TASK OF THE LEARN
ER



To prepare for class discussions;



To participate in class d
iscussions;



To ask questions if

any
section

of the reading needs clarification;



To compile notes


in accordance with the study objectives


with a view to
assessment on the particular theme.

T
IME MANAGEMENT

The module will require 160 hours to complete.
Approximately 130 hours will be taken up by
preparation, as well as for the contact sessions themselves. You therefore need 5 hours per
contact session for preparation and assignments
relevant to

the contact session.

This leaves you with only 30 hours for

the more extensive assignments and also the
semester test assignment.

EVALUATION

Because you will be assessed continuously in this course unit, it is essential that you should
attend all classes. Punctual class attendance, preparation and participation i
n class
discussions will be to your advantage.

ASSIGNMENTS

The aim of assignments is twofold:



Firstly, to provide you with the opportunity of applying your theoretical knowledge to
practical situations; and



Secondly, to practice academic writing skills.

Y
ou will be briefed comprehensively during class on what is expected of you with
assignments.

The assignments tend to be shorter, but all criteria that are taken into consideration with a
research project should be accounted for with the assignments.



vi
ii

A number of assignments will be completed during class times


this points to the importance
of class attendance.



Evaluation of assignments

You will receive evaluation criteria for all assignments and the research project beforehand to
assist you in planni
ng your assignment.

S
EMESTER TEST

No formal semester test will be written. However, you will be expected to submit a
research
project

in the place of the semester test.

O
PEN BOOK TEST

You will only write one test in this module, and the test will have an "open book" format. You
will write one two
-
hour paper before the commencement of the June examination. Because
this will be an “open book” paper, you are obviously expected to provide

insight rather than
merely reproducing facts.

The test will consist of essay
-
type questions. You will be evaluated not only on the depth of
subject knowledge, but also on your ability to present arguments logically and systematically.

For such a questio
n, keep the following in mind:



An essay does not necessarily have to be long; spend as much time on your answer as
is reflected by the
mark allocation

and
available time
.



An essay requires planning. Do not simply start writing


first draw up a scheme.



An
essay requires originality: The lecturer does not want you to simply copy the
knowledge as you find it in the book (even if you know it off by heart). You must show
the lecturer how you have mastered the study content.



An essay type question must consist o
f full sentences and paragraphs that are clearly
structured. Telegram style or core notes may not be used. The use of headings to
structure a question is recommended.

EXAMINATION

There will be no examination paper for this module and your participation m
ark equals your
module mark.



ix

P
ROOF OF PARTICIPATIO
N

General Rule
A.5.4.3

stipulates the following in this regard:

Admission to an examination will only be granted to a student who can prove, to the
satisfaction of the school director who acts in conjuncti
on with the subject chair, by means of
the presentation of a
proof of participation

that he or she has complied with the participation
requirements of the particular module, as set out in the particular study guide.

In order to obtain such a proof for

KCM0

611, you must comply with the following
requirements:



All assignments / group discussions must be performed / submitted;



You must have a semester test mark (you thus need to submit the semester test
assignment);



You must write the open book test;



All gro
up assignments must be submitted and all the group members must be present
when presenting the assignment to the class.

P
ARTICIPATION MARK

General rule
A.1.5
is relevant in this regard:

It is the
average

of
all

the marks that have been awarded within a prescribed time to a
learner by means of formative assessment in a module, based on the completion of
those teaching
-
learning assignments required by the study of the module and for which
a mark has been allocated
.

Semester

assignment


30

Individual and group assignments


50

Open book test


20

Final mark

The participation mark equals the module mark.

Absence

A student who has been absent must,
within five days

after the date of absence from
classes, tests or assig
nments:



Make a copy of the absence form plus a copy of the medical certificate for each of the
particular subjects;



Take the original medical certificate plus copies of the certificate together with the
relevant form to the particular lecturer for his/her
approval and record
-
keeping;



Take the signed form to the secretary for filing.

If you should fail to comply with any of these instructions, the excuse will not be accepted.


x

A
DMINISTRATION OF MAR
KS

It is the
duty of the student to check that

his/her marks h
ave been captured correctly into the
system. The student has


after the marks have been pinned to the notice board


one week
to draw the lecturer’s attention to any problems or questions regarding marks. This includes
showing a medical certificate. There
after, no mark will be changed.



Student problems

Should you experience any problems with the course, first discuss these with the lecturer. If
the lecturer cannot deal with the particular problem, you will be referred to the subject chair
or school directo
r.

A
CTION VERBS

Questions in tests and examinations always contain certain key words or action verbs. You
should know what these action verbs mean and what is expected of you when answering
such a question. With a view to this a short list of such words

is provided below.



Name

Only the facts are given in a brief answer.



Describe

With “describe” you are expected to perform on the level of knowledge reproduction
(memorising). The facts of a matter should be reproduced and no comment or argument is
necessary.



Define

With “define” simple reproduction of knowledge is required. You should have memorised a
short, authoritative explanation or description of a concept, and reproduce it.



Give an overview

A large volume of knowledge must be summarised and
reproduced in a logical and
systematic manner, without losing the essence of the matter.



Explain

The matter is clearly stated so that the reader will understand it. Here you should use
illustrations, descriptions and examples, while also proving reasons f
or statements and
results.



Prove

Motivate a standpoint by presenting acceptable facts in a logical manner.



Compare

This type of question should be approached with care. One issue should not be described in
full and then the next one


such an answer create
s the impression that the reader should
make the comparison and arrive at conclusions herself. Facts, events or problems are stated
against each other and similarities and differences should be highlighted.



xi



Discuss

This type of question requires insight an
d the ability to distinguish when applying knowledge
and presenting an evaluation thereof. Various aspects of the matter or statement are
investigated and presented in an analytical manner.



Analyse

The contents are divided into parts and then discussed.
Causes and effects are determined
and mutual relationships are established.



Evaluate

With evaluate you are expected to judge an issue by means of certain criteria. A value
-
judgement is pronoun
c
ed and this must be motivated.

Lecturers will, where necessary
, brief you further during class on these (and other relevant
terms). It is nonetheless important that you should know beforehand what will be expected
from you if such an action verb were to occur in a paper.

W
ORK PROGRAMME

A comprehensive work programme

will be sent to you during the first week of class via e
-
mail.

Date

Study unit: Theme


1.

A multi
-
sector

approach to development (3)


1.1

Complex composition of development issues (1)


1.2

Important role
-
players in the multi
-
sec
tor

approach (2)


2.

Corporate governance (3)


2.1

Corporate governance: basic points of departure (1)


2.2

Corporate governance in South Africa: King II
I
-
report (2)


3.

Corporate social responsibility (
9
)


3.1

The role of corporate organisation in development (2)


3.2

CSR: theoretical points of departure (2)


3.3

CSR in practice (2)


3.4

Reporting on CSR (1)


3.5

CSR: Communication only, or development too? (2)


4.

The government as developer (3)


4.1

The role of the government in development (1)


4.2

Development programmes by the government (2)


5.

The NGO/NPO/CBO as developer (4)


5.1

The role of the NGO/NPO/CBO as developer (1)


5.2

Development projects by NGO/NPO/CBO (3)

Assignments: Assignments are discussed in detail under the relevant themes


xii

WARNING AGAINST PLAG
IARISM


ASSIGNMENTS ARE INDIVIDUAL TASKS AND NOT GROUP ACTIVITIES
.
(UNLESS
EXPLICITLY INDICATED AS GROUP ACTIVITIES)

Copying
of text from other learners or from other sources (for instance the study guide,
prescribed material or directly from the internet) is
not allowed



only brief quotations are
allowed and then only if indicated as such.

You should
reformulate

existing text

and use your
own words
to explain what you have
read. It is not acceptable to retype existing text and just acknowledge the source in a
footnote


you should be able to relate the idea or concept, without repeating the original
author to the letter.

The
aim of the assignments is not the reproduction of existing material, but to ascertain
whether you have the ability to integrate existing texts, add your own interpretation and/or
critique of the texts and offer a creative solution to existing problems.

Be
warned: students who submit copied text will obtain a mark of zero for the
assignment and disciplinary steps may be taken by the Faculty and/or University. It is
also unacceptable to do somebody else’s work, to lend your work to them or to make
your work a
vailable to them to copy


be careful and do not make your work available
to anyone!





Study unit 1


1


1

A MULTI
-
SECTOR

APPROACH
TO DEVELOPMENT




Time

This study unit will require 18 hours to complete, 3 contact sessions included.

Study unit outcome

After having studied this study unit you must have an understanding of the complexity of
development problems and
you
thus also
need to understand that a multi
-
sector

approach is
necessary in order to deal with development problems.

Stud
y material

CAPLAN, K., HEAP, S., NICOL, A.L., PLUMMER, J., SIMPSON, S. & WEISER, J. 2001.
Flexibility by design: lessons from multi
-
sector partnerships in water and sanitation projects.
[web:]
http://www.bpd
-
waterandsanitation.org/english/docs/flexibility.pdf
. Date of use: 6 Aug
2007.

LINTON, A. 2005. Partnering for sustainability: business
-
NGO alliances in the coffee
industry.
Development in practice,
15 (3&4): 600
-
612.

SHAH, A. 2002. World summit on sustainable development. [web:]
http://www.globalissues.org/TradeRelated/Development/WSSD.asp
. Dat
e of use
: 6 Aug
2007.

TSAFACK
-
THEMEH
, C.

2004. Gender and income inequalities and HIV/Aids pandemic.
[Web:]
http://www.iaen.org/files.cgi/14610_GenderIncomeInequalities.
pdf?PHPSESSID=379bb3096
deff1b2318e422bdef47555
. Date of use: 14 Sept 2006.

Content

In the study of KCOM 322

you have already been introduced to development communication
and the complexity of development problems. It was clear that “traditional communicati
on
methods” are not always applicable, and that communication in a development context
needs to be approached with a great deal of care. The complexity of development issues
also implies that dealing with these problems will be a more complex endeavour, an
d that
there will often be a range of role
-
players involved. In this study unit the emphasis will be on
the different role
-
players within the field of development, and w
e will see that a multi
-
sector

approach is essential in order to facilitate sustainable

social development.

Study section
1.1

Complex composition of development issues

................................
....

2

Study section

1.2

Important role
-
players in the multi
-
sector approach

...........................

3

Study unit 1


2


1.1

C
OMPLEX COMPOSITION O
F
DEVELOPMENT ISSUES





Time

This study section will require approximately 6 hours to complete, 1 contact session included.

Study material

1.

TSAFACK
-
THEMEH
, C. 2004. Gender and income inequalities and HIV/Aids
pandemic. [Web:]
http://www.iaen.org/files.cgi/14610_GenderI
ncomeInequalities.pdf?PHPSESSID=379b
b3096deff1b2318e422bdef47555
. Date of use: 14 Sept 2006.

2.

SHAH, A. 2002. World summit on sustainable development. [web:]
http://www.glob
alissues.org/TradeRelated/Development/WSSD.asp
. Date of use
: 6
Aug 2007.

Introduction

Development problems have an impact on a variety of facets in society, among which the
economical, political, educational, agricultural and health care spheres, as we
ll as others. As
communication expert you will have to deal with these sectors, either as corporate
communication manager who must liaise with employees and stakeholder groups, or in the
media world where development issues are among the most salient news

items.

Study outcomes

After having studied this study section you should be able to:



Discuss the complex nature of development problems;



Indicate which sectors of society are affected by development problems;



Explain the role of the communication practit
ioner when dealing with development
problems.

Preparation for the contact session



Work through the prescribed reading.



Prepare for a class discussion (as based on the reading you have done) in which you
must mention with which development issues you may
have to deal in your chosen
career.

Study unit 1


3


1.2

I
MPORTANT RO
LE
-
PLAYERS IN THE
MULTI
-
SECTOR

APPROACH





Time

This study section will require appro
ximately 12 hours to
complete, 2 contact sessions
included.

Study material

1.

CAPLAN, K., HEAP, S., NICOL, A.L., PLUMMER,
J., SIMPSON, S. & WEISER, J.
2001. Flexibility by design: lessons from multi
-
sector partnerships in water and
sanitation projects. [web:]
http://www.bpd
-
waterandsanitation
.org/english/docs/flexibility.pdf
. Date of use: 6 Aug 2007.

2.

LINTON, A. 2005. Partnering for sustainability: business
-
NGO alliances in the coffee
industry.
Development in practice,
15 (3&4): 600
-
612.

Introduction

From the previous study section it was cl
ear that development issues are usually very
complex and that these affect a variety of sectors in society. From this, it follows also that
dealing with development issues will also be complex, and that various sectors thus have to
hold hands in order to
address these issues. In this study section the so
-
called multi
-
sector
approach will be investigated. The focus is especially on how the government, non
-
government organisations and profit
-
driven organisations can co
-
operate in order to manage
developmen
t problems. Communication obviously plays an important role in such a multi
-
sector approach.

Study outcomes



After having studied this study section you should be able to:



Describe the most important points
of departure of a multi
-
sector

approach;



Motivate
why a multi
-
sector

approach is necessary for dealing with development
problems;



Discuss the most important role
-
pla
yers within a multi
-
sector

approach.



Discuss the role of the communication practitioner in this approach.

Preparation for the contact session

Work through the prescribed reading.

Prepare to participate in a class discussion on the following subject: The potential
contribution of the government, non
-
profi
t and profit
-
driven sectors to
development. Argue
Study unit 1


4

your standpoint from the point of view o
f the particular sector where you would like to be
situated in terms of your career.

Evaluation

The group assignment will be given to you during class time.




Study unit 2


5


2

C
ORPORATE GOVERNANCE






Time

This st
udy unit will require approximately 18 hours to complete, 3 contact sessions included.

Study unit outcome

After having studied this study unit the learner should understand the implications of the King
II
-
report and corporate governance in South Africa for

the communication expert.

Study material

This study section is based on:

COMMONWEALTH ASSOCIA
TION FOR CORPORATE G
OVERNANCE
. 1999. CACG
guidelines for corporate governance in the commonwealth: Towards global competitiveness
and economic accountability.
Commonwealth Association for Corporate Governance.
[Web:].
http://www.ecseonline.com/PDF/CACG%20Guidelines%20
-
%20P
rinciples%20for%20Corporate%20Governance%20in%20the%20Commonwealth.pdf

.
Date of use: 6 Aug 2007.

INSTITUTE OF D
IRECTORS. 2009. King report on governance for South Africa. Parklands
: IOD.

Content

In study unit 1 we saw that various role
-
players are
involved with development issues; not
only in South Africa, but also world wide. Corporate governance refers, among others, to the
behavioural code regarding how these role
-
players should conduct themselves. In this study
unit we will investigate the pri
nciples of corporate governance, more specifically the King I
I
I
-
report that defines corporate governance in South Africa.

Study section

2.1

Corporate governance: Basic points of departure

..............................

6

Study section

2.2

Corporate governance in South Africa: King II
-
report

.........................

7


Study unit 2


6


2.1

CORPORATE GOVERNANCE
:

B
ASIC
POINTS OF DEPARTURE





Time

This study unit will require approximately 6 hours to complete, 2 contact sessions included.

Study material

1.

COMMONWEALTH ASSOCIA
TION FOR CORPORATE G
OVERNANCE
. 1999.
CACG guidelines for corporate governance in the commo
nwealth: Towards global
competitiveness and economic accountability. Commonwealth Association for
Corporate Governance. [Web:].
http://www.ecseonline.com/PDF/CACG%20Guidelines%20
-
%20Principles%20for%20Corporate%20Governance%20in%20the%20Commonwealth
.pdf

. Date of use: 6 Aug 2007.
p

1


15

2.

INSTITUTE OF D
IRECTORS. 2009. King report on governance for South Africa.
Parklands : IOD.

Introduction

Profit
-
driven organisations are not only expected to show a profit


reference is also made to
the so
-
called
threefold baseline
. Apart from profit the organisat
ion also needs to take people
as well as the environment into consideration. Corporate governance defines the framework
within which this
threefold baseline

is manifested
. In this study section we will
investigate

the
basic principles of good corporate g
overnance as these occur around the world.

Study outcomes

After having studied this study section you should be able to:



Define corporate governance and explain the basic principles of corporate governance;
and



Discuss corporate governance as a world
-
wide
phenomenon.

Preparation for the contact session



Work through the prescribed reading with a view to participate in a class discussion
structured around the study outcomes.


Study unit 2


7


2.2

CORPORATE GOVERNANCE

IN SOUTH
A
FRICA:

K
ING II
-
REPORT





Time

This study section
will require approximately 12 hours to complete, 2 contact sessions
included.

Study material

1.

INSTITUTE OF D
IRECTORS. 2009. King report on governance for South Africa.
Parklands : IOD.

Introduction

The King
I
II
-
report emphasised the importance of corpo
rate social governance in South
Africa. Although it is not implemented as legislation, there are nonetheless sanctions that
“compel” organisations to subject themselves to the guidelines of the King
I
II
-
report. As
communication experts you will deal with

the report in practice on a direct level.

Study outcomes

After having studied this study section you should be able to:



Describe the broad guidelines of corporate governance as set out in the King I
I
I
-
report;



Debate the implications of the King
I
II
-
report

for the communication expert;



Participate in a critical discussion as to whether the King I
I
I
-
report should be legislated.

Preparation for the contact session 1



Work carefully through the executive summary of the King I
I
I
-
report and make notes on
the impl
ications of the report for the communication expert.

Preparation for contact session 2



Prepare for participation in a class discussion on whether the King
I
II
-
report should be
legislated.

Evaluation

The group assignment will be issued during class.




Study unit 2


8






Study unit 3


9


3

C
ORPORATE SOCIAL
RESPONSIBILITY




Time

This study section will require approximately 42 hours to

complete, 7 contact sessions
included.

Study unit outcome

To understand the concept of corporate social resp
onsibility, and to come to grips with how it
can be applied within the context of development communication.

Study material

This study unit is based on:

BOWD, R., HARRIS, P. & CORNELISSEN, J.

2003. CSR


A school’s approach to an
inclusive definition: setting the scene for future public relations and communications
research. Paper delivered at the 10th International Public Relations Research Symposium
BledCom 2003, Lake Bled, Slovenia, 3
-
6
July 2003.

DAVI
DS, I.

2005.
The public sector: promoting development and good governance. (In
Davi
d
s,

I, Theron, & Maphunye, K. J.

eds
. 2005. Participatory development in South Africa:
a development man
agement perspective. Pretoria :

Van Schaik
. p.
67
-
74
.)

GLOBAL REPORTING INITIATIVE. 2007. G3 guidelines [web:].
http://www.globalreporting.org/ReportingFramework/G3Online/ Date of use: 7 Aug 2007.

GLOBAL REPORTING INITIATIVE. 2007. Sustainability reporting guidelines [web:].
http://www.g
lobalreporting.org/NR/rdonlyres/A1FB5501
-
B0DE
-
4B69
-
A900
-
27DD8A4C2839/0/G3_GuidelinesENG.pdf. Date of use: 7 Aug 2007.

HAMANN, R. & KAPELUS, P. 2004. Corporate social responsibility in mining in Southern
Africa: fair accountability or just greenwash?
De
velopment
, 47(3):85
-
92.

HESS, D. 2007. Social reporting and new government regulation: the prospects of
achieving corporate accountability through transparency.
Business ethics quarterly,

17(3):453
-
476.

INTERNATIONAL ORGANIZATION FOR STANDARDIZATION.

2010. ISO 26 000:
Guidance on social responsibility. Geneva : ISO.

LANTOS, G.P. 2001. The boundaries of strategic corporate social responsibility.
Journal of
consumer marketing,
18(7):595
-
630.

MAZURKIEWICZ, P. & G
RENNA, L.

2003. Corporate social r
esponsibility and multi
-
stakeholder debate: towards environmental behavior change. World Bank / DevComm. [web]
http://siteresources.worldbank.org/EXTDEVCOMSUSDEVT
/Resources/csrdialogue.pdf
. Date
of use: 6 Aug 2007.

Study unit 3


10

SCHWARTZ, M.S. & CARROLL, A.B. 2003. Corporate social responsibility: a three
-
domain
approach.
Business ethics quarterly
, 13(4):503
-
530.

Content

In study unit 1 we have found that a multi
-
sectoral app
roach to development should be
followed, which means that various role
-
players should be part of the process. In this study
unit we will investigate a specific role
-
player in development, namely the profit
-
driven sector.
In study unit 2 we were introduced

to the King II
-
report which sets out the corporate sector’s
role in development within the context of corporate governance. Although the primary aim of
a profit
-
driven organisation is seldom development, more and more corporations are
becoming involved in

development


often because of social responsibility

imperatives
. On
the one hand organisations experience pressure from outside to become involved in
development, but on the other there are also organisations
that

have realised that all
communities form
part of their stakeholders, and
that

therefore the needs of these
communities should also be attended to. Against this background the following themes will
be addressed in this study section:

Study section

3.1

The role of corporate organisations in develo
pment

........................

11

Study section

3.2

Corporate social responsibility: Theoretical points of departure

.......

12

Study secti
on

3.3

Corporate social responsibility in practice

................................
........

14

Study section

3.4

Reporting on corporate social responsibility (GRI


index)

...............

16

Study section

3.5

Corporate social responsibility: Only communication or
development too?

................................
................................
............

17

Study unit 3


11


3.1

THE ROLE OF CORPORAT
E
ORGANISATIONS IN DEV
ELOPMENT





Time

This study section will require approximately 12 hours to complete, 2 contact sessions
included.

Study material

This study section is based on:

2.

DAVI
DS, I.

2005.
The public sector: promoting development and good governance.
(In Davi
d
s,

I, Theron, & Maphunye, K. J.

eds
. 2005. Participatory development in
South Africa: a development man
agement perspective. Pretoria :

Van Schaik. p.
67
-
74
.)

3.

INTERNATIONAL ORGANI
ZATION FOR STANDARDIZATION. 2010. ISO 26 000:
Guidance on social responsibility. Geneva : ISO.

Introduction

As you could see in Study unit 1, corporate organisations are one of the three main role
players in the multi
-
sector approach to development.
In this study unit the role of corporate
organisations in development as well as reasons for them to contribute to development is
being discussed.

Study outcomes

After having studied this study section you should be able to:



Discuss the task and function

of
corporate organisations

as developer;



Critically discuss the influence of development issues on corporate organisations

Preparation for the contact sessions

Contact session 1



Prepare the study material to be able to do a group assignment in class regar
ding the
role of corporate organisations in development.

Contact session 2



Prepare for a class debate on the influence of development issues on corporate
organisations.

Study unit 3


12


3.2

C
O
RPORATE SOCIAL RESPO
NSIBILITY:
T
HEORETICAL POINTS OF

DEPARTURE





Time

This study section will require approximately 12 hours to complete, 2 contact sessions
included.

Study material

This study section is based on:

1.

SCHWARTZ, M.S. & CARROLL, A.B. 2003. Corporate social responsibility: a three
-
domain approach.
Business ethic
s quarterly
, 13(4):503
-
530.

2.

BOWD, R., HARRIS, P. & CORNELISSEN, J. 2003. CSR


A school’s approach to an
inclusive definition: setting the scene for future public relations and communications
research. Paper delivered a the 10th International Public Rel
ations Research
Symposium BledCom 2003, Lake Bled, Slovenia, 3
-
6 July 2003.

3.

LANTOS, G.P. 2001. The boundaries of strategic corporate social responsibility.
Journal of consumer marketing,
18(7):595
-
630.

4.

INTERNATIONAL ORGANIZATION FOR STANDARDIZATION. 201
0. ISO 26 000:
Guidance on social responsibility. Geneva : ISO.

Introduction

You have already been introduced to corporate communication governance during your
second year of study and more particularly
to

corporate social responsibility. However, you

have not yet been exposed to the theoretical points of departure underlying
CSR
. It is
important for you to take note of the theoretical points of departure so that you can
understand why (emphasis on which approach) CSR can be applied. This will also e
nable
you to evaluate the effectiveness of CSR.

Study outcomes

After having studied this study section you should be able to:



Critically discuss the different
approach
e
s to corporate social responsibility;



Based on the different approaches outlined above,
define

CSR;



Critically discuss
Schwartz and Carol
l’s

(2003)

recommended threefold

approach to
corporate social responsibility;



Analyse a c
ase study

by means of
Schwarts and Caroll
’s

(2003)
threefold

approach;



Discuss theories related to the functioning and
effectiveness
of

CSR.

Study unit 3


13

Preparation for the contact sessions

Contact session 1



Prepare yourself
to present a

seminar
on

the most important theoretical
points of
departure

(
you will receive more information
during class
).

Contact session 2



Analyse a case study
of your choice in light of the threefold approach
to CSR

of

Schwartz and Carroll (2003).

Evaluation



Group assignment
:
You must be able to, in group context, evaluate
a CSR project
of
your choice by me
ans of the threefold approach to CSR of

Schwartz and Carroll (2003)

and
present this evaluation in the form of a class presentation
.
E
ach presentation m
ust be
approximately

20 minute
s long and must comprise of

5
-
6
typed pages
.




Marks are awarded for



Backg
round and
explanation of
project:


10

marks



Anal
ysis
:






20

marks



Presentation
:






10
marks



TOTAL:







40
marks





Study unit 3


14


3.3

C
ORPORATE SOCIAL RESP
ONSIBILITY IN
PRACTICE





Time

This study section will require approximately 12 hours to complete, 2 contact

sessions
included.

Study material

1.

INTERNATIONAL ORGANIZATION FOR STANDARDIZATION. 2010. ISO 26 000:
Guidance on social responsibility. Geneva : ISO.

2.

MAZURKIEWICZ, P. & G
RENNA,

L. 2003. Corporate social responsibility and multi
-
stakeholder deb
ate: towards environmental behavior change. World Bank / DevComm.
[web]
http://siteresources.worldbank.org/EXTDEVCOMSUSDEVT/Resources/csrdialogue.pdf

Date of use:

6 Aug 2007.

Introduction

In the previous study section we have seen that CSR programmes usually have an ethical,
legal and economical dimension. In this study section we further explore how CSR
programmes are realised in practice, and thus which of these

dimensions emerges the most
strongly. Pay particular attention to the “battle” between the ethical and legal dimensions.

Study outcomes

After having studied this study section you should be able to:



Describe corporate social responsibility as world
-
wide
phenomenon;



Discuss the advantages of CSR for a corporation in a critical manner;



Discuss the implications of the King I
I
I
-
report for CSR in South Africa;



Discuss the possible setting of standards for CSR in South Africa critically.

Preparation for the con
tact session

Contact session 1



Prepare the study material for a group assignment in class

Study unit 3


15

Contact session 2



Prepare for a class debate on the necessity of formulating standards for CSR in South
Africa.

Evaluation

The group assignment will be issued during
class.




Study unit 3


16


3.4

R
EPORTING ON CORPORAT
E SOCIAL
RESPONSIBILITY (
GRI



INDEX)





Time

This study section will require approximately 6 hours to complete, 1 contact session included.

Study material

1.

GLOBAL REPORTING INITIATIVE. 2007. Sustainability reporting guidelines [web:].
http://www.globalreporting.org/NR/rdonlyres/A1FB5501
-
B0DE
-
4B69
-
A900
-
27DD8A4C2839/0/G3_GuidelinesENG.pdf. Date of use: 7 Aug 2007.

2.

GLOBAL REPORTING INITIATIVE. 2007. G3 gui
delines [web:].
http://www.globalreporting.org/ReportingFramework/G3Online/ Date of use: 7 Aug
2007.

Study outcomes

After having studied this study section you should be able to:



Discuss the importance of reporting on social responsibility for a corpora
tion;



Describe the main indicators in the GRI
-
index and indicate how these relate to the King
II
I
-
report;



Evaluate a corporation’s sustainability report by means of the GRI index;



Use the GRI index to write a sustainability report.

Introduction

From the pr
evious study sections it emerged that corporations will need to pay increasingly
more attention to CSR and corporate governance, especially if they are looking to comply
with the guidelines of the King I
I
I
-
report. One of the ways in which these programmes

are
evaluated, is the sustainability report of the corporation. In this study section we will
investigate aspects that should be addressed in this report, according to the
Global reporting
initiative
. These aspects also correspond with the guidelines of

the King
I
II
-
report.

Preparation for the contact session



Work through the prescribed reading. You must be able to evaluate sustainability
reports, in groups, by means of the GRI
-
index.

Evaluation

The group assignment will be given during class.

Study unit 3


17


3.5

C
ORPORATE SOCIAL RESP
ONSIBILITY:
ONLY

COMMUNICATION
OR

DEVELOPMENT

TOO
?




Time

This study section will require approximately 12 hours to complete, 2 contact sessions
included.

Study material

This study section is based on:


1.

INTERNATIONAL ORGANIZATION FO
R STANDARDIZATION. 2010. ISO 26 000:
Guidance on social responsibility. Geneva : ISO.

2.

HAMANN, R. Y KAPELUS, P. 2004. Corporate social responsibility in mining in
Southern Africa: fair accountability or just greenwash?
Development
, 47(3):85
-
92.

Introduction

From the previous study sections it emerged that CSR has almost become fashion jargon,
and is certainly regarded by organisations as the “right thing” to do. In this study section the
question is asked, however, if CSR indeed contributes towa
rds development and if


on the
other hand


it isn’t merely part of the organisation’s image
-
building programme.

Study outcomes

After having studied this study section you should be able to:



Critically discuss the relationship between communication and CS
R;



Critically debate the right of existence (or not) of CSR;



Debate whether CSR is merely a “communication exercise” or whether it is truly
concerned with development.

Study unit 3


18

Preparation for the contact sessions

Contact session 1



Work
through
the reading
with a v
iew to a class debate on the relationship between

communication and CSR.

Contact session 2



Prepare the study material for a group assignment in class

Evaluation

The group assignment will
be issued during
class.





Study unit 4


19


4

T
HE GOVERNMENT AS
DEVELOPER




Time

This study unit will require approximately 8 hours to complete, 3 contact sessions included.

Study unit outcome

After having completed the study unit you should have an understanding of the (poten
tial)
role that the government (can) play in terms of development communication in South Africa.

Study material

This study unit is based on:

ATKINSON, D. 2002. Local government, local governance and sustainable development:
getting the parameters right.

Cape Town: HSRC. [web:]
http://www.hsrcpress.ac.za/product.php?productid=2000&freedownload=1

Date used: 7
Aug 2007.

DAVI
D
S, I. & MAPHUNYE, K.
J. 2005.
The public sect
or: promoting development and good
governance. (In Davi
d
s,

I, Theron, & Maphunye, K. J.
eds
. 2005. Participatory
development in South Africa: a development man
agement perspective. Pretoria :

Van
Schaik. p. 52
-
65.)

SWANEPOEL,

H. 1997. The state and
development. (In: Swanepoel, H. & De Beer, F.
eds
.
1997.
Introduction to development studies
. Johannesburg: Thompson. p. 56
-
64.)

THERON, F. 2005. Integrated development planning as a micro
-
level development
strategy. (In Davi
d
s, I, Theron, & Maphunye, K
. J. Eds. 2005. Participatory development in
South Africa: a development management perspective. Pretoria
:

Van Schaik. p. 133
-
147.)

Content

In study unit 1 it was indicated that a multi
-
sector approach is necessary in order to deal with
development
issues. The government is the second role
-
player in this mul
t
i
-
sectoral
approach that we will address. In KOMS 312 (
Development C
ommunication) you have been
introduced to government communication. It was clear from the GCIS’s mission and vision
that they

put a great deal of emphasis on development



government communication is, in a
sense, defined as development communication. It also became apparent that MPCCs
constitute a further important government initiative aiming to contribute towards
development.

In this study unit the role of the government as developer is further explored;
this sphere therefore encompasses more than only government communication. However,
communication remains an important element in the development process and it is therefore
also important to familiarise yourself with the study unit on gov
ernment communication in
KCOM 322
.

Study unit 4


20

Study section

4.1

The role of the government as developer
................................
.........

21

Study section

4.2

Development programmes by the government

................................

22

Study unit 4


21


4.1

T
HE ROLE OF THE GOVER
NMENT AS

DEVELOPER




Time

This study section will require approximately 6 hours to complete, 1 contact session included.

Study material

This study section is based o
n:

1.

SWANEPOEL,

H. 1997. The state and development. (In: Swanepoel, H. & De Beer, F.
eds
. 1997.
Introduction to development studies
. Johannesburg: Thompson. p. 56
-
64.)

2.

DAVI
D
S, I. & MAPHUNYE, K.
J. 2005.
The public sector: promoting development and
goo
d governance. (In Davi
d
s,

I, Theron, & Maphunye, K. J.
eds
. 2005. Participatory
development in South Africa: a development man
agement perspective. Pretoria :

Van
Schaik. p. 52
-
65.)

Introduction

In South Africa

the "duty" of development is often placed at the feet of government. It is said
that the government must "do something" about poverty, health, education and the like. On
the other hand, the governing ANC party is also eager to focus on development issue
s
during election campaigns. This accentuates the notion that the government can act as
the

"saviour" of the people. In this study section we will look specifically at the suitability of the
government as developer.

Study outcomes

After having studied th
is study section you should be able to:



Discuss the task and function of the national government as developer;



Critically discuss the role that the local government can play regarding development;



Critically discuss
problems

that the government as develope
r may tend to encounter.

Preparation for contact session



Prepare to participation in a class discussion on the potential
problems

that a
government as developer may encounter. Make recommendations that can be applied
in order to overcome these problems. Fo
cus specifically on the role of the local
government in development.

Evaluation

The group assignment will be given to you during class.

Study unit 4


22


4.2

D
EVELOPMENT PROGRAMME
S BY THE
GOVERNMENT





Time

This study section will require approximately 12 hours to complete,

2 contact sessions
included.

Study material

This study section is based on:

1.

ATKINSON, D. 2002. Local government, local governance and sustainable
development: getting the parameters right. Cape Town: HSRC. [web:]
http://www.hsrcpress.ac.za/product.php?productid=2000&freedownload=1

Date of
use: 7 Aug 2007.

2.

THERON, F. 2005. Integrated development planning as a micro
-
level development
strategy. (In Davi
d
s, I, T
heron, & Maphunye, K. J. Eds. 2005. Participatory
development in South Africa: a development management perspective. Pretoria
:

Van
Schaik. p. 133
-
147.)

Introduction

From the previous study section it emerged that the government is not the ideal agen
t for the
implementation of development projects. The government should rather establish a broad
policy that supports development and then act as coordinator. In this study section we will
investigate projects where local government has played a role in
involving the community
itself with the project.

Study outcomes

After having studied this study section you should be able to:



Present a critical discussion of the local government as developer by means of a case
study analysis.

Preparation for the
contact session



Complete the assignment.




Study unit 4


23

Evaluation



Group assignment
: You should be able to evaluate a development project of a
government in group context and present this in the form of a class presentation. Each
presentation should last approximatel
y 20 minutes and comprise of 5
-
6 typed pages.

Discuss this project by means of the following headings:



Background to the project:





5 marks



Objectives of the project:





5 marks



Implementation of project (approach used):



5 marks



Evaluation of the
project:





5 marks



Recommendations to improve the project:



10 marks



Clarity of presentation:






10 marks


TOTAL
:








40 marks




Study unit 4


24






Study unit 5


25


5

T
HE NON
-
PROFIT SECTOR AS
DEVELOPER




Time

This study unit will require approximately 24 hours to complete, 4 contact sessions included.

Study unit outcome

After completion of this study unit you should have a broad understanding of the role that the
non
-
profit sector can play in terms of developme
nt in South Africa, with specific reference to
the North
-
West province.

Study material

This study unit is based on:

LIEBENBERG, S.

1997. Non
-
governmental organisations as agents of development. (In:
Swanepoel, H. & De Beer, F.
eds
. 1997.
Introduction to
development studies
. Johannesburg:
Thompson. p. 65
-
79.)

DAVIDS, I.

2005.
The strategic role of development NGOs.

(In Davi
d
s,

I, Theron, &
Maphunye, K. J.
eds
. 2005. Participatory development in South Africa: a development
management perspective. Pre
toria
:

Van Schaik. p.
67
-
74
.)

SHAH, A. 2005. Non
-
governmental organizations on development issues. [web:]
http://www.globalissues.org/TradeRelated/Poverty/NGOs.asp
. Date of use
: 6 Aug 2007.

Content

It became apparent from the previous study unit that the government is not necessarily the
most appropriate entity to act as developer, and should thus rather act as coordinator. This
implies that the government should have other “pa
rtners” to implement development projects
(see study unit 1 on the multi
-
sector approach). In this regard NGOs, NPOs and CBOs can
play an important role. In this study section we will focus specifically on the role of these
organisations in development.

However, one should keep in mind that, although the
NGO/NPO/CBO sometimes works with the government, they also initiate development
projects independently or become involved with existing projects.

Study section

5.1

The role of the NGO, NPO and CBO as dev
eloper

..........................

26

Study section

5.2

Development projects by NROS/NPOS/CBOS

................................

27



Study unit 5


26


5.1

T
HE ROLE OF THE NGO,
NPO AND CBO AS
DEVELOPER





Time

This study section will require approximately 6 hours to complete, 1 contact session included.

Study material

This study section is

based on:

1.

LIEBENBERG, S.

1997. Non
-
governmental organisations as agents of development.
(In: Swanepoel, H. & De Beer, F.
eds
. 1997
. Introduction to development studies
.
Johannesburg: Thompson. p. 65
-
79.)

2.

DAVIDS, I.

2005.
The strategic role of
development NGOs.

(In Davi
d
s,

I, Theron, &
Maphunye, K. J.
eds
. 2005. Participatory development in South Africa: a
development management perspective. Pretoria
:

Van Schaik. p.
67
-
74
.)

3.

SHAH, A. 2005. Non
-
governmental organizations on
development issues. [web:]
http://www.globalissues.org/TradeRelated/Poverty/NGOs.asp
. Date of use: 6 Aug
2007.

Study outcomes

After having studied this study section you should be a
ble to:



Define and classify ANGO/NPO/CBO;



Discuss the task and function of the NGO/NPO/CBO as developer;



Critically discuss the importance of the NGO/NPO/CBO within the context of
participatory development;



Discuss the relationship between NGO/NPO/CBO, gov
ernment and the corporate
sector;



Discuss problems that the NGO/NPO/CBO experience in terms of acting as a
developer.

Preparation for contact session



Work through the prescribed literature and complete the assignment.

Evaluation

The group assignment will b
e issued during class.

Study unit 5


27


5.2

D
EVELOPMENT PROJECTS
BY
NROS/NPOS/CBOS





Time

This study section will require approximately 12 hours to complete, 2 contact sessions
included.

Study material

There is no specific prescribed text for this study section; you shoul
d search on the internet
for examples of development projects by NGOs/NPOs/CBOs.

Introduction

From the previous study section it emerged that NPOs/NGOs/CBOs often aim at facilitating
development. The fact that these groups are often deeply embedded in the

community also
makes them very appropriately positioned to take on development projects in a participatory
manner. They should thus be fairly successful with regard to dealing with development
projects. In this study section we will specifically investi
gate their success in practice.

Study outcomes

After completion of this study unit you should be able to:



Describe and evaluate a development project by an NGO.



Offer suggestions for the improvement of development projects by NGOs.

Preparation for the
contact session



Complete the assignment


you will present it to the class during the contact session.

Evaluation



Group assignment
: You should evaluate a development project of an NGO in
groups, and present this as a class presentation. Each presentation
should last
approximately 20 minutes and should comprise 5
-
6 typed pages.


Study unit 5


28

Discuss this project by means of the following headings:



Background to the project:





5 marks



Objectives of the project:





5 marks



Implementation of project (approach used):



5 marks



Evaluation of the project:





5 marks



Recommendations to improve the project:



10 marks



Clarity of presentation:






10 marks


TOTAL
:








40 marks






Rules


29

RULES FOR USING COMPUTER ROOMS
IN THE
FACULTY OF ARTS

School for Philosophy, School for Communication Studies, School for Music, School for
Languages, School for Social and Government Studies. Rules revised: 26 October, 2005.
Approved by the Registrar: 8 November, 2005.

PLEASE NOTE:

Apart from

the rules as laid down by the Faculty of Arts the general
rules as laid down by the University are valid for all computer rooms of this institution.

PLEASE NOTE:

These rules are available on the web in Afrikaans and Eng
lish

at
http://www.puk.ac.za/fakulte
ite/lettere/reëls.html.

1

INTRODUCTION

(a)

As part of the continued commitment of Faculty of Arts to keep facilities for use by
students on industry standard, to create a pleasant work place for all, to avoid costly
losses and to avoid business risks, the
following rules must be adhered to:

2

GENERAL

(a)

When signing these rules the student confirms that he/she has read the rules,
understands them and commits him/herself to punctual adherence of these rules. A
student who disregards these rules, will be cal
led before a disciplinary committee, in
compliance with paragraph 80 of the Institutional Statute of the University and his/her
university card will be immediately cancelled at all computer facilities and the student
will be refused the use of cameras and
other equipment.

(b)

A student is ONLY granted access to any of the Faculty’s rooms if he or she has
signed the rules.

(c)

A student or any other person who is not registered for the module codes necessary to
gain access to a room will be removed immediate
ly by Protection Services.

(d)

The lecturer, IT
-
assistant, IT
-
manager and supervisor has permission to request a
student to leave a room if the student did not act appropriately.

3

ACCESS

PLEASE NOTE:

The rooms of the Arts Faculty are speciality rooms and
may not used
for any purposes other than academic work. Centres or the Faculty enjoy preference in
terms of use after hours.

(a)

Language Lab, K203, School for Languages: No student may be present in the room
outside of the allocated times as indicated on

the door AND/OR be in the room without
being supervised by a member of staff.

(b)

Apple Macintosh I and II, K122 & K123, Arts Building: These are currently open 24
hours of the day. This special permission may be reversed in the case of misuse.

(c)

Communication laboratories I and II, K118 & K126 Perskor Building are currently open
for 24 hours. This special permission may be reversed in the case of misuse.


(d)

CTexT
-
laborator
y
, K107, Frans du Toit: Office hours are determined by the
management of C
TexT.

Rules


30

(e)

Video editing, Perskor Building: Office hours and access are determined by the specific
lecturer.

(f)

Music technology: Office hours and access are determined by the director of the school

PLEASE NOTE:

The access permission of any person who
gives his/her access code
or university card to another person, will immediately be cancelled. If a student requires
authorisation, he/she should consult with the school secretary who will have the card
activated via the building representative at Protecti
on Services.

4

SMOKING, EATING, DRINKING PROHIBITED/TIDINESS OF ROOMS

(a)

Students may under not circumstances bring in or consume any food or drinks, and
they are not allowed to smoke in the rooms. Even food and drink that are clearly sealed
(including wa
ter) will be regarded as a breach of this rule.

(b)

A student should see to it that the work space around him/her is clean when leaving the
room. This includes the space around the printer.

5

SOFTWARE, SETTINGS AND MAINTENANCE

(a)

NO software will be load
ed without the explicit permission of the IT manager. It is a
criminal offence and the matter will be handed over to the police.

(b)

NO software is lent to students.

(c)

Information on legal distributors and discounts to students can be requested from the
IT manager.

(d)

The IT manager has t
h
e discretion
to

clos
e

rooms for maintenance purposes.

(e)

Report any problems or faults with computers immediately to the assistant or lecturer.
Do not try to fix problems yourself. Reporting procedures are available on

the web at
http://www.puk.ac.za/fakulteite/lettere/reëls.html.

(f)

No computer settings may be changed. This includes changes to screensavers and the
desktop.

6

DAMAGES

(a)

Any damage caused by the student through negligence or non
-
adherence to the rules
will be paid from the student’s study account.

Name and surname:

__________________

University number:


___________________



Date:


____________________

Signature:


___________________






Student guide


31

Student guide