Research Articles (School of Higher Education Studies)

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Browsing Research Articles (School of Higher Education Studies) by Author "Niemann, Rita"

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    Editorial
    (Faculty of Education, University of the Free State, 2011) Niemann, Rita
    Abstract not available
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    Psychological resources as predictors of academic performance of first-year students in higher education
    (University of the Free State, 2013) Kotzé, Martina; Niemann, Rita
    English: This article aims to determine whether psychological resources (hope, optimism and resilience) can be potential predictors of academic performance. A cross-sectional survey design was used and the sample consisted of 789 first-year students in Industrial Psychology. The measuring instruments included the State Hope Scale (SHS), the Life Orientation Test-Revised (LOT-R), and the Adult Resilience Indicator (ARI). The results of the simple multiple regression analysis showed that state hope, and specifically pathways, and three dimensions of resilience were statistically significantly related to academic performance, whereas optimism was not a statistically significant predictor of academic performance
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    Revisiting expansive learning for knowledge production and capability development at postgraduate level in Higher Education Studies
    (Faculty of Education, University of the Free State, 2013-03) Niemann, Rita
    Higher education in South Africa is challenged by academic and social demands. Universities, therefore, have to produce graduates who will be able to function optimally within their field of study, as well as act as agents of change in their social environment. The main purpose of this article is to theorise about applying Engeström’s expansive learning theory to teaching at Master’s level in order to address the academic demands at this level as well as foster essential capabilities. In this theoretical article, a possible framework is proposed for teaching students in a coursework programme in Higher Education Studies. The framework is based on re-conceptualised principles of expansive learning as a means of addressing the demands for producing graduates, who will possess both academic and social capabilities. The framework is an attempt to contribute to the conceptualisation of teaching as a process and a product by providing guidelines for integrating theory and practice. In this regard, it is focused on addressing both the quest for academic rigour as well as for embedding capabilities, valuable for human development.