i ACKNOWLEDGEMENTS It is a privilege to pay tribute to all the role players who contributed towards the completion of this study. I honour my heavenly Father who not only inspired and empowered me to initiate this study, but accompanied me on the journey till the end.A special word of thanks to my promoter, prof J C Kok, who believed in me and was always available to guide the way with constructive criticism, as well as my co-promoter, prof E S G Greyling, for her valuable contributions.My husband Frik, my close family and friends, as well as colleagues for their moral support and patience for the duration of this study.The University of Johannesburg for the financial support. The library staff and research division of the Tshwane University of Technology for professional services rendered. Anina Labuschagne for proficient editing services provided. ii SUMMARY During the last decade of the 20 th century and in the early years of the new millennium, the education dispensation in South Africa changed tremendously. Many lecturers are not necessarily equipped to face all the challenges the changes brought about, and since it is the vision of the new Government to have a 'rational, seamless Higher Education system that will embrace the intellectual and professional challenges facing South Africans in the 21st century' (Department of Education 2003:iii), the researcher became involved and conducted this study in a Higher Education institution. The relevant acts in the Higher Education environment served as framework to table a training model for newly appointed lecturers. Development research was used as method, and a heuristic statement formulated and tested. The instructional design components based on an Input→ Process→ Output matrix was applied, and a step-by-step approach followed to design the training model and simultaneously test the implementation of the programme.An extensive literature study determined criteria to be met in the design of the training programme, and experts in the field of Higher Education continuously gave their input. Reflection on 30 lecturers' who participated by giving their perceptions regarding their ability to perform their duties before and after a year of probation, as well as the 632 students' perceptions of the learning facilitation skills of their lecturers, completed the cycle of analysis, design, evaluation and revision. A distinction between the results of experienced and less experienced lecturers proved to be valuable, and the information that was gained, led to recommendations to support staff developers to implement a training programme for lecturers.It became evident that quality promotion is a necessity, and in order to enhance that, staff development initiatives should be linked to the performance appraisal system. Lecturers should take ownership of their own development and recognise the value of reflection on practice.iii The proposed training programme for the holistic development of lecturers in a Higher Education institution is based on past experience, relevant in...

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