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
Guidelines to ensure market-driven further education and training programmes in the Free State
(University of the Free State, 2004) Jacobsz, Geonella L.; Hay, H. R.
This research concentrates on the establishment of guidelines in various fields to provide needs driven programmes. The vision, mission and target markets of a transformed Further Education and Training sector (FET) were highlighted. Furthermore this research concentrated on the role the FET sector can play in addressing the social and economic needs of the institutions specific regions. With regard to this function of the FET sector, practical ways to make contact with stakeholders, responsive programmes, rural development and issues relating to the needs of regions have been discussed. An important focus for this research was to provide practical models on the research and management of curriculum for needs driven programmes. The different types of providers, accreditation, quality assurance and the training of different types of skills have been addressed in detail. Education and skills development legislation were discussed with respect to their contribution and involvement in the transformation of the FET sector in South Africa.
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
The performance management system for educational staff at Motheo College: an evaluative case study
(University of the Free State, 2006-05) Venter, Helouise; Holtzhausen, S. M.; Wilkinson, A. C.
English: Worldwide, including in South Africa, Performance Management (PM) has become paramount within knowledge-producing institutions – not only to survive the extremely competitive and interconnected world we live in, but also to meet the demands for quality, accountability and high-level people power. Performance Management, embedded in human resource management and development (HRMD), has become critical in guiding and supporting the strategic (re-) planning of such institutions. The PM Project (of which this study forms part, with special reference to Motheo Further Education and Training (FET) College cluster) of the Centre for Higher Education Studies and Development (CHESD) at the University of the Free State was initiated with the purpose of addressing the shortcomings of current PM processes within South African further and higher education institutions. This is particularly significant since PM practices is a relatively recent phenomenon in further and higher education and also because HRMD in South Africa is an underdeveloped and poorly resourced function. In order to address the above-mentioned complex challenges, the aim of this study was to develop an effective and efficient performance management system (PMS) for the Motheo FET College cluster by: • undertaking a comprehensive literature and policy review on PM in the higher and further education and training sectors; and • investigating and critically analysing the existing PMS at the Motheo FET College cluster. Findings of the above-mentioned formative evaluative case study approach were based on qualitative (i.e. eleven semi-structured interviews with educators) and quantitative (i.e. a questionnaire survey targeting 157 educators) investigations. The main findings and conclusions from these investigations indicated an urgent need to formally implement an effective and efficient PMS at this institution for human and social development as well as for transformation purposes (where team-building amongst campuses and preparation of staff will be required). In addition, a structured PMS could then guide these educators by ensuring that they are able to keep abreast of developments in their own fields of teaching, as well as of changes in environment, teaching methods and technologies (especially since the merger, and because of multiple legislative demands). From the literature it has become evident that PM is normally a complicated and delicate matter. In this study the lack of communication between educators and management in terms of performance-related information was identified. In the light of this it is crucial to inject additional resources into management development (alongside the existing staff development and training), in order to prepare members of management to cope with change. It is also essential for educators to increase and enhance their performance and to prevent the loss of quality educators to other institutions. The perspectives and insights gained from the evaluative case study could guide the managers of the Motheo FET College cluster to develop an effective and efficient PMS, and indirectly to improve the educators’ knowledge and skills in becoming and remaining professionals in their respective fields.
Open Access
Designing of a capacity development system for educational staff at Further Education and Training (FET) colleges in the Free State
(University of the Free State, 2006-05) Phutsisi, Marianna Dipilwane Monyadiwa; Monnapula-Mapesela, M. L. E.; Strydom, A. H.
English: The notion of capacity building has recently incorporated various dimensions, which go beyond the human resources issue. An organisation may have suitably trained personnel but if it lacks a clear mission and strategic goals, and has inadequate governance and management structures to support those personnel, it is unlikely that it will function optimally [Centre for Higher Education Transformation (CHET) 2002:1]. It is against this background that the study conducted an investigation regarding a capacity development system as part of Human Resource Management and Development for educational staff at FET colleges. This is a qualitative study, where a collective case-study approach was followed (McMillan and Schumacher, 2001:24). The research commenced with an in-depth review of existing literature on capacity building in general. Subsequent to that, specific focus was given to the international, African and national perspectives on capacity development within the FET college sector. With regard to national perspectives, focus was on the South African literature and policy framework regarding capacity building such as the following pieces of legislation: the White Paper on Public Service Training and Education of 1997 (RSA DoPSA, 1997); the Public Service Regulations of 1999 (RSA DoPSA, 1999); the National Skills Development Strategy of April 2005 - March 2010 (RSA DoL, 2005); The Skills Development Act 97 of 1998 (RSA DoL, 1998); and The Skills Levies Act of 1999 (RSA DoL, 1999). This policy formulation emanates from the need for a major investment in skills development and capacity development to improve performance and productivity, quality and cost-effectiveness of the Public Service in South Africa (RSA DoPSA 1997). The review of literature gave evidence on how capacity development is perceived, as well as the expectations dictated by the policy framework. It further indicated the policy imperatives and their influence on analysis and implementation with regard to capacity development. Structured interviews were also conducted with the Management of the Motheo and the Goldfields FET colleges as a result of their involvement in policy development and implementation, and a representative but purposefully selected group of the educational staff as recipients of training and development. In addition, focus group discussions were conducted as a means of clarifying issues raised during interviews and to validate the responses. To ensure validity of the study, verbatim accounts of participants were recorded as per the consent of the participants, in order to obtain literal and precise statements from the participants. With sufficient data and consultations made during interviews, impact assessment of the institutional policies, practices, provision and criteria applied during capacity development of the educational staff was possible. Finally, recommendations on how to design a capacity development system, based on the outcomes of the study were communicated to relevant stakeholders through a power point presentation made to the two participating colleges.
Open Access
An analysis of the adjustment problems of international students in a South African university
(University of the Free State, 2006-12) Dzansi, Dennis Yao; Wilkinson, A. C.; Alt, H.
English: The literature on international student adjustment problem is replete with studies done in universities in the West. This skews the understanding of the international student adjustment phenomenon in favour of developed countries at the expense of the less developed ones and thus creates an obvious gap in the student adjustment literature. The purpose of this study was to fill this apparent gap by exploring the nature of adjustment problems encountered by international students at the Central University of Technology (CUT), a typical developing world university, located in Bloemfontein, in the Free State Province of South Africa. The empirical study was preceded by an extensive literature survey that led to the conclusion that while international students’ adjustment problems are numerous and similar in many respects, they differ significantly across countries, and according to a number of demographic factors. This means that in part, adjustment problems are contextual. The implication is that any wholesale use of existing measurement instruments that were specifically designed for Western country conditions would be inappropriate for use in the South African context. Consequently, a custom made measurement instrument was developed for this study. Validity and reliability issues that naturally emerge with custom made instruments were thoroughly dealt with. Among others, the empirical investigation revealed that: 1. International students at CUT encounter many adjustment problems. 2. International students at CUT regard their adjustment experiences as problematic. 3. The adjustment problems of international students at CUT differ significantly according to country/region of origin, age, and gender of students. The study identified the following as the ten most difficult adjustment problems international students at CUT have to contend with in their order of difficulty starting with the most difficult to the least difficult: 1. High cost of living in South Africa 2. Cost of food 3. Cost of health insurance 4. Getting visa extensions 5. Feel comfortable visiting immigration office 6. Work restrictions 7. Becoming a citizen of South Africa 8. Understanding immigration rules 9. Sufficiency of funds to meet expenses The study raises issues which, if attended to, could help ameliorate adjustment problems international students encounter at CUT. The expectation is that, by reducing the number and severity of adjustment problems, international students would live in harmony with their educational and social environment at CUT. This in turn would make CUT very attractive to international students.
Open Access
Community profile analysis of the Free State and the identification of the information infrastructure: a higher education community engagement project
(University of the Free State, 2007-05) Ackerman, Doraliza Reinetta; Rensleigh, C. W.; Wilkinson, A. C.; Pretorius, E.
The overarching purpose of the study is: to compile a comprehensive database of the information infrastructures in the Free State province and investigate/determine how information from the database can be utilised by Library Information Services at Higher Education Institutions in response to what is regarded as their social responsibility towards the community, through possible community engagement projects. In realising the purpose of the study, the following objectives were pursued: To undertake a literature review in order to investigate the following aspects: o The HEIs’ social responsibility in terms of the South African legislation and other policy documents, with special reference to the community engagement role of the LIS of the HEIs. The principle of community development, with special reference to people-centred development in the South African context, as well as the role of LIS in community development. o The various LIS sectors functioning in South Africa within the social systems of government, education, health, economic and the legal systems. The changing role of information, within the post-1994 legislation, in community development, with special reference to the non-traditional information dissemination service points in South Africa. To gather comprehensive data from various resources, including databases, for example the Free State Department of Education’s Education Management Information System (EMIS), annual reports and strategic plans of the relevant government departments of the Free State province, as well as other LIS related journals, for example the Free State Provincial Library Services, quarterly journal (Free State Libraries), making use of all possible means to identify the various information infrastructures functioning within the Free State province, including a questionnaire-survey to acquire supplementary information, that will be captured in a database. To utilise the database as part of a community profile analysis to be able to identify which communities lack which information infrastructure(s). The information infrastructures will be used in conjunction with the Census 2001 population statistics and the number of learners in the schools, according to the Free State Department of Education’s EMIS system will be able to do the analysis. The results will then be used to identify possible community engagement project(s) for the LIS of the HEIs. The major conclusions of the study revealed the following: That LIS of HEIs have a social responsibility towards society and therefore must engage in community projects. That LIS can contribute towards community development, thereby providing better access to information, which will lead to empowerment of communities in general, but especially empowered individuals. The database compiled is presented on a CD-ROM with the 1729 identified information infrastructures in the Free State province, including Library and Information Services, as well as other non-traditional information dissemination service points. The recommendations spell out possible ways in which the Library and Information Centre of the CUT can contribute to community responsibility through possible community engagement projects, for example to facilitate workshops to conscientise the various Library and Information Services to the amount of people with disabilities in their communities, as well as suggesting technologies that can the aid the above-mentioned group or train-the-trainer workshops for information literacy, thereby enhancing life-long learning.
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.