The impact of customer relationship management on retail banking using self-service channels
- Authors: Bothma, Tracy
- Date: 2012
- Subjects: Banks and banking -- Customer services , Service industries -- Technological innovations , Customer relations -- Management , Consumer satisfaction
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:9346 , http://hdl.handle.net/10948/d1013654
- Description: If you do not own the latest technology today it is thought that you are left behind in this technology driven age. More businesses use Self- Service channels to accommodate the increasing demands of customers. It has been said that the use of self-service channels can reduce input costs, increase efficiency and improve customer service. Unfortunately, many customers are left unsatisfied because retail banks are moving away from the human interaction when visiting a branch or advise customers to use their self-service channels, sometimes without any assistance. This causes customers to move banks, complain and in so doing reduce profits and customer relationships with their banks.This research’s main objective was to determine the impact of customer relationship management on retail banks that make use of self-service channels. A theoretical overview of self-service channels and customer relationship management was given. Advantages and disadvantages of each option were explored. The researcher wanted to explore the relation between customers using self-service channels and the assistance and protection provided by retail banks. The customer experience questionnaire used in this research asked retail banking customers from the South African population to determine how customers perceive and experience their banks’ self-service channels and customer service. Many questions relating to their needs and wants with regards to banking have been explored. The results show that most customers are satisfied with their banks in general but do feel that the banks can improve their customer service and assistance with regards to using self-service channels like ATM’s, online and telephone banking and E-Wallet. It has concluded that most customers choose their banks based on advertisements and other media, not customer service, product range or word-of-mouth. The general perception is that customers say that their bank charges do justify the customer service received.
- Full Text:
- Date Issued: 2012
- Authors: Bothma, Tracy
- Date: 2012
- Subjects: Banks and banking -- Customer services , Service industries -- Technological innovations , Customer relations -- Management , Consumer satisfaction
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:9346 , http://hdl.handle.net/10948/d1013654
- Description: If you do not own the latest technology today it is thought that you are left behind in this technology driven age. More businesses use Self- Service channels to accommodate the increasing demands of customers. It has been said that the use of self-service channels can reduce input costs, increase efficiency and improve customer service. Unfortunately, many customers are left unsatisfied because retail banks are moving away from the human interaction when visiting a branch or advise customers to use their self-service channels, sometimes without any assistance. This causes customers to move banks, complain and in so doing reduce profits and customer relationships with their banks.This research’s main objective was to determine the impact of customer relationship management on retail banks that make use of self-service channels. A theoretical overview of self-service channels and customer relationship management was given. Advantages and disadvantages of each option were explored. The researcher wanted to explore the relation between customers using self-service channels and the assistance and protection provided by retail banks. The customer experience questionnaire used in this research asked retail banking customers from the South African population to determine how customers perceive and experience their banks’ self-service channels and customer service. Many questions relating to their needs and wants with regards to banking have been explored. The results show that most customers are satisfied with their banks in general but do feel that the banks can improve their customer service and assistance with regards to using self-service channels like ATM’s, online and telephone banking and E-Wallet. It has concluded that most customers choose their banks based on advertisements and other media, not customer service, product range or word-of-mouth. The general perception is that customers say that their bank charges do justify the customer service received.
- Full Text:
- Date Issued: 2012
In-beam spectroscopy of ⁷²Ge
- Authors: Henninger, Katharine Rose
- Date: 2012
- Subjects: Nuclear shapes , Hyperfine structure
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5559 , http://hdl.handle.net/10962/d1018233
- Description: The high-spin states of the nucleus ⁷²Ge were populated via the ⁷°Zn(a,2n)⁷²Ge fusion-evaporation reaction at a beam-energy of 30 MeV. The ')'-decays were observed with the AFRODITE spectrometer array at iThemba LABS (Faure, South Africa). Twenty-seven new transitions, 18 new levels and 2 new bands were added to the ⁷²Ge level scheme, and several corrections were made to t he previously-known level scheme. Transitions were characterised using Directional Correlation from Oriented states (DCO) and polarisation measurements, and spin-parity assignments were made for 7 new levels. Spin and parity were also reassigned to a previously-known structure. One of the new bands was ident ified as part of an octupole-vibrational band. No tetrahedral states were observed in the scheme despite N = 40 and Z = 32 having been identified as tetrahedral magic numbers. The meaning of the new 14⁺ yrast level for the underlying structure of the ground state band is discussed
- Full Text:
- Date Issued: 2012
- Authors: Henninger, Katharine Rose
- Date: 2012
- Subjects: Nuclear shapes , Hyperfine structure
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5559 , http://hdl.handle.net/10962/d1018233
- Description: The high-spin states of the nucleus ⁷²Ge were populated via the ⁷°Zn(a,2n)⁷²Ge fusion-evaporation reaction at a beam-energy of 30 MeV. The ')'-decays were observed with the AFRODITE spectrometer array at iThemba LABS (Faure, South Africa). Twenty-seven new transitions, 18 new levels and 2 new bands were added to the ⁷²Ge level scheme, and several corrections were made to t he previously-known level scheme. Transitions were characterised using Directional Correlation from Oriented states (DCO) and polarisation measurements, and spin-parity assignments were made for 7 new levels. Spin and parity were also reassigned to a previously-known structure. One of the new bands was ident ified as part of an octupole-vibrational band. No tetrahedral states were observed in the scheme despite N = 40 and Z = 32 having been identified as tetrahedral magic numbers. The meaning of the new 14⁺ yrast level for the underlying structure of the ground state band is discussed
- Full Text:
- Date Issued: 2012
A process-genre approach to teaching argumentative writing to grade nine learners
- Authors: Elson, Jillian Margaret
- Date: 2012
- Subjects: English language -- Rhetoric -- Study and teaching (Secondary) English language -- Writing -- Study and teaching (Secondary) Written communication
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1714 , http://hdl.handle.net/10962/d1003597
- Description: This action research study aimed to improve teaching and learning of argumentative writing through a process-genre approach. Learners were carefully guided through the processes of writing the argumentative genre, with the focus being on teaching of the genre and on the structural conventions of writing arguments. Participants were a class of grade nine learners who speak English as a first language. They were chosen for this study as Grade Nine is a crucial year for writing development before learners enter the senior phase and are met with heightened expectations in the curriculum, that often they struggle to meet, as their writing has not been sufficiently developed to an academic level. The focus of writing in Grade Nine is on narrative and prose, so this writing intervention, in which a teaching module was developed in collaboration with the 1eamers, aimed to broaden their writing skills and provide them with a head start in leaming the fine art of argumentation, as this is a useful skill to acquire for purposes even beyond the classroom. Genre theorists advocate the importance of teaching genres to leamers at a young age, as it allows them access into different communities of discourse, as they become aware and understand the conventions held by a patiicular community, and realize the purpose of different styles of writing for effectively communicating, which prepares them to meet the expectations of their audience. Teaching the structures of different genres therefore allows the writer, and the audience, a framework for understanding the text. The process approach has been widely used by educators as it focuses on explicit teaching of writing processes that are fundamental to leamers' development in writing. Learners need to be carefully guided from the initial stages, to the more complex stages (especially in argumentative writing which has been deemed the most complex genre for learners to master) in order to understand the complexities of constructing an essay in a cohesive way, as they need to consider multiple aspects of writing, such as the linguistic features, rhetorical features and structural features of the genre and unify them into a sound argument. This takes time, practice and revision, and extensive feedback is required. The process-genre approach proved to be successful in this study, as leamers showed remarkable improvements in their writing from the initial stages of writing to the final drafts of their essays. The findings revealed that explicit teaching of genres and structural elements of writing is vital for ensuring learners' development. Learners require modelling of the genre, scaffolding and careful guidance through step-by-step processes in order to build confidence and express their ideas effectively in written text. The findings indicate the relevance of using the process-genre approach for teaching and learning and that teaching and learning writing is indeed a process that needs more time and practice that is cUiTently allocated in the curriculum.
- Full Text:
- Date Issued: 2012
- Authors: Elson, Jillian Margaret
- Date: 2012
- Subjects: English language -- Rhetoric -- Study and teaching (Secondary) English language -- Writing -- Study and teaching (Secondary) Written communication
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1714 , http://hdl.handle.net/10962/d1003597
- Description: This action research study aimed to improve teaching and learning of argumentative writing through a process-genre approach. Learners were carefully guided through the processes of writing the argumentative genre, with the focus being on teaching of the genre and on the structural conventions of writing arguments. Participants were a class of grade nine learners who speak English as a first language. They were chosen for this study as Grade Nine is a crucial year for writing development before learners enter the senior phase and are met with heightened expectations in the curriculum, that often they struggle to meet, as their writing has not been sufficiently developed to an academic level. The focus of writing in Grade Nine is on narrative and prose, so this writing intervention, in which a teaching module was developed in collaboration with the 1eamers, aimed to broaden their writing skills and provide them with a head start in leaming the fine art of argumentation, as this is a useful skill to acquire for purposes even beyond the classroom. Genre theorists advocate the importance of teaching genres to leamers at a young age, as it allows them access into different communities of discourse, as they become aware and understand the conventions held by a patiicular community, and realize the purpose of different styles of writing for effectively communicating, which prepares them to meet the expectations of their audience. Teaching the structures of different genres therefore allows the writer, and the audience, a framework for understanding the text. The process approach has been widely used by educators as it focuses on explicit teaching of writing processes that are fundamental to leamers' development in writing. Learners need to be carefully guided from the initial stages, to the more complex stages (especially in argumentative writing which has been deemed the most complex genre for learners to master) in order to understand the complexities of constructing an essay in a cohesive way, as they need to consider multiple aspects of writing, such as the linguistic features, rhetorical features and structural features of the genre and unify them into a sound argument. This takes time, practice and revision, and extensive feedback is required. The process-genre approach proved to be successful in this study, as leamers showed remarkable improvements in their writing from the initial stages of writing to the final drafts of their essays. The findings revealed that explicit teaching of genres and structural elements of writing is vital for ensuring learners' development. Learners require modelling of the genre, scaffolding and careful guidance through step-by-step processes in order to build confidence and express their ideas effectively in written text. The findings indicate the relevance of using the process-genre approach for teaching and learning and that teaching and learning writing is indeed a process that needs more time and practice that is cUiTently allocated in the curriculum.
- Full Text:
- Date Issued: 2012
An investigation of instructional leadership in a Namibian rural school
- Authors: Namukwambi, Nahum
- Date: 2012
- Subjects: Educational leadership -- Namibia -- Omusati Rural schools -- Namibia -- Omusati School management and organization -- Namibia -- Omusati Teachers -- Namibia -- Omusati Effective teaching -- Namibia -- Omusati Learning -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1633 , http://hdl.handle.net/10962/d1003515
- Description: The purpose of this study was to investigate how instructional leadership manifests itself and can be strengthened in a Namibian rural school. As a teacher, head of department and later an education officer, I have long held the view that committed school leadership is essential for the school’s instructional and academic success. Equally, I have always been aware of the impact of the past segregation and the unequal education provided by the colonial government in South Africa and South West Africa/Namibia. The inferior education provided to Africans posed a serious challenge to the leadership and management of schools, as would be principals were not adequately trained to provide the necessary “ingredients” relevant for instructional success. Given this background, I attempted, using a case study of one secondary school, to investigate how instructional leadership is manifesting itself and could be strengthened in a rural school in the Omusati region of Namibia. Research questions that framed the study were: firstly, how does the leadership approach in the school promote teaching and learning; secondly, what is the role of external players in enhancing instructional leadership and thirdly, what are the strengthening and inhibiting factors of instructional leadership. The population of the study was composed of an Inspector of Education, a school principal, a head of department (HOD) and four teachers from a secondary school, located in the Omusati region in Namibia. Data were collected through interviews, document analysis and observation. With regard to data analysis, I first immersed myself in the data. I developed themes that formed the basis of my discussion with my research questions in mind. The analysis revealed that instructional leadership is strongly evidenced at the case study school. However, it emerged that despite the existence of strong instructional leadership at the school, as with all other organisations, there are several challenges that limit the effective implementation of the teaching and learning programme. These challenges vary from indiscipline, poor time management, to lack of teaching and learning resources. Participants also provided a number of possible solutions to the problems identified, including that the principal should be a good role model for the staff and that an enabling environment for both teaching and learning should be created. The study also strongly suggested that participative leadership and management is a cornerstone to the academic success of the school.
- Full Text:
- Date Issued: 2012
- Authors: Namukwambi, Nahum
- Date: 2012
- Subjects: Educational leadership -- Namibia -- Omusati Rural schools -- Namibia -- Omusati School management and organization -- Namibia -- Omusati Teachers -- Namibia -- Omusati Effective teaching -- Namibia -- Omusati Learning -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1633 , http://hdl.handle.net/10962/d1003515
- Description: The purpose of this study was to investigate how instructional leadership manifests itself and can be strengthened in a Namibian rural school. As a teacher, head of department and later an education officer, I have long held the view that committed school leadership is essential for the school’s instructional and academic success. Equally, I have always been aware of the impact of the past segregation and the unequal education provided by the colonial government in South Africa and South West Africa/Namibia. The inferior education provided to Africans posed a serious challenge to the leadership and management of schools, as would be principals were not adequately trained to provide the necessary “ingredients” relevant for instructional success. Given this background, I attempted, using a case study of one secondary school, to investigate how instructional leadership is manifesting itself and could be strengthened in a rural school in the Omusati region of Namibia. Research questions that framed the study were: firstly, how does the leadership approach in the school promote teaching and learning; secondly, what is the role of external players in enhancing instructional leadership and thirdly, what are the strengthening and inhibiting factors of instructional leadership. The population of the study was composed of an Inspector of Education, a school principal, a head of department (HOD) and four teachers from a secondary school, located in the Omusati region in Namibia. Data were collected through interviews, document analysis and observation. With regard to data analysis, I first immersed myself in the data. I developed themes that formed the basis of my discussion with my research questions in mind. The analysis revealed that instructional leadership is strongly evidenced at the case study school. However, it emerged that despite the existence of strong instructional leadership at the school, as with all other organisations, there are several challenges that limit the effective implementation of the teaching and learning programme. These challenges vary from indiscipline, poor time management, to lack of teaching and learning resources. Participants also provided a number of possible solutions to the problems identified, including that the principal should be a good role model for the staff and that an enabling environment for both teaching and learning should be created. The study also strongly suggested that participative leadership and management is a cornerstone to the academic success of the school.
- Full Text:
- Date Issued: 2012
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