Doctoral Degrees (School of Higher Education Studies)

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Open Access
A framework for facilitating the transition from school to university in South Africa: a capabilities approach
(University of the Free State, 12-Nov) Wilson-Strydom, Merridy; Hay, H. R.
Access to university in South Africa has been, and continues to be, a highly contested area that is plagued with many layers of complexity rooted in the social, political and educational past and present. Situated within an overarching commitment to fair and just higher education, in this thesis I have attempted to understand the complex field of access to university. I have done this by focusing on the transition from school to university, through the lens of the capabilities approach as developed by Amartya Sen and Martha Nussbaum. The capabilities approach provides a framework for seeking to understand what young people entering universities are able to be and to do and what limits their being and doing. As such, the capabilities approach requires us to move beyond measurable access statistics to a more nuanced understanding of the agency and well-being of students admitted to university. Four research questions guided the study. 1. How do first-year students at the UFS experience the transition to university in their first year of study? 2. How do learners in Grades 10, 11 and 12 from local UFS feeder high schools experience the process of preparation for and access to university? 3. How can these experiences of the interface between school and university be theorised using a capabilities-based social justice framework? 4. Based on the evidence from the research, what interventions could support efforts towards a more socially just transition for these students? Working within a pragmatic paradigm, the study employed a mixed methods research design. My starting assumption was that in order to thoroughly understand the transition to university, it is necessary to study both the final years of schooling and the first-year at university. As such, the study focused on the University of the Free State (UFS) and a sample of 20 feeder schools. A total of 2816 learners in Grades 10, 11 and 12 completed the quantitative South African High School Survey of Learner Engagement (SAHSSLE) (adapted from the version used in the United States) in September 2009. The SAHSSLE provides a wealth of data regarding educational practices at school as well as learners’ experiences and attitudes towards their education. A smaller sample of 33 learners also completed qualitative reflections on their school experience, plans for universities and their ‘university knowledge’. At the university level, I collected qualitative data from 128 first-year students in 2009 using focus group methodology. In 2010 an additional sample of 142 first-year students were asked to provide a written description of their first month at university and to draw a picture of how they experienced the transition. The thesis covers much theoretical ground related to higher education and social justice as well as in the specific study area of access. In the access domain I make use of Conley’s multidimensional model of university readiness together with research on effective educational practices that underpins the student engagement literature and instruments. Drawing on the theory and literature, I propose an ideal theoretical capabilities list for the transition to university. Following a detailed presentation of the empirical results structured in two main sections, namely: transition to university experiences and readiness for university; I then make use of the capabilities framework to theorise the transition to university. Taking the well-being of students as the starting point, the capabilities framework for the transition to university asks what the outcome of a successful transition should be. Rather than defining success merely as measurable performance (such as changing enrolment demographics, credits passed in the first-year or progression to the second year of study for example) which does not take student well-being into account; the capabilities framework presented argues that educational resilience should be regarded as the outcome of a successful transition to university. In this context, resilience is defined as follows: • Being able to navigate the transition from school to university within individual life contexts; • Being able to negotiate risk, to persevere academically and to be responsive to educational opportunities and adaptive constraints; and • Having aspirations and hopes for a successful university career. A pragmatic capabilities list and framework for the transition to university is proposed and defended, together with specific recommendations for how this framework could be applied to facilitate the transition to university. The seven capabilities for the transition to university are as follows: 1. Practical reason 2. Knowledge and imagination 3. Learning disposition 4. Social relations and social networks 5. Respect, dignity and recognition 6. Emotional health and reflexivity 7. Language competence and confidence. These seven capabilities encompass the lessons learned from the literature review of university access and the first-year at university, the capabilities literature, and the empirical data within an overarching commitment to social justice and the promotion of the well-being of students. The thesis ends by considering what the UFS could do differently to facilitate the transition as well as what the UFS could do in partnership with schools.
Open Access
Quality assessment of the management of an instructional offering process: research methodology in the B.Tech. programme in technikons: a systems approach
(University of the Free State, 2002-11) Du Toit, Lillette; Hay, H. R.
English: This study focuses on the quality of the management of an instructional offering (10) process: Research Methodology, in the B.Tech. programme in technikons by means of a systems approach. The B.Tech.: Office Management and Technology in the School for Secretarial Studies and Education in the Faculty of Human Sciences at the Border Technikon, a historically disadvantaged technikon, was used as a case study. Theoretical perspectives of the challenges for change in the organisational culture of higher education institutions and the different organisational cultures the institutions need to embark on in order to prepare for quality improvement, are supplied. The context of quality assurance in the higher education statutory landscape, as well as the pivotal role of self-assessment in quality assurance in higher education is provided. The models and management approaches to quality assurance in higher education provided the context in which the self-assessment instrument was adapted for application to the 10 process. The objective of the extensive literature review on action learning and action research supplied a solid base to apply the methodology in practice. Theoretical perspectives on the different organisational cultures of higher education institutions are supplied. The purpose for this is to sensitise the reader to the challenges brought about by change which the higher education institutions are faced with if they are serious about quality assurance. The notions of quality and quality assurance as well as the various factors influencing quality assurance in higher education are sketched within the international quality assurance trends in higher education. South African policies and perspectives are also discussed to establish the impact of these on the quality assurance and self-assessment approaches of higher education institutions. This case study is undertaken to provide an in-depth study of the quality of the management of an 10 process in a B.Tech. programme at Border Technikon. A qualitative research method by means of action research and action learning was used to establish the quality of the management of the 10 process. An initial process map of the 10 was designed and critically reflected on by academic peers, resulting in an improved process map. A self-assessment of the 10 process was carried out by means of an adapted instrument based on the SAEF Level 3 criteria and the Baldrige Education Criteria for Performance Excellence. Within the framework of the literature consulted and the comprehensive annotated bibliography undertaken, the AL team critically reflected upon the outcomes of the self-assessment. The areas that were identified for improvement in the management of the 10 process were prioritised and action plans to address these were executed. The reason for the research done in this case study, as well as the positive reflection on the results from the action research and the action learning applied by the AL team reflects the need for quality management of the core processes (the 10 processes) of a higher education institution such as Border Technikon. This research was not merely carried out for the sake of obtaining a higher qualification or degree, but rather for the value of its outcomes for the quality assurance and quality management processes at Border Technikon, as well as for higher education institutions similar to Border Technikon. This study displayed the importance of the quality of process management in the quality assurance activities and the institutional review process of higher education institutions which have to be accredited by an external body such as the Higher Education Quality Committee.
Open Access
Developing the academic literacy of undergraduates studying by distance education in South Africa
(University of the Free State, 2002-11) Collet, Philip Godfrey; Hay, H. R.
English: This research has been conducted at a time of major transformation in higher education, both in South Africa and internationally, which involves the re-engineering of education processes, such as content delivery, assessment and learner support, in order to meet the needs of lifelong learning in an information society. Distance education, as an important component of South African higher education, is a key to this transformation due to the convergence of traditional and more open and flexible forms of higher education and as such needs to respond to multiple challenges of enabling access to growing numbers of non-traditional higher education students; improving teaching and learning; implementing new information and communications technologies; articulating with new qualifications and quality assurance frameworks; and rationalising and optimising available institutional resources to respond to these challenges. A review of the fields of distance education and academic literacy revealed that older 'transmission' type paradigms, epitomised by content based correspondence education in which the distance learner absorbs theoretical knowledge in isolation, are inimical to the development of academic literacy. Academic literacy is understood as that complex of knowledge, attitudes. and values which allows meaningful and successful participation of the student in the academic culture and, more broadly, in developing personal and professional competencies which equip the student for productive involvement in the society at a high level. Constructivist orientations to learning are generally considered to facilitate meaningful development of academic literacy. This study aimed to: } Illuminate the development of academic literacy in students studying undergraduate courses through distance education in South African higher education; } Identify and describe effective practice of distance education institutions, and effective learning behaviours of the learners themselves, in facilitating the development of academic literacy; ~ Identify and describe problem areas in the development of academic literacy in undergraduate distance learners; ~ Recommend improvements in practice and further research to facilitate the development of academic literacy in distance education. A mix of empirical and theoretical methods was used in a cycle of deductive and inductive research to pursue these aims. Data was gathered using postal and e-mail questionnaires to distance learners and lecturers and this was supplemented by interviews. The most important findings emerging from the study are: ~ Transmission models of teaching and learning are still very much in evidence, although some innovation is taking place in the areas of support, communication and materials development; ~ For many distance learners there is a critical lack of engagement with lecturers and with fellow students which precludes meaningful development of academic literacy; ~ For the most disadvantaged students, access to sufficient learning support, a prerequisite for academic literacy development, is problematic. Major conclusions drawn from the study include the following: ~ Innovations in support, communication and materials developments need to be implemented more quickly if a significant number of students are to benefit; ~ A critical threshold of involvement in the process of developing academic literacy, by means of constructive learning in a range of contexts, needs to be established in order to ensure acceptable learning outcomes in South African distance education; ~ Learner support structures need to be made available to the majority of students to ensure equity, student retention and mission achievement; ~ Sustained research by institutions of learner support needs, learning dynamics, and experience of services is vital to the successful adaptation of the sector.
Open Access
A staff development programme for merged and incorporated South African higher education institutions
(University of the Free State, 2003-11) Redelinghuys, Jacobus Nicolaas; Hay, H. R.
English: Mergers and incorporations in higher education institutions are a world-wide phenomenon. The reasons why higher education institutions merge are not different from those of companies in the corporate sector, however, the initiators of the mergers/incorporations differs in the case of higher education institutions, because it is usually the government. When higher education institutions merge/incorporate, these institutions undergo major transformation. This transformation may include changes in the physical environment and resources, the location of the higher education institution, the administrative system of the higher education institution, its support structure, student and staff composition and as well as academic programmes. The South African higher education sector had to transform because it was characterised by fragmentation as a result of the previous political dispensation. The result was that the South African higher education sector consisted of 21 universities, 15 technikons and 96 colleges of education and was characterised by racial and gender inequalities. After the first democratic election of 1994, South African government departments became more integrated and started to function as a coordinated system. The South African higher education system started its transformation process with the establishment of the National Commission on Higher Education (NCHE) by presidential proclamation. The central proposal of the NCHE is that higher education in South Africa must be conceptualised, planned, governed and funded as a single, coordinated system. The change proposed by the NCHE is disruptive and traumatic, especially for people involved in the changing process. When mergers/incorporations occur, the corporations or identified higher education institutions are unaware of the impact of the merger/incorporation on staff. Staff may experience feelings of shock, denial, fear, anger, sadness and blame during the initial phases of the merger/incorporation. Staff may also lose a sense of loyalty towards the institution. This study addresses the problems staff experiences during a merger/incorporation process with a literature review on the history and transformation of South African higher education sector, international experiences of mergers and theoretical perspectives on mergers. It continues by describing how staff perceives a merger. The second stage of the study provides an empirical investigation on how staff perceives mergers/incorporations. The investigation focuses on staff and management, especially the interaction and communication between staff and management regarding the merger/incorporation. It concludes with the development of a staff developmental programme for merged and incorporated South African higher education institutions. One of the main proposals of the programme is the appointment of an independent merger/incorporation facilitator, who would be without bias towards any of the higher education institutions. This programme is also characterised by identifying staff and management needs during a merger/incorporation, for example: • the identification of management and staff needs; • training for management and staff; • psychological services for management and staff to assist with the merger/incorporation; and • addressing cultural diversity from an institutional and staff perspective. The merger/incorporation process is a changing process. In order for the changes to be as painless as possible, the programme proposes that continuous assessment should be built in throughout all the time-frames to ascertain if the merger/incorporation process, especially how the staff component is integrated, is going according to plan. The study concludes with recommendations on how staff should be accommodated through the different stages of the merger/incorporation process. It reiterates the fact that staff is one of, if not the most important, resource of any institution and should be given the attention it deserves.
Open Access
A service-orientated model for the development of non-academic middle managers in South African higher education
(University of the Free State, 2004) Van Gensen, Dawn Theresa Denise; Hay, H. R.; Hay, J. F.
𝑬𝒏𝒈𝒍𝒊𝒔𝒉 Currently higher education in particular is characterised by rapid change and transformation, globally as well as in South Africa. For administrative staff there are equally rapid changes in management processes, techniques and technology. In addition, there is no doubt that distinctive challenges are facing administrative middle managers. In this regard a "managerial revolution" is taking place in higher education and "new managerial cultures" are urgently needed. Many middle managers are insufficiently equipped to deal with this revolution or to adopt a "new managerial culture" to unlearn rigid and ineffective management styles and to learn and relearn new skills. This "revolution" requires middle managers who are able to contribute meaningfully to their institutions. Middle managers in the administrative cadre of higher education institutions - whether they are for example in finances, student services, library and information services, marketing, quality assurance and ICT among other things - all need to manage and interpret information, control and manage funds as well as staff. They also need to plan, organise, lead and control integrated and interdependent activities and apply their specialised knowledge not only to their units, but also in a multi- and interdisciplinary manner. Continually improving the productivity in both internal and external service delivery in a constantly changing landscape requires key competencies and skills. The wide range of competencies and skills that were identified in the study, are testimony to the complexity of the middle management functions in higher education institutions. Middle managers also have a vital part to play in higher education institutions' quality assurance processes and the promotion thereof. They need to facilitate quality awareness among administrative staff and promote the implementation of quality in their administrative processes and customer services. It is expected from institutions to become more client-focused and to deliver excellent services, similar to those expected in the corporate world. However, higher education institutions are not well known for delivering satisfactory levels of service to their internal and external customers. Middle management in administrative positions is at the heart of influencing as well as contributing to a new higher education landscape where quality service delivery to all customers is vital. It is therefore crucial for middle managers to be empowered and stay empowered in pursuing the objectives of their institutions. Adequate development of middle managers is essential to ensure that middle managers as well as the higher education institutions are sufficiently equipped to respond to the rapidly changing circumstances in higher education. This implies that middle managers in administrative positions need to be supported by means of training and development to adjust to the demands of their new roles. Staff development is a key activity in higher education institutions and is central to their quality. The quality of middle managers in higher education institutions is central to their effectiveness. To emphasise the importance of quality service to customers, middle management skills and competencies need to be continually strengthened and enhanced through development. Fortunately, the South African government - the primary funder of higher education in the country as is the case with governments elsewhere in the world - realised this fundamental requirement of management development by putting into place several "progressively enabling" acts and policies to underline the importance of transformation and development of higher education staff, which is accordingly also applicable to middle managers in administrative positions in higher education. But, at the institutional level, there is a large gap between the crucial need for middle management development and the low level of activity. A thorough literature study involving current and relevant literature on middle management development was undertaken, after which a mainly qualitative research approach was followed through semi-structured interviews and responses via e-mail from administrative middle managers. Participant observation in the workplace relating to middle management development in higher education also took place. The constant comparative method of data analysis was used to capture recurring patterns and themes during the research process. The primary purpose of the study was to create a model for the development of middle managers in administrative positions in higher education institutions in order to become more service- and client-orientated through enhancing their services and customer care. This model could ultimately lead to the empowerment of middle managers to render quality services to all their customers which, in turn, could also enhance their competitive edge and contribute meaningfully to their higher education institutions.
Open Access
Academic staff performance appraisal system for higher education in Lesotho
(University of the Free State, 2004-05) Mpooa, Ts'ebetso Margaret 'M'amokheseng; Alt, H.; Hay, H. R.
English: The changing social, political, economic and technological environment exerts pressure on governments throughout the world to ensure that higher education institutions are efficient and effective in the delivery of services. The continuing environmental change and, in particular, the financial decline has caused governments to apply stringent financial control measures and to demand higher education institutions to address external and internal demands for efficiency (see 2.2; 3.2.1; and 4.3). Likewise, the Lesotho government ensures that higher education institutions provide efficient services to justify the funds invested in them (see 2.2.2). In recognition of the significant role that a skilled workforce could perform in initiating change, governments - including the Lesotho government - shifted from a confidential to a developmental performance appraisal/management system as a performance control measure with the intention to improve efficiency (see 3.2.2; 4.3; and Table 4.1). This shift from the confidential performance appraisal system was based on the assumption that a holistic, integrated, democratic system would effect a change in staff performance compared to the autocratic system of assessing staff performance (see 3.2.2; Table 4.3; and 4.5.2). The purpose of this study was to determine the type of performance management system used in Lesotho institutions of higher learning and to suggest improvements that would ensure efficient staff performance. The main research question was what system of performance management could bring about efficient academic staff performance in the Lesotho higher education institutions, given the context within which higher education exists. In addressing the main question, this study set out to obtain responses from the Lerotholi Polytechnic (LP), the National Health Training College (NHTC) and the National University of Lesotho (NUL) concerning the following subsidiary questions: the meaning, purpose, principles and objectives of performance management; the existing policies and procedures of performance management; the relation between scholarship and performance management (see 4.2; 4.5.2; and 4.5.3). In addition it required suggestions for the improvement of the existing performance management system (see 8.6). Both a theoretical and a field study were conducted. In the field study, a combination of methods was used, which included a survey descriptive research design adopting both qualitative and quantitative techniques. Quantitative data was collected by means of the self-administered questionnaire. Qualitative data was gathered by means of interviews and focus group discussions. The findings from LP and NHTC with regard to the purpose of performance management revealed that performance management had been instituted to ensure efficiency and effectiveness. The intention was to make these institutions responsive to the demands of the internal and external stakeholders. The purpose of the system in both institutions seems to linger more towards judgement than towards scholarship development, which would result in staff efficiency. Similarly, findings from NUL seem to emphasise punishment and not scholarship development. The findings from NUL with regard to the performance management policy showed that a clear performance management policy did not exist and that preparations were made to introduce an appraisal policy. The staff were evaluated annually based on the point system. The activities of teaching and learning, research and community service are allocated points according to their perceived importance by management. Research is allocated more points, since it is considered to contribute to the improvement of subject content and the methodology of teaching. The findings also reflect that consultancy work contributes to the subject content. But it seemed that the respondents were dissatisfied with the value attached to research, since they had large teaching loads that made it difficult for them to conduct research. In addition, allocated funds were limited to conduct research. Also, the appraisal policy in the three institutions attached more value to research than teaching, yet the latter formed the core of the lecturers’ activities. These findings reflect that for a performance management system to be sustainable, a performance management policy should have clear guidelines to ensure that all forms of scholarship are equally valued and assessed. Based on the afore mentioned findings from the three institutions, it is recommended that the review of the existing performance management system should emphasise promotion of staff efficiency and effectiveness to enable the higher education institutions to respond to the internal and external demands for efficiency. The purpose of the appraisal should be to reflect staff skills and knowledge that need development and also factors that inhibit efficient performance. In all the institutions the recommendation is that the purpose of the performance appraisal system should be to develop staff competencies to enable staff to address knowledge and skill requirements in their contexts. This recommendation is in line with the argument of this thesis namely that for a performance management system to be effective, its purpose must be to develop scholarship. Various recommendations were made to ensure that a performance appraisal system, which supports scholarship development should be in place. The recommendations from both LP and NHTC were that the policy should be clear on the purpose and the procedure of the performance appraisal system. In addition, a policy that emphasises staff development is recommended, since it is not threatening and such a system supports staff to be efficient. With regard to the procedure the recommendation from LP and NHTC was that performance assessment should be based on agreed standards and indicators of performance; that job descriptions be aligned to the mission; the rating of staff should be consistent; and that the grievance procedure should be clear. The recommendations from NUL on procedures of performance management were that the methods and instruments used for collecting evidence on performance should be clearly stipulated; feedback on performance appraisal results should be provided to appraisees; and that the rating of the research and the teaching staff should be consistent. The recommendation from the respondents at LP, NHTC and NUL was that all forms of scholarship should be given equal recognition in appraisal. The institutions should also ensure that the necessary resources to conduct research are available. The respondents from the institutions studied indicated that the success of a developmental, continuous and democratic system of performance appraisal depended on the dynamic leadership that is supportive to change. Recommendations on future research are that research should be conducted on leadership and the management of staff performance in the three institutions studied. Such research is essential, since it will highlight whether the existing type of leadership is conducive for the success of a performance management system. Future research can also be conducted on the interaction between appraiser and appraisee in decisions on the action plans. Interaction promotes involvement in decisions. Without staff involvement in plans and decisions on appraisal, the appraisal system may not be sustainable. In addition, research on the process of appraisal is essential, since the processes determine the success and the continuity of appraisal.
Open Access
The development of a post-graduate education and training programme for heatlh care workers for the prevention and management of ocular complications in diabetic patients
(University of the Free State, 2005-12) Clarke-Farr, Peter Christopher; Nel, M. M.; Wilkinson, A.
Abstract not available
Open Access
Creating meaningful blended learning experiences in a South African higher education classroom: an action inquiry
(University of the Free State, 2005-12) Nel, Elizabeth; Wilkinson, A. C.; Van Tonder, S. P.
English: The overall aim of this study was to establish guidelines for creating meaningful blended learning experiences in a South African higher education classroom at undergraduate level, and specifically in the context of the University of the Free State (UFS). Blended learning in this study refers to the combination of face-to-face and online modes of educational delivery as applied in the field of Information Technology (IT). For “meaningful learning” to take place, the focus is placed on inter-related dimensions which have to be addressed, such as the pedagogical, the ethical, the interface design and the evaluation dimensions. The significance of the research lies with the possible benefits the blended learning mode offers the institution and its community (students and facilitators), as well as the possibilities for improving educational practice in similar contexts. In order to address the above issues and simultaneously improve her own practice, the researcher embarked on an action research project. This study has already stretched over two full cycles of inquiry and the perspectives gained in this period are utilised in discussions on the (re-)planning of a third research cycle of plan, act, observe and reflect. The data collection methods employed were mainly qualitative in nature. Most of the information was gathered by means of comprehensive online feedback by the students while student profile questionnaires provided a basic understanding of the diversity of the students involved. The researcher also kept a detailed research diary/journal during both cycles. As part of the action inquiry, an inter-institutional web-based questionnaire survey was conducted. The aim was to get experienced practitioners in the field of blended/online-learning to evaluate some of the learning principles for blended learning which had been identified in the study. The research findings are presented in the format of five articles: In Article 1 the focus is on the research design and methodology employed in search of effective online collaboration in the blended learning mode at the University of the Free State. It includes a brief overview of the nature and underlying assumptions of collaborative learning; an indication of the potential benefits of online collaborative work; and a discussion of and reflection on the two completed research cycles of the action inquiry. 200 In Article 2 it is demonstrated how the incorporation of student feedback can be utilised in the enhancement of online collaborative activities. The large amount of data gathered from the students' reflections were analysed by means of a SWOT analysis. Through this analysis it has become clear that involving students as “co-researchers” in the reflective process of an action inquiry project holds numerous benefits for the practice of university teaching. In Article 3 the theory on online and blended learning is discussed against the background of the researcher’s experience as facilitator and action researcher in a blended learning environment. The use and value of the research diary/journal as valid data collection method is illustrated and it is shown how the researcher’s growing understanding of practice has led to the development of important learning principles for blended learning in the specific context. The intention in Article 4 is to illustrate how an existing process planning model was effectively adapted and applied during the re-planning phase for the third cycle of inquiry. The final deliverable in this process is a set of action plans for future collaborative learning that could help to make the student learning experience in the blended learning environment more effective and meaningful. Finally, in Article 5 the findings of the inter-institutional opinion survey are presented and analysed. The researcher also makes use of various “agreed upon” learning principles to develop a preliminary framework for meaningful blended learning which could serve as a springboard for further investigation.
Open Access
An analysis of factors inhibiting the access of students with special educational needs to higher education in the Free State
(University of the Free State, 2006) Nkoane, Molebatsi Milton; Mahlomaholo, M. G.; Van Tonder, S. P.; Hay, H. R.
English: The major focus of this study is an investigation into how higher education institutions in the Free State Province could enhance access of students with special educational needs. In order to make a systematic and scientific research analysis, the thesis seeks to examine practices that inform higher education, and how students with special educational needs make sense of their experiences concerning higher education. The purpose of the research is therefore to explore the factors that inhibit access to higher education institutions (HEIs) for the SEN students in the Free State region. Equally important, the challenges facing higher education institutions are investigated, drawing on evidence of the policy framework, i.e. the Bill of Rights (1996); the Constitution of the Republic of South Africa (1996); the South African Qualification Authority (1995); the National Qualification Framework (2002), the Education Green Paper on Higher Education Transformation (Notice 1196 of 1996); and Education White Paper No 6: Special Needs Education; Building an Inclusive and Training System (2001). These policies will be examined and the researcher identifies, defines and looks for causality and the manifestation of students with SEN in HEIs in order to propose ways for South Africa to initiate a public policy that will encourage understanding among policy-makers, practitioners and researchers in order that they might reflect upon these challenges. Equally important, interest in inclusive education has grown substantially in the last decade in South Africa as a new paradigm in the education sector has occurred whereby the Ministry of Education has to introduce an inclusive education system at school level [see DoE Education White Paper No 6 (2001)]. However, universities do not seem to be fully geared for SEN students. Access to higher education is used interchangeably with the concept inclusive education in this thesis because the researcher of this particular study understands them to basically mean and refer to the same process. Equally important, these concepts are central to this investigation. It is vital to provide a more in-depth and clear discussion thereof. In doing so, this thesis indicates why these concepts are so essential as well as central to this study. Furthermore, this research interrogates different literature sources on inclusive education. The review of challenges and possibilities for broadening access to education with focused view on (i) curriculum; (ii) assessment to promote access; (iii) access and fair chances to higher education. These are some of the issues that will be interrogated in this study. A close scrutiny and critical interrogation and/or review of possible barriers that could inhibit access to higher education for SEN students will be undertaken. This thesis presents and interprets data from seemingly contradicting approaches, namely positivistic; critical emancipatory and textual orientated discourse analysis (TODA). Thus implying the data collection techniques includes qualitative and quantitative methods, such as the use of questionnaires, open-ended questions using the free attitude interview (FAI) technique. The reason for this thesis to adopt the triangulation model are mutual validation of results on the basis of different methods and to assist the research to obtain a more in-depth or a complete picture of the phenomenon under investigation and produce a sound explanation. Equally important this thesis reflects on findings. It also draws various conclusions which lead to recommendations that could be followed up. These reflections are viewed against the backdrop of a situation that is unfolding in South Africa, a country that is beginning to shed some of the vestiges of the past. But contrary to popular belief, forces retarding progress towards aspired inclusivity and accessibility or democracy as well as a lack of “utopia” seem to have merely disguised themselves rather than actually retreating in shame. Based on the data collected and analysed it seems sound that the services provided by HEIs in the Free State serve certain section of the population of students. However, departments, units, administrators and SEN students alike believe that there are numerous administrative and other issues that must be addressed to provide equal services to all. Lastly, suggestions and recommendations that are important for the purpose of access to be realised in HEIs by students with SEN are made. This could enable future relevant research based on the theory generated in this study. The purpose of the thesis is to empower SEN students, rather than blowing the deficiencies or challenges out of proportion. The study aims to destroy the reproduction of the status quo of segregation, inequalities, exclusion and marginalisation of SEN students in HEIs. Access to equal higher education provision will be discussed and defined through various discourses. In fact, the understanding of SEN students and access to higher education remains a social construction. Access to higher education provision has to do with how marginalised and excluded SEN students understand the barriers and what they think could be done to overcome them and what they as equal human beings feel and aspire to become. The discourse raised challenges such as oppression, exclusion or marginalisation of students with SEN. HEIs should avoid ignoring the existence of SEN students at all costs. The vision and frame of reference of these institutions should always be conscious of those they are serving in the broad spectrum. Research in this area could be understood as playing a role in the process of the emancipation of marginalised SEN students. Inevitably, the thesis can therefore only be judged emancipatory after SEN students themselves have made their voices heard. This study can be viewed as a forum of amplification for the voices of those who are marginalised or excluded from mainstream university culture. It might also be engaged as a tool for those who are seeking emancipation for themselves.
Open Access
A learning facilitation framework to enhance academic skills development among underprepared learners in South African higher education
(University of the Free State, 2009-01-25) Brüssow, Saretha; Wilkinson, A. C.; Nel, M. M.
The research presented in this thesis is concerned with understanding underpreparedness, a phenomenon which is inextricably intertwined with the current South African higher education dilemma of poor throughput and high attrition rates. Considering the increased access to higher education institutions, a continuous need exists for ways to scaffold the underprepared student to succeed. For this reason a learning facilitation framework based on empirical research and current understanding about the potential benefits of engaged learning is presented. Based on descriptive-exploratory research, perspectives on underpreparedness experienced by higher education institutions in South Africa and in other countries are disclosed. The thesis focuses on what is meant by underpreparedness; factors contributing to underpreparedness; the domains of underpreparedness; and the typical circumstances underprepared students find themselves in. These four focus areas were in the first place investigated by means of a literature review to capture existing knowledge and research and, in the second place, by a questionnaire survey and structured interviews. These different interpretations and dimensions provided an opportunity for diverse perspectives on underpreparedness to be encompassed and enveloped, thereby becoming a basis not only for the framework recommended, but also for future research or initiatives to improve teaching and learning. In a search for educational approaches considered effective in dealing with underprepared students, research mainly focuses on three key concepts, namely general perspectives on the existing constraints of facilitating the learning of the underprepared; the perceived educational effectiveness of different educational approaches; and the significance that is coupled to interactive engagement. The overarching aim of this investigation was the identification of educational approaches that lessen the impact of underpreparedness on student learning. The thesis also discusses some of the findings identified by an action inquiry into reflective teaching. Reflective practices have the potential to improve teaching competence, a gain that will ultimately lead to improved student learning. In addition, the benefits of concept mapping were investigated through both quantitative and qualitative observation techniques. The quantitative and descriptive data presented indicate that concept mapping contributed not only to achieving efficiency, but also to conceptual development. The researcher sees these positive outcomes as effects of both the active generation of knowledge through the act of mapping and the social interaction during the collaborative concept map task. The findings of this investigation confirm works by others that indicate that the use of concept mapping as a teaching/learning tool can lead to achievement gain, meaningful learning and, ultimately, conceptual change. Moreover, there may also be an increase in self-regulation, selfefficacy, a deep learning orientation, and motivation traits that are highly sought after to assure academic success in the underprepared student. The framework presented centres around learning facilitation strategies deemed effective in scaffolding the underprepared students ability to learn in mainstream courses. These learning facilitation strategies seek to delineate teaching approaches that advance learners' ability to learn more effectively. These learning principles, theories or practices are divided into several elements clustered into six domains of learning facilitation strategies, namely cooperative, generative or constructive, reflective, experienced, interactive and conceptual learning. Although the domains are unique, they are also interrelated: Reflection (reflective learning) stimulated by a learning event (experience-based learning) in a social context (cooperative learning) which leads to the construction (constructive learning) of knowledge. The framework intends to act as a guide or source for higher education educators and practitioners who want to improve their teaching effectiveness in dealing with the underprepared.
Open Access
A model for student evaluation to enhance teaching and learning quality at the Central University of Technology, Free State
(University of the Free State, 2009-01-25) Van der Merwe, Barend Christoffel; Hay, H. R.; Wilkinson, A. C.
English: There seems to be a worldwide interest in enhancing the student learning experience, particularly through interactive learning - an educational philosophy that places the student at the centre of the learning process. Even more important is the fact that the learning facilitator is supposed to monitor students’ progress towards achieving specific and generic objectives much more progressively. However, to achieve these goals and to ensure that learning is maximised, it is imperative for higher education institutions to regularly receive feedback about the quality of the learning process and experience. Consequently, student evaluation of teaching and module content has been instituted by almost all higher education quality assurance agencies around the world. The responsibilities of the Higher Education Quality Committee in South Africa and its engagement in institutional audits, its support for institutionalising a culture of self-managed evaluation that builds on and surpasses minimum standards, and its endeavours to develop and implement accredited programmes in higher education institutions are examples in this regard. For many years, the impact of student evaluation on the South African higher education system has been limited. As governmental demands for educational accountability grow, the teaching profession finds itself under pressure to demonstrate its value with solid, credible data/evidence. However, in an environment in which there are so many emerging and competing demands, there is a danger that the essential focus on the teaching and learning function could be lost. Universities, therefore, need to quantify their value to provide hard evidence that they have succeeded in promoting learning among students. The most direct source of information about the quality of the learning experience in higher education is the students themselves. Accordingly, the purpose of student feedback is to meet quality assurance requirements and to demonstrate to internal and external stakeholders that students are receiving an adequate educational service. To make an effective contribution to internal improvement processes, the views of students need to be integrated into a regular and continuous cycle of analysis, reporting, action and feedback. The primary purpose of the study was to undertake research that would lead to the development of a model for student evaluation in order to enhance teaching and learning quality at the Central University of Technology, Free State (CUT). This research falls primarily within the qualitative research paradigm, although some of the data were gathered by utilising quantitative techniques. A qualitative approach was adopted since the experiences of and feedback from the various stakeholders were interpreted and described in a qualitative way. A variety of qualitative research methods were applied in this study. For example, an exploratory literature study was done, interviews with international and national experts/authorities were conducted and focus group discussions were organised. All of these techniques are applicable and appropriate when a case study is conducted, since case study methods involve an in-depth, longitudinal examination of a single event (Flyvjerg, 2006). It provides a systematic way of looking at events, collecting data, analysing information, and reporting the results. In the first place, the researcher explored the international and national driving forces behind the renewed interest in the enhancement of quality teaching and learning. Secondly, the researcher investigated student evaluation practices, both internationally and nationally, and thirdly, he determined which student evaluation measuring instruments are applied, internationally and nationally. Given the complexity of the student evaluation process, the unique and distinctive manner in which each of the various systems and measuring instruments in the United States of America, England, Australia, New Zealand and South Africa is managed, was found to be truly remarkable. The knowledge gained during the development and implementation of the paper-based student evaluation system at the CUT since 2001, has provided valuable insight into the development of an online student evaluation system. The researcher looked at the rationale behind the implementation of an online student evaluation system, traditional paper-based evaluations versus online student evaluation surveys, the outcomes of recently conducted studies on online surveys in the USA and Australia, the advantages of online student evaluation practices, and the challenges associated with online student evaluation surveys. The knowledge and insight obtained in this regard led to the development of a model for online student evaluation of teaching and module content at the CUT. The researcher argued that the ultimate challenge of online evaluations is to convince students that their active participation will enhance the quality of teaching and learning practices. He foresees that it is inevitable that online evaluations will eventually match and replace the traditional paper-based student evaluation system. The inclusion of signposts at the end of each section in Chapters 2, 3 and 4, which refers to the implications a specific section has for the whole student evaluation system, adds further value to the study. This single case study provides a detailed description of the student evaluation process at the CUT and the researcher’s interpretation of the case. It promotes a better understanding of student evaluation of teaching and module content at the CUT and facilitates informed decision-making.
Open Access
The challenges of designing a new programme and qualification mix (PQM) for a comprehensive university in South Africa
(University of the Free State, 2009-04) Dandala, Maxwell Andile; Hay, Johnnie F.; Van der Westhuizen, Louis J.
English: This study focused on the challenges of designing a new Programme and Qualification Mix (PQM) for a Comprehensive University (CU) in South Africa. The mergers and incorporations of higher education institutions in South Africa resulted in the formation of three institutional types, namely, traditional universities, universities of technology (former technikons) and comprehensive universities (offering both university-type programmes and technikon-type programmes). The interest in pursuing this study was initiated by the challenges that the CUs would face in designing their first post-merger PQMs. Walter Sisulu University (WSU) which resulted from the merger of three historically disadvantaged institutions (HDIs) was used as the case study. WSU was one of the six South African CUs, four of which were currently offering both university- type programmes and university of technology-type programmes. The other two CUs were seemingly at the initial stages of offering both types of programmes. The study explored the transformation of the South African Higher Education system which was informed by what the position was before 1994 and also by examining the higher education transformation agenda after 1994 through attempts by the first democratic post-apartheid government of South Africa to create a single higher education system through the National Commission on Higher Education (1996), the Education White Paper 3 (1997), the Higher Education Act, Act No. 101 of 1997, as amended, the National Plan for Higher Education (2001), as well as the Guidelines for Mergers and Incorporations (2003). Documents such as the Qualifications Structure for Universities in South Africa – Report 116 (1995), the Qualifications Structure for Technikons in South Africa – Reports 150 and 151 as well as the Higher Education Qualifications Framework (HEQF) – 2007 were used in conjunction with the Eastern Cape Provincial Growth and Development Plan (PGDP) – 2004-2014 in order to enrich the debate that informed the designing and development of the PQM for WSU as a comprehensive university. The above legislative framework was followed by an attempt to define or explain terminologies like “university”, “comprehensive university”, “programme”, “qualification”, “programme and qualification mix”, in the context of the South African higher education system. These definitions were compared with equivalent international practice. This study, in attempting to analyse the PQMs of CUs, discussed the inherent nature and roles of universities as well as the classification of university types in South Africa which resulted from the mergers and incorporations of certain higher education institutions. The chapter described in the above paragraph was followed by a discussion of academic programmes and qualifications1 offered at selected comprehensive universities on five continents, namely, Africa, Asia, America2, Australia and Europe. This was done in conjunction with an exploration of the process of the development of the PQM of two South African traditional universities, two South African universities of technology and four3 South African comprehensive universities. In order to analyse the challenges associated with the designing and development of the first post merger PQMs for comprehensive universities in South Africa a sample of eight universities were asked to respond to a survey using questionnaires. Research questionnaires were distributed and retrieved from the selected eight universities including two merged traditional universities, two merged universities of technology and four merged comprehensive universities as well as one questionnaire to each of the three former Vice Chancellors of the three institutions which merged to form WSU. The Executive Deans of the four faculties of WSU had to respond to the same questionnaire and this gave a clearer hands-on and current view of the process of PQM design and development at WSU. These universities were asked questions on the definition of terms like what Programme and Qualification Mix are understood to be, what comprehensive universities are, what their views are in terms of the sustainability of the binary divide, what their PQM development processes entailed, which stakeholders were involved in their PQM development processes and what challenges faced their PQM development processes. A selection of stakeholders who are interested and affected parties in the PQM design and development process of WSU was interviewed. Interviews were conducted with a senior official of the Higher Education division of the national Department of Education, the Eastern Cape Provincial Member of the Executive Council (MEC) for Education, the official who led the process of developing the Eastern Cape Provincial Growth and Development Plan (PGDP) as well as the Executive Mayors of the three District Municipalities, namely, Amathole, Chris Hani and OR Tambo, in whose areas all four campuses of Walter Sisulu University are situated. The interview schedule covered questions like the roles of the above stakeholders in WSU’s PQM development processes and what these stakeholders expected to achieve from the aforementioned PQM processes. They were also probed on what specific programmes they would like the PQM processes to include. The results of both the questionnaire and the interview surveys were analysed and conclusions were drawn therefrom. Since WSU is used as a case study, the challenges of designing the first post-merger PQM for this specific university as a comprehensive university were outlined in detail with a possible model proposed for its PQM. The last chapter drew general conclusions, recommendations and suggested areas for further empirical studies in this field.
Open Access
A framework for learning design in different modes of delivery in an adult learning programme
(University of the Free State, 2009-05) Massyn, Liezel; Wilkinson, A. C.; Van Schoor, J. H.
English: This study has been undertaken against the background of a higher education environment that is changing, especially under the influence of the knowledge economy, the influx of adult learners and the impact of technology. Among other things, technology has led to the development of different modes of delivery in teaching and learning. This study set out to develop a framework for learning design in three different modes of delivery (face-to-face, modular and online) in an adult learning programme. The literature review focused on answering three subsidiary questions, namely (i) identifying the influence of the changing higher education environment on learning and the design of learning; (ii) identifying the most prominent perspectives on effective teaching and learning in different modes of delivery on the design of learning; and (iii) identifying the characteristics that adult learners bring to the learning environment that need special consideration in effective learning design. The literature review provided guidelines for learning design for effective teaching and learning in different modes of delivery using the community of inquiry of Garrison et al. (2000) as an organising mechanism. Furthermore, guidelines for learning design for effective teaching and learning for adults were also identified using the Four Lens Framework of Kiely et al. (2004) as an organising framework. These guiding principles formed the directives that were used to measure the compliance of an adult learning programme (the Bachelor of Management Leadership programme at the University of the Free State). The empirical investigation focused on the compliance of the adult learning programme together with identifying the shortcomings of the current learning design and enhancing the current learning design of the programme. A triangulation mixed methods design was used. Through the use of a questionnaire survey, data was collected from students enrolled in the different modes of delivery. The analysis and interpretation of the data led to the identification of some shortcomings in the programme. The main criticism against the current learning design of the BML programme was the differences in the alignment between the various modes of delivery. In order to address this shortcoming a blended learning design is proposed that could be implemented on a programme as well as a module level. On the programme level the blended learning design introduces an online learning component for the face-to-face and modular modes of delivery and face-to-face contact sessions for the online mode of delivery. The learning design on a module level introduces a process where students can developed as self-directed learners and is based on the work of Huang and Zhou (2006) and Knowles et al. (2005). The proposed framework was evaluated by a panel involved in the programme to provide feedback on the feasibility of the learning design and to provide suggestions to further refine the framework. The significance of the study lies in the development of a framework for learning design using directives in teaching and learning and in the design of learning for adults that are applicable in the changing higher education environment. The study has incorporated the newest trends that address contemporary higher education. The framework is not only based on sound theoretical principles (as discussed in the literature review) but provides a practical framework that could be used by the management and the lecturers of the programme. The study could be applicable to other adult learning programmes due to the generic nature of the directives for different modes of delivery.
Open Access
Designing an academic support and development programme to combat attrition among non-traditional medical undergraduates
(University of the Free State, 2009-05) Moagi-Jama, Mpho Priscilla; Monnapula-Mapesela, M. L. E.; Beylefeld, A. A.
English: The overall aim of this study was to design an integrated and holistic programme for the academic support and development of non-traditional undergraduate medical students. The study was motivated by the need to increase the retention rate of these students. The conceptual framework of this study is based on the theories of Spady, Bean and Tinto. These theories were used to design a retention theory called “Circles of Progression” for non-traditional students in the South African context. As a framework, this theory has guided the empirical investigation and the outcome of this study. The study adopted a case study design to gain an in-depth understanding of the non-traditional undergraduate medical students in the medical school at the University of the Free State. A mixed methods approach was used to conduct the study. Data was collected by means of are a questionnaire and extensive engagement. These methods allowed triangulation and improved the reliability and validity of data and findings. From this study, it became clear that student retention is not due to an isolated factor, but it is a result of a whole range of interrelated factors and therefore there is no one single explanation and solution to student attrition. Based on the literature, generalisations about student retention can be misleading because each country, each institution and each student is unique. South Africa, for instance, cannot be compared to other countries because of its previous political history, its uneven schooling system and the different social backgrounds of the various population xixgroups. Moreover, issues related to retention in the different higher education institutions will not be precisely the same because of different educational systems that existed before political transformation started in 1994. Unfortunately, there is a tendency among both academics and non-academics to provide a single bold answer when asked why students do not perform well. One example of a common answer is that “students do not study”. This answer is often provided without even considering other interrelated factors. The question is “do institutions understand the nature of the problem?” If institutions and the key stakeholders in these institutions could understand the nature of problems faced by non-traditional students, especially undergraduate medical students, they could collaborate, communicate and work together as a team to provide an integrated and holistic programme of action to support and develop these students and therefore, increase their retention rate. The programme of action as proposed in this study could start even before the students enter the university and continue up to their clinical years where they begin to specialise and become professionalised in the medical field.
Open Access
Factors influencing organisational commitment motivation and job satisfaction among academic employees at a South African university: post-merger effects
(University of the Free State, 2009-12) Kele, Tumo Paulus; Viljoen, Marianne; Schulze, Salome
This study was an assessment of the level of academics' organisational commitment, motivation and job satisfaction after the complex transformational process of merging. The study focused on one faculty in a South African technological university. The study aimed to answer the research question of whether there is a relationship between the merger experience, organisational commitment, motivation and job satisfaction among academic employees at a higher education institution. A quantitative research design was employed with the study and questionnaires were used to collect data. A sample of 154 university academics responded to the questionnaires. The sample consisted of 103 academics who were employed by the institution before the merger and 51 employed after the merger process. Questionnaires were self administered by the researcher and analysed. Results of the descriptive statistics and analyses of covariance indicated that a relationship indeed exists between merger experience and the studied variables. The same significance was also found between merger experience and certain confounding variables. Additionally, the study compared the levels of the studied variables between the pre-merger and post-merger groups and the difference was noted. The conclusions of the study revealed that although it is a mammoth task for institutional managers, obtaining academics' commitment and motivation during the change process is vital for the materialisation of merger goals. Younger academics seemed to be more commitment than their old counterparts; similar results were found for job satisfaction and motivation.
Open Access
A game approach to interactive student-centered learning in microbiology for undergraduate medical students
(University of the Free State, 2010-11) Struwig, Magdalena Catharina; Beylefeld, Adriana A.; Joubert, Georgina
𝑬𝒏𝒈𝒍𝒊𝒔𝒉 In this research, play was used to address negative perceptions about medical microbiology in the MBChB course. The Infections module is part of the second academic year in the MBChB curriculum at the University of the Free State (UFS), Bloemfontein, South Africa. Students' negative perception of medical microbiology and infectious diseases was identified by the researcher, who had been a lecturer in the module for many years. In an attempt to address students' complaints and dissatisfaction regarding the huge volume of work dealt with in the module, exposure to new terminology, and the complicated classification and nomenclature of microorganisms, the researcher resorted to investigating enjoyable forms of learning as a potential solution. Play is regarded by developmental and educational psychologists as an inherent part of human nature, which is employed in various settings and circumstances in the process of acquiring knowledge, information and skills necessary for social adaptation, integration and survival. The benefits of play are not limited to childhood – play can be enjoyed by individuals of any age, throughout their lives. Educational games are recognised as meaningful and effective teaching and learning instruments – also in higher education and medical training. Incorporating a fun component and positive affect into the learning process is known to promote intrinsic motivation, enhance quality of learning, and lead to better retention of knowledge. The researcher developed a quiz-style board game, Med Micro Fun With Facts (MMFWF), based on the principles of Trivial Pursuit™. MMFWF can be used as a supplementary group work activity to expose students to the factual content of the vast discipline of microbiology in a non-threatening, healthy competitive environment. The game contains 700 colour-coded questions and answers divided into seven corresponding colour-coded categories, each containing 100 questions and answers. Six categories cover microbiological topics (bacteriology, virology, mycology, parasitology, and the diagnosis and treatment of infectious diseases), while a category on general medicine was included to prevent the potential risk of feeling overwhelmed or becoming bored by the numerous medical microbiology facts. The MMFWF board game was introduced to medical students shortly after they had successfully completed the Infections module. The game was evaluated by students by means of a self-administered, anonymous questionnaire and semi-structured focus group interviews, and by academic members of staff by means of direct observation of the play process and nominal group interviews. The overall feedback showed that both students and staff had a highly positive experience of MMFWF, and regarded it as a meaningful approach to mastering the factual content of medical microbiology. The students indicated that playing the game had a positive influence on their perception of and attitude towards the subject. The MMFWF board game was also converted into a multiple-choice web-based application (e-MMFWF), which was implemented as a compulsory directed learning activity in the Infections module. The students played e-MMFWF as part of their preparation for the forthcoming second semester test. The class average increased by 22% from Test I to Test II, and many students who were facing the possibility of failing an academic year due to poor performance in the Infections module were able to successfully complete their studies at their expected level of accomplishment. Eighty-five percent of the students who played e-MMFWF in preparation for semester Test II indicated their conviction that the directed learning activity contributed positively to the improvement in their test marks. The positive feedback on the MMFWF board game as a learning tool in medical microbiology, and students' improved marks after playing e-MMFWF, show that MMFWF can be used with good results as a supplementary learning modality in the Infections module of the undergraduate medical training programme.
Open Access
A framework for the placement of university students in science programmes
(University of the Free State, 2010-12) Jacobs, Melanie; De Bruin, G. P.; Van Tonder, S. P.; Viljoen, M. C.
In view of the government policy directives to broaden access, of especially students in Natural Science (hereafter referred to as Science) and to increase student throughput, a quantitative study was undertaken to identify indicators of academic success, in order to develop a framework for placement. The first-year curriculum of programmes in Natural Science, Engineering and Health Sciences all include Mathematics, Chemistry and Physics as core fundamental Science modules. Academic student achievement pertaining to these three modules, were considered to design a framework for placing students in appropriate programmes. The national shortage of Science skills and higher subsidy from government prompt universities to change current curricula. When exploring success indicators of university Mathematics, Chemistry and Physics, the schooling system comes to the fore. The shortage of qualified teachers, constantly changing school curriculum and poorly resourced schools becomes evident in the quality of knowledge and skills of first-year students entering universities. This quantitative study focuses on the academic achievement of first-year students in the three fundamental modules, based on curricula that are developed and embedded in content and skills acquired at school level. The university curriculum continues from the perceived school exit level. Very few changes were made to first-year curricula, yet the school curriculum and student profiles changed considerably. The high failure and drop-out rate strengthens the rationale for this research. The study investigated placement of first-year students in appropriate programmes, in order to enhance academic success. In a study of policy documents, literature and empirical research on academic achievement, no other reference to a framework for placement could be found. In order to design the framework the research focused on two types of sources, namely, a literature study on South African Higher Education, and general mental ability and non-cognitive influences on academic success. This highlighted the importance of specific abilities and interests that are key to Mathematics and Science. Students in the fields of Natural Science, Engineering, Health Sciences as well as teachers and lecturers in these fields, come from a very limited pool, and special care, planning and management of such students, teachers/lecturers and academic programmes are required. Universities have no choice but to adjust current curricula, practise innovative enrolment management and render time and support to ensure an increased graduation rate in these fields. An empirical study was conducted on the academic achievement of four cohorts of first-year Science students at the University of Johannesburg, in Gauteng, South Africa. The link between the background variables (gender, age, home language and ethnicity) and the influence of Grade 12 results were shown to be associated with academic achievement in Mathematics, Chemistry and Physics at first-year level. Home language, ethnicity and Grade 12 Admission Point Score (APS) contributed significantly towards predicting academic achievement. The Stellenbosch University Access Test had good predictive value, and in conjunction with the Grade 12 profile, it could be applied meaningfully to place students in appropriate programmes. The inclusion of non-cognitive instruments provided significant insight to place students, based on informed decisions. The findings of both the literature and empirical study were structured in six categories which formed the foundational principles of the conceptual framework for placement: i) Neither the influence of the South African schooling system, nor the curriculum or quality of students will change in the foreseeable future; ii) Universities should collect as much as possible knowledge of students to promote quality learning and provide them with support; iii) Structured support and institutional First- Year Experience programmes will assist students with the adjustment from school to university; iv) Higher Education should urgently consider alignment with the entry-level of students and establish generic programmes to introduce them into universities; v) Opportunities to articulate from generic programmes to specialised qualifications with additional support for acquiring English language proficiency, computer and academic literacies as well as career guidance will be of utmost importance to provide Science graduates to assist with national needs; and vi) Students will be successful if specialised lecturers and methodology are employed for first-year teaching of complex disciplines. The proposed framework was designed, based on the above foundational principles and supported by four guidelines for implementation, namely: i) the establishment of a first-year enrolment centre with one-stop service and support; ii) a well designed extended qualification with a generic entering phase; iii) time allocated (during the generic phase) to assess individual students with a compound test battery; and iv) specialised methodology, a dedicated teaching and learning strategy with dedicated first-year lecturers to promote academic achievement in Science. The study culminated in the framework for placement for Science students, after admission. The theoretical implication of the proposed framework is represented by the holistic lens through which the field of Science was researched, culminating in common Mathematics, Chemistry and Physics attributes. Its practical implication focuses on changed perceptions and practices embedded in firstyear lecturers and university managers. The conceptual framework promises to change minds, attitudes and practices on placement and includes the responsibility to inform knowledgeable university colleagues. Those embarking on future research relating to this theme can build upon this study, while placement in Science education should stimulate the development of theory and practice and can be tested in Higher Education.
Open Access
Cultural competence: a living theory of personal transformation within the context of higher education
(University of the Free State, 2011) Van Jaarsveldt, Deirdre Elizabeth; Wilkinson, A. C.; Sienaert, E.; Esterhuizen, H. L.
English: This living theory was developed in response to indisputable evidence that racism and other forms of discrimination are still being experienced at South African universities. As a white female educator, it was important to investigate my practices to ensure that I am sensitive to the needs of a diverse student body. Committed to a process of personal transformation, I engaged in living action research to find answers to the question: “How do I transform my practices to be more inclusive, appropriate and effective in relating to a diverse body of people within the context of higher education?” In order to gain a better understanding of inter-group relationships, I conducted a comprehensive concept analysis by engaging in a review of literature from a multiplicity of perspectives. Ethnocentrism, in its various forms of expression, was found to be the main stumbling block in intercultural relationships and therefore I engaged in an enquiry to find ways of overcoming ethnocentrism. Cultural competence, a transformative process, which involves continuously striving towards relating more appropriately and communicating more effectively within a diverse context, was employed. This is a process of cultural humility, as it involves a desire to learn from others. Cultural competence is a continuous process and not an event, which involves cultural awareness, cultural knowledge, cultural skills, cultural encounters and cultural desire. To gain cultural awareness, I performed an autoethnography, as well as an ethnographic analysis of South African history to discover the intellectual baggage transmitted to me from generation to generation. White supremacy, an ideology based on eurocentrism, a specific form of ethnocentrism, was found to have had a major influence in the cause and maintenance of oppressive inter-group relationships. With this knowledge, I conducted a self-redefinition to set standards for my future practice based on the internal cultural constructs of values, beliefs, attitudes, assumptions, norms and lifeways. Ultimately, I discovered that excellence in teaching practice, scholarship and leadership can be achieved by means of a teaching philosophy based on an ethic of caring. In other words, values stemming from a caring ethic steer practices towards being inclusive, appropriate and effective in relating to a diverse body of people within the context of higher education.
Open Access
Theological education in an African context: discipleship and mediated learning experience as framework
(University of the Free State, 2011-05) Wahl, Willem Petrus; Wilkinson, A. C.; Venter, R.
The purpose of this study is to create a framework for theological education in an African context. It focuses on discipleship and mediated learning experience (MLE) because it encapsulates the fundamental idea of this study, namely that the concepts and principles of discipleship and MLE can effectively contribute to construct a framework that is appropriate for theological education in an African context. In an analysis of the discourse on theological education over the past five decades the following six models for theological education are identified: classical model; vocational model; dialectical model; neo-traditional model; missional model; and ecumenical-diversified model. Further evaluation of these six models lets four central themes emerge, namely leadership stature, practical effectiveness, relational capacity, and spiritual accuracy. These four themes are then compared with a competence-based model for learning in order to conceptualise a broad outline framework for theological education in an African context. The development of this framework must address the primary challenge of competent church leaders in Africa, but also contextual challenges like access to theological education, a lack of resources, socio-political and socio-economic illness, and an Africanized scholarship and curriculum. An analysis of the concept discipleship focuses on its use in ancient Greek, the Old Testament, the Intertestamental period, and the New Testament. Discipleship developed from the general referral to an apprentice in ancient Greek, up to a specialised term in New Testament times. Discipleship in the New Testament is the result of obedience to the call of Jesus, which often requires a cost of self denial. This cost has an effect on the relational proximity within discipleship. Following leads to imitating, this leads to representation. The context of discipleship in the New Testament is the eschatological kingdom of God. Each of the four Gospels emphasises a different aspect of discipleship, which relates broadly to the central themes identified within the discourse on theological education. Discipleship in Matthew largely relates to leadership stature, Mark to practical effectiveness, Luke to relational capacity, and John to spiritual accuracy. The conceptual analysis of mediated learning experience (MLE) focuses on its historical background, theoretical background, and core parameters of intentionality-and-reciprocity, mediation of meaning, and transcendence. MLE is rooted in the belief that the human mind is modifiable. Intelligence is not fixed but is defined as a propensity for change. A lack of MLE results in cultural deprivation but can be altered by MLE interventions. A mediated approach to learning stems from constructivism but stands opposed to its direct approach to learning. In MLE a human mediator (H) is placed between the stimulus (S) and organism (O), and between the organism (O) and the response (R); thus a relational sequence of S-H-O-H-R. Various research studies show that MLE brings about cognitive development for individuals in an African context. MLE and discipleship share a mediated approach to learning. Further comparison between these two concepts bring about three shared foci, namely: a focus on relationship; a focus on process (as opposed to product); and a focus on culture. A framework for theological education in an African context is constructed from two sides, namely: (1) from the previously defined broad outline framework for theological education; and (2) from the concepts and principles of discipleship and MLE. This construction first merges a competence-based model for learning with a mediated approach to learning against a contextual background. This basis is secondly fused with a shared focus on relationship, a shared focus on process, and a shared focus on culture. The third step incorporates the themes leadership stature, practical effectiveness, relational capacity, and spiritual accuracy into the framework as four competences and in so doing creates a three-dimensional diagram. The framework for theological education in an African context, developed by this research study, provides possible solutions for the contextual challenges theological education in Africa is facing. Eight recommendations, in the form of research questions, are made to advance the research findings of this study.
Open Access
The job satisfaction of academic staff members on fixed-term employment contracts at South African higher education institutions
(University of the Free State, 2011-11) Strydom, Annemi; Niemann, S. M.
English: This research study focuses on the development of a framework that can lead to the enhancement of the levels of job satisfaction that are experienced by the fixed-term academic staff members employed at South African Higher Education Institutions. This part of the academic workforce has become a vital part of the academic community as a whole, globally as well as in South Africa. It is thus very important that the needs of these staff members are tended to, and that the levels of job satisfaction that they have, are monitored. Six main clusters that may influence the levels of job satisfaction of these staff members were identified, namely the emotional well-being of these staff members, the availability of resources that is needed to complete the tasks, the levels of autonomy that they experience, the challenges and accomplishments that they are confronted with, their levels of job- and financial security as well as the overall manner in which their daily environment is managed. . To obtain more information about the factors that may influence the job satisfaction of these staff members, an adapted version of standardised Minnesota Satisfaction Questionnaire (MSQ) was sent to fixed-term academic staff members at five different Higher Education Institutions in South Africa. This was done with the help of the Human Resource Management departments of these HEI’s, as all employee information is confidential. The quantitative as well as qualitative data obtained from this questionnaire indicated that there are a number of aspects which has an influence on the levels of job satisfaction that are experienced by these staff members. The findings from literature as well as empirical research were analysed and discussed accordingly. Recommendations regarding strategies that may be followed to improve the levels of job satisfaction of this group of staff members were made. These recommendations were based on the findings from literature as well as the research conducted for this study. The levels of job satisfaction that are experienced by fixed-term academic staff members are essential for the continued motivation and productivity of these staff members. It is thus advisable that the HEIs focus on the needs that these staff members have to ensure not only their continued productivity and prosperity but also that of the HEI as a whole.