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Access status: Open Access ,
Developing Grade R learners’ oral language proficiency for Afrikaans through play: teachers' perceptions in Mangaung Metropolitan Education District (MMED)
(University of the Free State, 2025) Van Wyk, Elzaan; Khosa, Martha
Play-based pedagogy serves as a vital tool for developing oral language in early childhood education, laying the groundwork for further literacy development. However, implementing this approach remains challenging, particularly in under-resourced contexts. This study explored how Afrikaans oral language developed through play in Grade R classrooms. Guided by Froebel’s theory of learning and Vygotsky’s sociocultural theory, the study was situated within an interpretivist paradigm and employed a qualitative case study design. Data were collected through classroom observations and semi-structured interviews with three Grade R teachers at an Afrikaans-medium school in the Mangaung Metropolitan Education District (MMED), in Free State, selected through convenience and purposive sampling. The interpretivist lens enabled a deeper understanding of teachers’ lived experiences and the meanings they attached to play-based oral language instructions. The findings revealed that play offers valuable opportunities for teachers to engage learners through various strategies, including visual aids, songs, drawings, role play, and collaborative group work. These playful approaches create a meaningful, enjoyable context for oral language development, especially in linguistically diverse classrooms. Teachers adapted their strategies to accommodate multilingual learners by using code-switching, repetition, and scaffolded support, in line with the Zone of Proximal Development. Despite these strengths, the study found that limited parental involvement hindered learner progress in developing oral proficiency. Teachers expressed concern that without support from home, learners, particularly those who do not speak Afrikaans as a first language, face significant barriers in achieving oral milestones. The study therefore recommends stronger collaboration between teachers and parents to reinforce language acquisition in multilingual settings and highlight the importance of play, teacher scaffolding, and home-school partnerships in promoting oral language proficiency in Afrikaans or any first language.
Access status: Open Access ,
Critical factors affecting seed dispersal and germination of invasive alien 𝘙𝘰𝘴𝘢 𝘳𝘶𝘣𝘪𝘨𝘪𝘯𝘰𝘴𝘢 in the eastern Free State
(University of the Free State, 2023) Masole, Patricia; Martin, Grant Douglas; Steenhuisen, Sandy-Lynn; Payne, Stephanie Louise
𝘙𝘰𝘴𝘢 𝘳𝘶𝘣𝘪𝘨𝘪𝘯𝘰𝘴𝘢 L. (Rosaceae) is a common woody plant invader in the grassland biome of South Africa. It is originally from Eurasia and is classified as a category 1b invader in South Africa under the National Environmental Management: Biodiversity Act, 2004. This act prohibits the planting or harvesting of this species in South Africa. However, the impacts of 𝘙. 𝘳𝘶𝘣𝘪𝘨𝘪𝘯𝘰𝘴𝘢 on the environment and economy are complex, with both positive and negative effects that warrant further investigation. The objectives of this study were to investigate (1) various aspects of the reproductive ecology of 𝘙. 𝘳𝘶𝘣𝘪𝘨𝘪𝘯𝘰𝘴𝘢, including fruit and seed production, the abundance and viability/longevity of seeds in the soil seed bank, and the importance of cold stratification for seed germination; (2) the impact of the seed predator 𝘔𝘦𝘨𝘢𝘴𝘵𝘪𝘨𝘮𝘶𝘴 𝘢𝘤𝘶𝘭𝘦𝘢𝘵𝘶𝘴 wederus (Hymenoptera: Torymidae) on 𝘙. 𝘳𝘶𝘣𝘪𝘨𝘪𝘯𝘰𝘴𝘢 seeds; and (3) the potential for 𝘙. 𝘳𝘶𝘣𝘪𝘨𝘪𝘯𝘰𝘴𝘢 to facilitate woody invasions into the grassland biome of South Africa. This study showed that for invading populations of 𝘙. 𝘳𝘶𝘣𝘪𝘨𝘪𝘯𝘰𝘴𝘢 on farms outside Clarens in the Free State of South Africa, seed germination successis low. An overall percentage of 1.25% of seeds exposed to cold stratification were observed to germinate within 24 months, while no seeds germinated from the control treatment (seeds stored at ambient temperature for the same amount of time) or from seeds collected every two weeks from the field. Seeds buried in material bags and having been exposed to soil ambient temperature in the soil, however, showed high levels of viability (90%), decreasing to only 83% after being buried in the soil for 17 months. Significantly more seeds were found in the soil under the 𝘙. 𝘳𝘶𝘣𝘪𝘨𝘪𝘯𝘰𝘴𝘢 canopy, compared to 2 and 8 m away from the parent shrub. The maximum number of fruits produced per shrub was 1 950 fruits on a shrub with a volume of 78 m³‏, while the minimum number of fruits produced was 118 fruits by a shrub with a volume of 5 m³. On average, 𝘙. 𝘳𝘶𝘣𝘪𝘨𝘪𝘯𝘰𝘴𝘢 shrubs in the studied populations had an average (± standard error) volume of 25 ± 3 m³, produced an average of 480 ± 57 fruits per shrub, and fruits produced an average of 18 seeds per fruit. The potential of 𝘔𝘦𝘨𝘢𝘴𝘵𝘪𝘨𝘮𝘶𝘴 𝘢𝘤𝘶𝘭𝘦𝘢𝘵𝘶𝘴 to limit the spread of 𝘙. 𝘳𝘶𝘣𝘪𝘨𝘪𝘯𝘰𝘴𝘢, and the proportion of seeds predated by the wasp was assessed. One hundred rosehips were randomly collected every month from March until September 2021. Only a total of 148 𝘔. 𝘢𝘤𝘶𝘭𝘦𝘢𝘵𝘶𝘴 emerged from some of the 700 𝘙. 𝘳𝘶𝘣𝘪𝘨𝘪𝘯𝘰𝘴𝘢 fruits, giving an overall percentage of 1.28% of seeds predated. This showed that the seed predator 𝘔. 𝘢𝘤𝘶𝘭𝘦𝘢𝘵𝘶𝘴 does not have a large impact on the number of seeds entering the environment, produced by 𝘙. 𝘳𝘶𝘣𝘪𝘨𝘪𝘯𝘰𝘴𝘢 shrubs. Differences in woody plant (> 10 cm height) diversity and abundance were assessed under three treatments: 𝘙. 𝘳𝘶𝘣𝘪𝘨𝘪𝘯𝘰𝘴𝘢 canopy, 𝘓𝘦𝘶𝘤𝘰𝘴𝘪𝘥𝘦𝘢 𝘴𝘦𝘳𝘪𝘤𝘦𝘢 Eckl. & Zeyh. (native) canopy, and open plots of herbaceous grassland (control), to assess if 𝘙. 𝘳𝘶𝘣𝘪𝘨𝘪𝘯𝘰𝘴𝘢 acts as a nurse plant and facilitates the recruitment of woody plant species. This study showed that 𝘙. 𝘳𝘶𝘣𝘪𝘨𝘪𝘯𝘰𝘴𝘢 had a more significant nurse plant effect compared to both 𝘓. 𝘴𝘦𝘳𝘪𝘤𝘦𝘢 and open grassland (control), facilitating the establishment of both native and invasive species. There were significantly more native species than invasive species under all three treatments. Furthermore, more invasive species (13 species) were recorded growing under 𝘙. 𝘳𝘶𝘣𝘪𝘨𝘪𝘯𝘰𝘴𝘢 compared to both 𝘓. 𝘴𝘦𝘳𝘪𝘤𝘦𝘢 (11 species) and in the control plots (11 species). Shrub size also affected the number of plant species recorded underneath each focal species with larger shrubs having more woody plant species underneath. To investigate if 𝘙. 𝘳𝘶𝘣𝘪𝘨𝘪𝘯𝘰𝘴𝘢 is creating a different microclimate under its canopy, two temperature and light loggers were placed under 𝘙. 𝘳𝘶𝘣𝘪𝘨𝘪𝘯𝘰𝘴𝘢 shrubs and in open grassland. This showed that plants under 𝘙. 𝘳𝘶𝘣𝘪𝘨𝘪𝘯𝘰𝘴𝘢 experienced both lower average temperatures and light intensity (14.6 ºC, 3940.5 lux respectively) while open grassland sites experienced both a higher average temperature and more light (17.7 ºC, 17544.36 lux respectively). Thus 𝘙. 𝘳𝘶𝘣𝘪𝘨𝘪𝘯𝘰𝘴𝘢 created a different microclimate compared to open grassland. This study provides valuable insights into the reproductive ecology of 𝘙. 𝘳𝘶𝘣𝘪𝘨𝘪𝘯𝘰𝘴𝘢, a species that has significant impacts on the environment and economy in South Africa. This study showed that cold stratification is needed for 𝘙. 𝘳𝘶𝘣𝘪𝘨𝘪𝘯𝘰𝘴𝘢 seeds to germinate and 𝘔. 𝘢𝘤𝘶𝘭𝘦𝘢𝘵𝘶𝘴 has a poor limiting potential on 𝘙. 𝘳𝘶𝘣𝘪𝘨𝘪𝘯𝘰𝘴𝘢. Furthermore, 𝘙. 𝘳𝘶𝘣𝘪𝘨𝘪𝘯𝘰𝘴𝘢 shrubs have been shown to produce many fruits, each of which have many seeds and these seeds can stay viable in the soil for a long time. 𝘙𝘰𝘴𝘢 𝘳𝘶𝘣𝘪𝘨𝘪𝘯𝘰𝘴𝘢 is demonstrated to act as a nurse plant to both native and invasive species when compared to both native 𝘓. 𝘴𝘦𝘳𝘪𝘤𝘦𝘢 and control sites, since it accommodates more seedlings of native species than invasive species when compared to both treatments. However, more research is needed to fully understand the complex relationships between 𝘙. 𝘳𝘶𝘣𝘪𝘨𝘪𝘯𝘰𝘴𝘢 and other plant species and investigate more effective potential biocontrol agents to further slow the spread of 𝘙. 𝘳𝘶𝘣𝘪𝘨𝘪𝘯𝘰𝘴𝘢 in South Africa. The experiments conducted here will add to the current knowledge of 𝘙. 𝘳𝘶𝘣𝘪𝘨𝘪𝘯𝘰𝘴𝘢 here in South Africa, aiding in determining the stage that is most feasible for their management.
Access status: Open Access ,
An exploratory case study of the application of the social justice concepts of access, redress and equity in extended bachelor of laws (LLB) programmes at higher education institutions in South Africa
(University of the Free State, 2025) Van Niekerk, Leani; Horn, J. G.
This thesis examines how the extended Bachelor of Laws (LLB) programmes at South African universities advance social justice through access, redress and equity for underprepared students from disadvantaged backgrounds. Anchored in a social-legal framework, it critiques post-1994 higher education reforms for having broadened physical access without ensuring equitable outcomes, rendering inclusion superficial in the absence of the conditions for academic success. The study addresses the gap between the ideals of inclusion and the realities of inequality in legal education, posing the central question: How do LLB extended curriculum programmes incorporate access, redress and equity to promote both equity of access and equity of success? Subsidiary questions explore conceptual definitions, the legacy of apartheid, international comparisons and institutional strategies. Historically, apartheid segregation entrenched inequalities in schooling and resources, necessitating extended programmes as a policy response to ensure progressive access under section 29(1)(b) of the 𝘊𝘰𝘯𝘴𝘵𝘪𝘵𝘶𝘵𝘪𝘰𝘯 𝘰𝘧 𝘵𝘩𝘦 𝘙𝘦𝘱𝘶𝘣𝘭𝘪𝘤 𝘰𝘧 𝘚𝘰𝘶𝘵𝘩 𝘈𝘧𝘳𝘪𝘤𝘢. This research uses a mixed-methods approach to analyse the existing literature, doctrinal policies, historical contexts and empirical data from six universities in South Africa that offer the extended LLB programme. Theoretically, redress requires the dismantling of structural barriers beyond compensation; access extends to epistemological enablement; and equity demands differentiated support for comparable outcomes. Lessons from various international jurisdictions highlight context-specific pathways that may be worthwhile for South Africa to consider in institutionalising equity without compromising quality. The research concludes that LLB extended curriculum programmes do ultimately promote equity of access as well as equity of success as transformative mechanisms, redefining merit in a contextual sense and empowering graduates as agents of change. However, social justice remains dynamic, requiring sustained resources, innovation and longitudinal evaluation to achieve constitutional transformation in legal education.
Access status: Open Access ,
Experiences of history teachers in implementing a Heritage-Based Curriculum in Zimbabwean secondary schools
(University of the Free State, 2025) Dangarembwa, George; Chimbi, G. T.
This study explored the experiences of History teachers in implementing the Heritage-Based Curriculum (HBC) in Zimbabwean secondary schools. The HBC was introduced as part of broader curriculum reforms aimed at promoting cultural identity, critical thinking, and national consciousness through heritage-centred learning. While the policy intentions were ambitious, little was known about how history teachers, the central agents of implementation, experienced and enacted the curriculum in their Form 3 classrooms. This study was grounded in the interpretivist paradigm and adopted a qualitative approach to explore the lived experiences of History teachers implementing the Heritage-Based Curriculum. A multiple case study research design was employed to generate data from four purposively selected History teachers, representing a distinct case. Data were collected through semi-structured interviews, document analysis and classroom observations enabling methodological triangulation and enhancing the credibility of the findings. Thematic analysis was conducted, with Michael Fulani’s Triple I theory (Initiation, Implementation and Institutionalisation) providing the analytical lens for illuminating the study and interpreting the findings. The results revealed significant variations in history teachers’ experiences of the HBC philosophy. Some demonstrated partial alignment with the policy vision, while others lacked clarity, reflecting gaps in professional development and conceptualisation of reform policy intentions. At the curriculum implementation level, teachers adopted diverse pedagogical strategies, often constrained by large class sizes, limited resources, and high-stakes examinations. These challenges fostered pragmatic adaptations and, at times, resistance. Conversely, resistance was found to be context-driven rather than attitudinal, rooted in structural barriers rather than unwillingness to embrace reform. At the attained level, teachers’ experiences reflected these uneven practices, with examination performance often prioritised over heritage-based learning outcomes. The study concludes that while the HBC holds potential to transform history education by fostering heritage consciousness and critical skills, its successful implementation remains undermined by systemic and contextual challenges. The findings highlight the need for inclusive professional development, resource provision, assessment reform, and continuous policy monitoring using the Triple I framework. By foregrounding teachers’ voices, this research contributes to the discourse on curriculum reform in Zimbabwe and provides insights for aligning policy aspirations with classroom realities.
Access status: Open Access ,
The [Beak] – oning: a wetland bird sanctuary and eco centre at Redhouse Village, Gqeberha, Eastern Cape
(University of the Free State, 2024) Bunu, Emihle; Smit, J. D.; Smit, P.; Bosman, G.; van Der Merwe, D.
Humans shape their environment and are also shaped by it. Our activities impact nature, leading to the destruction of habitats and the loss of homes and food sources for many species, causing a decline in biodiversity. The scarred landscape resiliently beckons for healing and renewal, offering a glimmer of hope for positive change. This dissertation highlights the profound parallels between human and avian experiences in our ecological survival, emphasising a symbiotic relationship that determines human and avian behaviours and habitats. It explores a compelling question at the intersection of architecture and ecology: How can an architectural interface, serving as an other space at the convergence of human and natural systems, facilitate interdependent, sympoietic encounters within the rehabilitated ecosystems of the Anthropocene? The approach entails examining the principles of the Anthropocene and dark ecology to understand our shared existence with birds. It positions the building as a mediator and testament to nature’s regenerative abilities. Throughout this process, the design not only bears witness to the passage of time but also facilitates eye-to-eye encounters between humans and birds. The design inhabits the interface of the “third space”, a heterotopia, created by the tension at the edge of interdependent counterparts. It underscores our shared vulnerability and the importance of an ecological equilibrium, urging responsible stewardship for ecosystem restoration and preservation. This interstitial approach presents “third spaces” as gateways to deeper environmental understanding.
Access status: Open Access ,
Capabilities, resilience and success of UFS access students: confronting deficit discourses
(University of the Free State, 2023) Setilo, Tshegofatso; Loots, Sonja
University access in South Africa has been and continues to be a highly contested space overwhelmed by many levels of complexity rooted in the educational, social, and political past and present. Many institutions have adopted several interventions to increase enrolment numbers and academic development. However, these have not translated into equal participation and success in higher education. In an attempt to understand the complex field of access dilemmas in higher education, I explored the capabilities, resilience, and success of students who do not follow traditional access routes in accessing university, with a particular focus on the University Preparation Programme (UPP). The UPP is specifically designed to provide academic preparation and support to students who have the potential but lack the necessary admission requirements for university studies. Furthermore, these students, who do not follow traditional admission entry, often face challenges beyond their control due to disadvantageous circumstances. However, the prevailing deficit discourses often stigmatise these students, depicting them as lacking essential admission requirements, skills, or abilities. Drawing on the capabilities approach, this thesis aimed to confront these deficit discourses by examining the capabilities and resilience of such students and exploring factors that contribute to their success. The capabilities approach provided a framework that sought to understand what a student entering university can be and do. It also highlighted what limits their being and doing. The capabilities approach challenges one to move beyond measurable access statistics into a more nuanced understanding of the agency and well-being of students admitted to a university. A qualitative study was conducted at the University of the Free State. Fifteen interviews were conducted with students who began their studies in the UPP in the Faculties of the Humanities, Economic and Management Sciences and Natural and Agricultural Sciences. The participants were asked about their experiences of getting into university, their experiences during and after university. The interviews were transcribed verbatim and analysed. Preliminary findings indicated that UFS-access students possess various capabilities, including self-determination, agency, and resilience. These students demonstrated remarkable resilience in the face of challenges and were motivated to succeed. The study also identified various factors contributing to their success, such as environmental support. By shedding light on the capabilities and resilience of UFS access students, the contribution of this study challenged the deficit discourses that perpetuate negative stereotypes and limited expectations of students who do not follow traditional access routes. The study also shared insights on recognising students’ potential and advocating for transformative educational practices that promote equity and success. Lastly, the study revealed the importance of recognising and valuing the capabilities of students who do not follow traditional access routes by emphasising the need for institutions of higher learning to adopt a strengths-based approach, creating an environment that fosters resilience and success. By reframing the narrative around access students and celebrating their achievements, this study contributed to literature that advances the argument for a more equitable and inclusive educational outcomes. The findings will inform educational institutions and policymakers about the importance of adopting a strengths-based approach to support marginalised students and create inclusive learning environments.
Access status: Embargo , Until 2027-10-31 ,
The integration of risk-informed development and nature-based solutions into sustainable human settlements in eThekwini Municipality, KwaZulu-Natal
(University of the Free State, 2025) Mthembu, Anele Ntokozo Pearl; Belle, Johannes; Msheila, Zachariah
KwaZulu-Natal province is known for its significant contributions to South Africa’s economy and tourism sector; however, approximately 13% of its residents live in informal housing areas. A large proportion of these residents are located in the eThekwini Metropolitan Municipality, where they are among the most vulnerable to hazards and disasters in the country. The municipality has demonstrated limited preparedness in preventing and mitigating such risks, as evidence by major flooding events in 2019, 2022, and 2024, which caused substantial economic losses, loss of life, and infrastructure damage. The increasing frequency and intensity of hazardous events emphasises the urgent need for effective disaster management practices. One such approach involves integrating Risk-Informed Development (RID) and Nature-based Solutions (NbS) to support risk-informed decision-making aimed at reducing risks, enhancing preparedness, response, and recovery, and strengthening resilience. This study sought to address this need and contribute to the limited scholarly knowledge on integrating RID and NbS into sustainable human settlements. A mixed-methods approach was adopted, using a questionnaire with both closed- and open-ended questions to collect data from 55 purposively selected participants who play a pivotal role in strategic planning for sustainable human settlements in eThekwini. Additional data was drawn from secondary sources, including reviewed literature and government strategic plans. Findings reveal limited integration of RID and NbS into strategic planning and human settlements development, highlight persistent gaps such as land and resource constraints, and identify opportunities to advance both knowledge and practice of RID to improve frameworks that aim to enhance the resilience and sustainability of human settlements in eThekwini. Further research could expand the scope of this study to a national level and explore community perspectives on RID and NbS, particularly their attitudes and involvement in planning processes, which is crucial for achieving sustainable development goals.
Access status: Open Access ,
The influence of leadership style on the effective functioning of the school system in South Africa
(Noyam Publishers, 2026-06-23) Shabangu, Maria Thobile
Effective school leadership remains essential for the successful functioning of educational institutions, particularly within the complex and evolving landscape of South African education. This study examines the influence of leadership style on the operational effectiveness of schools in South Africa, highlighting the effects of different leadership approaches on teacher motivation, learners’ experiences, academic performance, and the overall school environment. Guided by Situational Leadership Theory, the study focuses on how school leaders adapt their leadership styles according to the needs, readiness, and skills of teachers and learners, and how this adaptability enhances school effectiveness. A qualitative research methodology was used using a desktop data collection strategy to examine the existing academic literature, governmental policy documents, and empirical studies regarding the effectiveness of leadership in South African schools. Data were thematically analysed to identify recurring patterns and relationships between leadership adaptability and school effectiveness. The analysis demonstrates that adaptive, supportive and contextually responsive leadership styles foster collaborative school cultures, improve teacher effectiveness, and create conducive learning environments. Inflexible or deficient leadership strategies often result in insufficient motivation, inadequate training, and suboptimal learning outcomes. The study suggests that to improve the efficacy of schools, leadership development initiatives should prioritise distributed leadership, ongoing professional development, and context-driven decision-making. Overall, the study contributes to the ongoing discourse on the enhancement of schools and the cultivation of leadership skills within South Africa’s educational framework.
Access status: Embargo , Until 2028-12-31 ,
Assessing the role of urban ecological infrastructure in adapting to climate change impacts: a case of the city of Johannesburg Metropolitan Municipality, South Africa
(University of the Free State, 2025) Mtshali, Kholeka Thembeka (née Sikhosana); Van der Walt, A. J.; Matamanda, R. A.
This study evaluated how Urban Ecological Infrastructure (UEI) could be used for climate change adaptation in the City of Johannesburg (CoJ) Metropolitan Municipality. The objectives included analysing climate variability trends from 1993 to 2023, assessing the planning and implementation of UEIs from a municipal perspective, and using the i-Tree Canopy Model to quantify and value the importance of ecosystem services provided by green UEIs. The Climate Justice and Complex Systems theories influenced the study. The integration of these two theories allowed for an intricate assessment of the climate effects within the study area. The study employed a pragmatic paradigm and a convergent parallel mixed-method design. The ClimPACT v3.1.6 software was used to analyse daily temperature and rainfall data from 1993-2023 obtained from the South African Weather Service. Additionally, 16 stakeholder interviews and a review of 14 institutional documents were conducted to highlight the planning and integration of UEIs as a climate adaptation tool. The i-Tree Canopy Model was utilised to assign economic values to UEI-provided ecosystem services. The study’s results indicated increasing climate variability, with minimum and maximum temperatures rising by 0.03°C and 0.025°C, and annual precipitation increasing by 5.407mm. The interviews and document review revealed a significant gap between institutional plans and implementation, with climate change not being fully prioritised and understood. The i-Tree Canopy Model results highlighted the importance of the city's regulatory ecosystem services provided by GUEIs. With carbon sequestration alone, the city saves R22,163,600,100. Overall, the study indicated that UEIs are a useful tool towards climate adaptation; the institutional fragmentations and silos in the governance structures, however, pose great threats towards the city reaching urban sustainability and climate resilience.
Access status: Open Access ,
Connecting to collaborate: an examination of academic staff members’ expectations of an undergraduate writing centre
(University of the Free State, 2025) Nell, Annalene; Brokensha, Susan; Joubert, Michelle
Writing centres have established themselves as impactful support spaces at universities worldwide. However, their mandates and services are often misunderstood by academic staff and, by extension, misunderstood and therefore underutilised by students. This study examines the perceptions and expectations of academic staff regarding the services of an undergraduate writing centre at a South African university. The study aims to determine staff awareness and expectations in order to identify potential future collaborations between writing centres and content specialists. A sequential mixed-methods approach to data collection was employed, consisting of digital questionnaires followed by focus group discussions. Transcripts from the focus group discussions were analysed using Atlas.ti software. Based on the codes assigned in the Atlas.ti analysis, three major themes relevant to the research questions were identified: 𝘈𝘤𝘵𝘪𝘰𝘯, 𝘊𝘰𝘮𝘮𝘶𝘯𝘪𝘤𝘢𝘵𝘪𝘰𝘯, 𝘢𝘯𝘥 𝘝𝘢𝘭𝘶𝘦. Aspects concerning academic staff perceptions sourced from both the questionnaires and focus groups are discussed within these three themes. Based on the discussion, it is clear that many academic staff members highly value the writing centre, and are open to collaborative endeavours. They also exhibit an impressive level of familiarity with the writing centre and what it offers. However, staff also harbour some misperceptions around what the writing centre does and does not do, and identified aspects of communication that could be clearer and more streamlined. It is therefore recommended that the writing centre continue to invest in accurate communication with academic departments to ensure that lecturers and students make optimal use of its services.