Masters Degrees (School of Higher Education Studies)

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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
An appreciative inquiry into the design of a conceptual model for a flexible undergraduate curriculum structure
(University of the Free State, 2017-01) Steyn, Christoffel Mathyss Van As; Ndeya-Ndereya, C. N.
English: The aim of this study was to develop a conceptual model for a flexible undergraduate curriculum structure offered at a higher education institution, using the Appreciative Inquiry theoretical framework. Since 1994 the South African education sector has gone through significant changes. These changes have brought about many challenges in the sector. For instance, massification of higher education has caused higher education institutions to reform their curricula in order to accommodate previously disadvantaged students entering tertiary education. In this way, the South African government has been attempting to redress the social inequalities that had prevailed in the education sector during the apartheid era. One of its efforts has been widening access for a variety of groups in society, in order to increase their participation in the higher education sector. Widening of access should also lead to academic success; however, many students who enter higher education are academically underprepared, even though they meet the minimum admission requirements for higher education studies. They lack basic academic foundation in communication (oral, reading and writing), numeric and literacy skills. These inadequacies are mainly the result of admitting students from rural and economically disadvantaged backgrounds who are not being sufficiently prepared for studying at higher education level when they leave the secondary basic education and further education and training school system, resulting in the creation of a so-called “articulation gap”. An explorative case study was conducted at the Vaal University of Technology to respond to the study’s research question, which was: How may a flexible curriculum structure for an undergraduate programme be designed in order to address the articulation gap between further education and training and higher education? Staff involved in an extended programme of the institution and students who either had gone through the extended programme or were currently in the programme, participated in individual interviews and focus group interviews, respectively. The investigation discovered that the first-year students in the extended programme had diverse needs. It became evident that many students were not only academically underprepared; they were also socially, culturally, emotionally and intellectually underprepared to enter higher education. In this study the design of the proposed conceptual model was based on Tyler’s model for curriculum design that has been used in education since 1947. The Tyler Model identifies and focuses on designing a curriculum that addresses the diverse needs of students. The increase of student numbers in higher education poses challenges to higher education institutions, and research should be conducted into preparing students at secondary school level for higher education demands. Further research is needed to establish how curricula for extended programmes could be reformed to enhance academic success of students, and how to increase the throughput in higher education.
Open Access
An appreciative inquiry of selected elements of staff well-being at a higher education institution
(University of the Free State, 2014-06) Van Straaten, Laurika; Du Plessis, A.; Van Tonde, S. P.
English: This study explored identified elements of well-being of support services staff of a South African higher education institution (HEI), and ways of optimising their well-being by means of Appreciative Inquiry (AI). The study was underpinned by the research paradigm of social constructionism and the belief that reality is socially constructed through our language. The principles of social constructionism entail that people determine their own destiny by envisioning their desired future. The same principle of dreaming about a desired future is supported by AI – hence this theme was strengthened by both the social constructionism paradigm that underpinned the study, and the research method that was followed (AI). The institution under research has gone through a process of institutional restructuring from 2007 to 2011. It became evident from an institutional climate survey conducted at the institution in 2013 that elements related to staff well-being had been affected, either through the restructuring or by other factors. A literature review of well-being revealed that very little research has been done relating to the well-being of support services staff of HEIs, and particularly so in the South African higher education (HE) context. This study was aimed at addressing that gap. The literature review included a study of current perspectives and theories on staff well-being and the research method of Appreciative Inquiry (AI). During the empirical phase of the study the strengths of the HEI were identified, as well as some positive developments that support services staff members of the institution would like to see in order to enhance their well-being. The research participants‟ social world was interpreted in an attempt to understand their own reality in terms of the language they used during an AI workshop. A qualitative research design was followed, and action research was conducted by means of an AI process. The study identified the positive core of the organisation to be its hard-working and dedicated staff, positive relations between colleagues, supervisors and subordinates, a willingness of staff to adapt to change, good remuneration and benefits offered to staff, job security and a supportive work environment. It transpired that through its positive core, the institution could enhance the well-being of support services staff by valuing and acknowledging contributions made by support services staff, by establishing equality between support services and academic staff, appointing adequate support services staff to do the work, ensuring manageable workloads, creating opportunities for promotion for support services staff, and by doing more to address the overall well-being (physical, psychological and emotional well-being) of support services staff. As there are limited studies available pertaining to the well-being of support services staff at HEIs, this study will make a contribution to the body of knowledge in that field. It is hoped that the institution will realise the importance of the role of support services staff as the gears that keep the machine running, and that their well-being should be a matter of high priority. The applicability of AI as research method in such a study was illustrated, as the statement of positive, provocative propositions rather than problems created a positive context or climate for the participants within which to work, which resulted in positive findings rather than complaints as often is found to be the case with other types of staff surveys.
Open Access
A Bourdieuen analysis of learners’ expectations of sexuality education: implications for teacher education
(University of the Free State, 2014-07) Botha, Maria Gertruida; Francis, D.
English: Much research has been done on Sexuality Education because of the importance of this topic. In South Africa Sexuality Education forms part of the Life Orientation curriculum and falls under the personal well-being outcome (Department of Basic Education, 2008:8). Life Orientation promotes the development of skills, knowledge and attitudes that learners can use to respond to life’s challenges. Learners should be taught what sexuality is, which includes their attitudes, values and beliefs regarding this topic. They should be assisted in understanding their attitudes towards sexuality and in taking control of their sexual behaviour. School-based Sexuality Education programmes are an effective vehicle to improve young people’s sexual health through the development of sexual competence. The effectiveness of these programmes depends largely on how comfortable and confident the teacher is with sexual learning content. During training LO teachers are not equipped to teach Sexuality Education with confidence, which influences the effectiveness of Sexuality Education programmes. It is widely recognised that not enough attention is paid to Sexuality Education in tertiary institutions because there exists no mandated national curriculum for Sexuality Education. Each tertiary institution decides to what degree it wants to include Sexuality Education in its pre- service training curriculum. To improve the efficacy of Sexuality Education programmes the voices of those being taught should be heard. The most significant and relevant background to sexual behaviour are the teenagers’ own sexual beliefs, attitudes and skills. Young people should be acknowledged as good judges of what content they need. This will empower them with the ability to make positive sexual decisions. Young people want Sexuality Education to move away from a sex-negative approach to a sex- positive one. In this regard numerous studies criticise the preventative slant of sexuality programmes and appeal for programmes that take learners’ needs into consideration.
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
Conceptualising the redesign of the office administration and management curriculum at a polytechnic in Lesotho
(University of the Free State, 2014-01) Theko, Nthati Rose; Du Toit, G. F.
The Higher Education Sub-sector in Lesotho is governed by the Lesotho Higher Education Act 2004 which provides for the regulation of higher education; the establishment, composition and functions of Council for Higher Education (CHE); the governance and funding of higher education public institutions; registration of higher education private institutions; and for quality assurance. The importance of Technical Vocational education is to prepare workers for skilled positions in the workplace through a public system of pre-employment; on-the-job training; skills-upgrading; and worker-retraining programs. In order for career and technical education to meet its obligations to society, to the education community, to business and industry, and to its student-clients, identification of employability and workplace skills must be transmitted to students. Polytechnic A is classified as an institution of higher learning in Lesotho. Therefore, it has to provide programmes that meet the requirements set by the Council of Higher Education (CHE). The purpose of this study was to determine to what extends the curriculum of the Office Administration and Management Programme (OAMP) at Polytechnic A in Lesotho was conceptualized from a theoretical and a practical perspective to address the needs of the local, regional and international demands. The research methodology that the researcher used was qualitative research. Semi-structured interviews and the analysis of documents were used to collect data from the lecturers who are curriculum developers; the alumni of the programme, and the Ministry of Public Service which represents the employment sector. The research findings indicated that there is a need for curriculum improvement of the programme of Office Administration and Management Programme (OAMP) with emphasis on technological education, and professionalism of learners when they enter the realm of work. The labour market needs must be considered when a new curriculum is developed. The improvement should also include the qualification of the programme from diploma to degree level.
Open Access
The contribution of the institute for reconciliation and social justice to transformation at the University of the Free State
(University of the Free State, 2017-07) Vanneste, Lien; Nel, W. N.
This dissertation reviews the contribution of the Institute for Reconciliation and Social Justice to transformation at the University of the Free State. A qualitative research approach was followed and entailed official document analysis and in-depth interviews. Sixteen key informants were selected and interviewed. The data was thematically analysed so that patterns could be identified. The key findings of this study were: The IRSJ is a strategic unit in the process of pursuing institutional transformation within the UFS. Facilitating the transformation process at UFS equals a higher cognitive legitimate institution because its organisational activities become more in line with the recommendations of the higher education sector as well as the wider social system. Transformation represents a novel idea that needs to be introduced within UFS’ institutional walls. This is not an easy task, but the IRSJ is doing a progressive and productive job by using strategic reframing strategies such as the critical conversations. The IRSJ completes a challenging task of strategically reframing the novel idea of transformation in order to gather more support for this greater goal. They do this by helping people better understand the importance of transformation. This topic is so sensitive and challenging to comprehend that a safe space such as the IRSJ is vital in achieving a transformed institution. Once the UFS will have achieved its transformation goals, it will become a more cognitive legitimate institution that is more accepted by the wider social system.
Open Access
Departmental Heads’ perspective on collaborative strategies to enhance teamwork in secondary schools at Nketoana District
(University of the Free State, 2023) Koloti, Machogoane Sanah; Mdodana-Zide, Lulama; Dlamini, Moeketsi Elias
There are many situations in a school environment that need to be viewed to forn effective teamwork at school. The literature confirms that teamwork is an important tool in any organisation, such as schools, which should practice teamwork to achieve the vision and goals they have set to be functional. Collaborative strategies should, therefore, be in place to ensure that teamwork is effective. Therefore, managers and leaders in schools, especially Departmental Heads, are entrusted with ensuring that collaborative teamwork is practiced effectively in schools for improved learner academic success. However, teamwork in schools still proves to be a challenging concept. Lack of teamwork in schools is believed to be one of the factors that are detrimental to the success and efficiency of the core business of schools, which is teaching and learning. This study aimed to explore collaborative strategies that can enhance teamwork in secondary schools. The study was grounded by the collaborative theory used as a lens for the study. The study employed a qualitative research approach to gather data through a case study research design. Semi-structured interviews, document analysis, and focus group discussions were adopted as data collection instruments. Purposive sampling was employed to sample 12 Departmental Heads (DH) from three schools in one Department of Education district in the Free State Province. Content analysis was used to analyse data where four themes emerged from the perceptions and expressions of the participants. The findings revealed that collaborative strategies are a tool that can assist in enhancing teamwork in secondary schools. The findings further revealed that Departmental Heads implement various collaborative strategies such as class subject meetings, school twinning, analysing and accounting for the results together, team planning and teaching, team marking, and parental involvement, to enhance teamwork in secondary schools. However, the findings also revealed that the DHs do experience some challenges with the collaborative strategies they employ to enhance teamwork but find ways to mitigate the challenges. The study, therefore, recommends that every stakeholder in schools play a role in ensuring that more effective collaborative strategies to enhance teamwork are implemented in schools.
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
Developing the profession and practice of academic advising for South African universities
(University of the Free State, 2024) Khanye, Gugu Wendy; Strydom, Francois; Loots, Sonja
Internationally, academic advising plays a critical role in supporting student success, promoting retention and contributing to positive graduation rates, while facilitating a positive and fulfilling experience. It has become the cornerstone for higher education institutions in how they guide and support students and connect students to the institution and resources. In the South African context, similar developments have been observed. In recent years, academic advising in South African higher education has shown significant increases in the advancement of it as a practice and profession. It has helped facilitate how students are supported, how students access and navigate higher education successfully. With the intentional efforts to advance the professionalisation of academic advising through the Academic Advising Professional Development (AAPD) short course, this study has the dual purpose of reflecting on whether the AAPD meets the needs of both practitioners and students in the South African higher education context. Reflecting on literature and international best practice, work by Yarbrough (2002), as well as Troxel et al. (2021), has demonstrated that it is the engagements between advisor and advisee that are amongst the most impactful encounters that influence a student’s sense of self-efficacy towards completing their degree requirements. Adopting a meta-approach, this study evaluates whether the use of the AAPD and its foundational theoretical approaches support the development of academic advising in South Africa by aligning conceptual and practical needs of students. The first paper uses a constructivist paradigm to explore how AAPD participants between 2018 and 2021 acquired knowledge and learned. Building on this, the second paper focuses on the practice, reflecting on whether the students who went for academic advising had their needs met by the AAPD using a pragmatic paradigm. The significance of this study is that core to academic advising, the informational, conceptual as well as relational components are at the core of what students need support with and what should form the base of the AAPD short learning programme. Some advisors still find it challenging to distinguish conceptual and informational components, which is usually caused by the reality that when students do seek advising support, they are confronted by a combination of needs. When considering how advisors are trained, the AAPD forms an introductory basis to the profession and practice. There are, however, gaps for advisors with regard to leading and coordinating the work. There is a need for ongoing communities of practice that afford for advisors to reflect and continue realigning their practice, especially within the conceptual and relational components.
Open Access
Effective pedagogical practices teaching assistants use in hybrid teaching modes: a community of inquiry approach
(University of the Free State, 2023) Scheepers, Stefanus Johannes; Stott, Angela
Scripted lessons serve as guides for instructors in various educational circumstances, promoting pedagogical consistency. This study explored the use of semi-scripted lessons in the context of higher education, specifically on a large module that utilised hybrid teaching methods (online and face-to-face) across two campuses. This large module employs a considerable number of teaching assistants (TAs) to teach sections of the module, despite not being specialised instructors. Using the Community of Inquiry framework as a guide to gathering empirical evidence, a pragmatic, sequential, exploratory, three-phase (quantitative-qualitative-quantitative) mixed-methods research methodology was implemented to explore the effectiveness and implications of semi-scripted lessons. Convenience sampling was used in Phase 1 to observe 31 TAs’ hybrid teaching practices across the two campuses. The four highest-scoring TAs, two per campus and one per hybrid mode were chosen as exemplary TAs to be interviewed in Phase 2. An additional TA who had been awarded the “Best Presenter of the Year’ the previous year was also interviewed. Phase 3 comprised a full population survey sent to all the TAs and staff members involved in the module. The design of this survey was informed by the findings of the previous phases, and its purpose was to examine ways to improve the TA training programme. Descriptive statistics were used to analyse Phases 1 and 3 and thematic analysis for Phase 2. It was found that semi-scripted lessons contributed to the enactment of consistent, effective teaching and cognitive presences across the hybrid classrooms. However, while the semi-script included high-order thinking activities and discussion prompts, the TAs’ capacity to facilitate these were found to be lacking. Furthermore, the semi-script was found to be least effective at promoting the enactment of social presence, primarily due to TA avoidance of the scripted collaborative activities, due to time constraints. The social presence that was observed, largely arose from TA initiatives beyond the script, and these were evidenced considerably more in face-to-face than in online classes. Findings from the third phase provide suggestions for improvements to the TA training programme: optimisation of the training objectives; extending the training to five days; providing early access to the course material; devoting more time for TAs to practise facilitation, and receiving comprehensive feedback. The significance of this study lies in its exploration of semi-scripted lessons in the given context by providing support for this approach, while also highlighting its limitations. The primary limitation of this study is its context, which focused on TAs in a unique higher education setting, using semi-scripted lessons. Although this provided in-depth insights for comparable circumstances, the extent to which the findings could be generalised to other contexts would still need to be determined.
Open Access
Enhancing skills acquisition in electrical infrastructure construction studies
(University of the Free State, 2023) Lehlakola, K. D.; Tlali, M. F.; Dlamini, M. E.
This study was a qualitative study with the aim to contribute towards the enhancement of skills acquisition in electrical infrastructure construction (EIC) among youth with the purpose of providing them competences that have the potential of heightening chances of their employability. The study achieved the identified aim by responding to the research question: How can youths’ acquisition of skills in EIC be strengthened to empower them to be self-employed and employable? The problem in this study was that a significant percentage of the South African workforce, which includes technical and vocational education and training (TVET) students who are accessing higher education, lack specific technical skills and this results in poor employability prospects. The delivery of quality TVET courses and content is dependent on the competences of the lecturers for enhancing skills acquisition in EIC studies. The framework guiding this study was critical emancipatory research for it is transformative and emancipatory. Youth participatory action research was used as method of data collection with critical discourse analysis to analyse the data according to discursive, textual and social settings. The findings of the study may empower TVET colleges to prepare students with skills for the EIC industry and contribute to socio-economic development of the economy of South Africa. The workforce needed comprises engineers, technicians and the tradesmen from South African universities and TVET colleges.
Open Access
Enhancing the functionality of supplemental instruction for first-year mathematics students at a higher education institution
(University of the Free State, 2014-12) Moleko, Mirriam Matshidiso; Letsie, L. E.; Hlalele, D. J.
English: The study sought to formulate a framework to enhance the functionality of Supplemental Instruction (SI) for first-year Mathematics students at an institution of higher education. Generally, many students find mathematics challenging, not only at high school level but also when they are enrolled for modules at higher education institutions. Most first-year Mathematics students usually withdraw from taking it and opt to pursue other fields of studies, whilst others drop out. It was on this basis and in trying to retain these students in Mathematics as one high-risk course that a programme such as SI was conceptualized then developed to enhance students’ understanding of course content. Although SI proved to be a good intervention strategy which led to significant improvements in other high risk modules which were targeted it was not the case with Mathematics. The study therefore sought to establish the challenges pertaining to the implementation of SI for Mathematics students and to provide solutions to the identified challenges. The conditions conducive to the solutions to work, as well as the threats that could evade the successful implementation of the strategies, were reflected by the study. It further demonstrated the evidence of the successful SI framework’s implementation. Critical Emancipatory Research (CER) was the paradigm underpinning the study, and Participatory Action Research (PAR) was adopted as the methodology for generating data. The generated data was analysed and interpreted through the use of Critical Discourse Analysis (CDA), which subsequently made it possible for data to be interpreted at textual, social and discursive levels. The study recommended the following in terms of enhancing the functionality of SI for first-year Mathematics students at an institution of higher education: formation of the SI team; the establishment of a common vision; performing a SWOT analysis; determining priorities; and strategic planning.
Open Access
An evaluation of the engineering studies curriculum at Ikhala Public Further Education and Training College
(University of the Free State, 2009-12) Nyaba, Mkululi Kaizer; Van Schoor, J. H.; Combrinck, G. P.
English: Further Education and Training (FET) colleges have the task of educating and training young people for entry into the workplace, for self-employment, for higher education studies and for up skilling and re-skilling competence levels (Nzimande 2009). This means that the FET curricula and their close link to the professional world make it a sector that contributes to most of the training of a sufficiently skilled workforce that would meet the labour market demands. Technical and vocational education and training is essential in this regard because no country can meet its economic and social demands without a skilled work/labour force. The purpose of this study, therefore, is to evaluate the National Education (NATED) Engineering curriculum at the Ezibeleni Engineering Campus to determine whether the curriculum is appropriate in preparing the students sufficiently for a career in engineering opportunities. Certain shortcomings in the NATED curricula are identified in this study and innovations are recommended with the aim of contributing to the establishment of a consistent engineering curriculum which will be able to meet the technological developments and inculcate the skills required in the world of work. With the inception of the new National Certificate (Vocational) (NC (V)) curriculum in 2007 and the phasing out of the NATED curriculum by the end of 2009, more areas for research are created in the FET college sector. Only the future will tell whether the new NC (V) curricula will be an improvement on the NATED curriculum. In an attempt to evaluate the Engineering curriculum and to determine the appropriateness thereof, the researcher employed qualitative and quantitative research methodologies. Valuable insights were derived from the literature study which served as a basis for the questions that were asked during the interviews and for the questions that were included in the questionnaire survey that were distributed among the academic staff. By mixing qualitative and quantitative methods the researcher aimed to triangulate the findings from the interviews and the questionnaire survey to enhance the validity and reliability of the study (Maree 2007:80). The findings of the interviews and survey were finally interpreted in terms of responses pertaining to the problem that was investigated. Despite the fact that the NATED curriculum is currently being phased out, critical shortcomings have been identified such as, interalia, the non-alignment of the engineering curriculum with the professional world, theory and practice that are not linked, inability to accommodate apprentices, and non-compliance with the SAQA (South African Qualifications Authority) requirements. The study concluded by recommending that FET College engineering programmes should be taken to a new level to make them acceptable to universities, universities of technology and to the industry in South Africa. FET colleges should begin to take the responsibility for arranging work placement for their students. The Department of education, FET colleges and industry should form collaborative partnerships to develop colleges as specialist or niche centres for vocational and technical excellence.
Open Access
The experiences of black women undertaking doctoral studies at a South African University
(University of the Free State, 2014-10) Ts’ephe, Lifutso; Walker, Melanie; Loots, Sonja
English: This dissertation builds on and contributes to work in the fields of higher education and the capabilities approach. Specifically, it investigates the educational biographies of a small number (n=7) of black women who were either in their final year of doctoral study or had graduated recently at the time of the interviews. Although a number of studies (e.g. Acker, 1980; Magano, 2011; Pillay, 2009; Prozesky, 2008) have investigated women in academia, there has not been a strong focus on the experiences of black women in doctoral studies, and even less so on South African students. The available studies show that students leave doctoral programmes prematurely due to a number of reasons, for example, an inability to manage time effectively, financial constraints, demotivation and depression, and poor supervision (Magano, 2011). Pillay (2009) adds that the balancing of two lives, being a mother and an employee, generates further challenges. As part of its National Development Plan, South Africa’s National Planning Commission aims to not only rapidly increase the number of doctoral graduates, but to also promote postgraduate education for marginalised groups within the next 15 years. In 2012, black women represented 2 294 (16.4%) of all doctoral enrolments in the country, which is a significant increase from the 468 (7.5%) who enrolled for doctoral studies in the year 2000. The current research draws conceptually on the capabilities approach, developed by Amartya Sen and Martha Nussbaum. This framework was chosen because it is used mainly to evaluate and assess an individual’s well-being, as well as the social arrangements that foster or hinder this well-being. The capabilities approach, therefore, includes issues such as the design of policies and proposals for social change within societies (Robeyns, 2005) and relates the evaluation of the quality of life to the assessment of the capability to function; that is, to be and do in ways which are valued by an individual. A qualitative approach was adopted for the study as the most suitable method. A case study design allows the researcher to emphasise the experiences of the individual, as well as the social arrangements which help or hinder each individual’s success. In-depth information regarding the participants’ social experiences was also gathered. The issue that was explored in this study was black women’s experience of doctoral study – the highs, the lows, and the challenges. The assumption was that gender plays a significant role in shaping the educational lives of these women. In the study, gender is understood as the social organisation of the relations between the sexes, differentiating the social meaning that is attributed to sexual differences from the sexual differences themselves (Robeyns, 2005). Exploring these women’s experiences revealed the developmental outcomes of doctoral education they value, the opportunities to reach these outcomes they appreciated, and the personal, social and environmental factors which influenced their ability to use the developmental opportunities. The findings from this study could lead to recommendations to higher education institutions with regard to increasing the enrolment and retention of this marginalised group. These recommendations could also contribute to improving policies which attract and retain more black women doctoral students in higher education.
Open Access
The experiences of black women undertaking doctoral studies at a South African university
(University of the Free State, 2014-10) Ts’ephe, Lifutso; Walker, Melanie; Loots, Sonja
English: This dissertation builds on and contributes to work in the fields of higher education and the capabilities approach. Specifically, it investigates the educational biographies of a small number (n=7) of black women who were either in their final year of doctoral study or had graduated recently at the time of the interviews. Although a number of studies (e.g. Acker, 1980; Magano, 2011; Pillay, 2009; Prozesky, 2008) have investigated women in academia, there has not been a strong focus on the experiences of black women in doctoral studies, and even less so on South African students. The available studies show that students leave doctoral programmes prematurely due to a number of reasons, for example, an inability to manage time effectively, financial constraints, demotivation and depression, and poor supervision (Magano, 2011). Pillay (2009) adds that the balancing of two lives, being a mother and an employee, generates further challenges. As part of its National Development Plan, South Africa’s National Planning Commission aims to not only rapidly increase the number of doctoral graduates, but to also promote postgraduate education for marginalised groups within the next 15 years. In 2012, black women represented 2 294 (16.4%) of all doctoral enrolments in the country, which is a significant increase from the 468 (7.5%) who enrolled for doctoral studies in the year 2000. The current research draws conceptually on the capabilities approach, developed by Amartya Sen and Martha Nussbaum. This framework was chosen because it is used mainly to evaluate and assess an individual’s well-being, as well as the social arrangements that foster or hinder this well-being. The capabilities approach, therefore, includes issues such as the design of policies and proposals for social change within societies (Robeyns, 2005) and relates the evaluation of the quality of life to the assessment of the capability to function; that is, to be and do in ways which are valued by an individual. A qualitative approach was adopted for the study as the most suitable method. A case study design allows the researcher to emphasise the experiences of the individual, as well as the social arrangements which help or hinder each individual’s success. In-depth information regarding the participants’ social experiences was also gathered. The issue that was explored in this study was black women’s experience of doctoral study – the highs, the lows, and the challenges. The assumption was that gender plays a significant role in shaping the educational lives of these women. In the study, gender is understood as the social organisation of the relations between the sexes, differentiating the social meaning that is attributed to sexual differences from the sexual differences themselves (Robeyns, 2005). Exploring these women’s experiences revealed the developmental outcomes of doctoral education they value, the opportunities to reach these outcomes they appreciated, and the personal, social and environmental factors which influenced their ability to use the developmental opportunities. The findings from this study could lead to recommendations to higher education institutions with regard to increasing the enrolment and retention of this marginalised group. These recommendations could also contribute to improving policies which attract and retain more black women doctoral students in higher education.
Open Access
Exploring higher education capabilities of black women graduates towards personal and professional development
(University of the Free State, 2014-10) Mahlaha, Nteboheng Theresia; Walker, Melanie; Loots, Sonja
English: Student success does not cease to be important after students have graduated, but extends to how employable graduates are and what they can do with their lives. Even though more than half of students enrolled in South African higher education institutes are women, men still hold the majority of positions in the labour market. The number of black women enrolled in higher education institutions has more than doubled in the last 19 years, according to a 2014 report by Higher Education South Africa (HESA). However; this seems insufficient progress when compared with the national demographics. Of the total black population, only 3.2% have access to higher education. Local and international literature shows a significant number of policies that attempt to establish gender and racial equality. However, in most cases, black women in both higher education and the workplace are experiencing unfair treatment. Statistics are unable to bring insight into gender and racial inequalities in order to ensure the same quality of higher education for both men and women. This study investigated the life trajectories of black woman graduates in South Africa, and how and if, in anyway, higher education has equipped them with the capabilities to succeed both professionally and personally. The life experiences of women in higher education and the workplace were investigated by the capabilities approach, which is a normative framework developed by Sen (1992) and Nussbaum (2003). This framework aids the understanding of what people want to do and be, which freedoms or capabilities enable them to pursue these doings and beings, and which factors prevent them from achieving their being and doings. Thus, this approach allowed me to move from statistical findings to insight into what a group of black women graduates’ value to be and whether they have the freedom to achieve well-being. This study was framed by the following research questions: 1) What contribution has higher education made to the capabilities and valued functionings of selected black women graduates regarding the professional and personal lives they have reason to value?2) How do gender and race enable or constrain black women graduates’ capability for work, including their career development, over time? 3) Do black women graduates have the agency and freedom to achieve what they value both professionally and personally? Although studies in feminist research have investigated the life histories of black women, not much work has been done on the capabilities of black women graduates. A feminist methodology was employed in this study, supported by life-history and narrative methods. These two methods focus mainly on how individuals choose to shape their own lives, whereas the life-history method enables an understanding of people’s stories against the wider background of society, in this case, gender equality and social justice. All lives are different; thus, the life-history method draws on both the differences and the similarities of participants’ experience. In this study, narratives of nine black women were drawn from to explore the experiences of black women in higher education and the labour market. The selected women had graduated from South African higher education institutions from various fields of study and socio-economic backgrounds. The capabilities approach allowed the analysis of each woman’s narrative and the mapping of the similarities. The capabilities of these women, as generated through higher education, included cross-cultural exposure; communication and interpersonal skills; knowledge, imagination and critical thinking; empowerment; respect, dignity and social consciousness; practical reasoning; lifelong learning; resilience and bodily integrity. The findings shed light, firstly, on how these women are acting as active agents in converting the capabilities into valued beings and doings beyond graduation and, secondly, on how race and gender proved to be both positive and negative social factors that influenced the women. Owing to the fact that the study is embedded in gender issues and the capabilities approach, which are both concerned with the well-being and agency of women in higher education and the labour market, the research contributes to higher-education research concerned with empowering black women. Furthermore, the study can provide a knowledge base for gender empowerment and fill a significant research gap in South Africa.
Open Access
Exploring higher education capabilities of black women graduates towards personal and professional development
(University of the Free State, 2014-10) Mahlaha, Nteboheng Theresia; Walker, Melanie; Loots, Sonja
English: Student success does not cease to be important after students have graduated, but extends to how employable graduates are and what they can do with their lives. Even though more than half of students enrolled in South African higher education institutes are women, men still hold the majority of positions in the labour market. The number of black women enrolled in higher education institutions has more than doubled in the last 19 years, according to a 2014 report by Higher Education South Africa (HESA). However; this seems insufficient progress when compared with the national demographics. Of the total black population, only 3.2% have access to higher education. Local and international literature shows a significant number of policies that attempt to establish gender and racial equality. However, in most cases, black women in both higher education and the workplace are experiencing unfair treatment. Statistics are unable to bring insight into gender and racial inequalities in order to ensure the same quality of higher education for both men and women. This study investigated the life trajectories of black woman graduates in South Africa, and how and if, in anyway, higher education has equipped them with the capabilities to succeed both professionally and personally. The life experiences of women in higher education and the workplace were investigated by the capabilities approach, which is a normative framework developed by Sen (1992) and Nussbaum (2003). This framework aids the understanding of what people want to do and be, which freedoms or capabilities enable them to pursue these doings and beings, and which factors prevent them from achieving their being and doings. Thus, this approach allowed me to move from statistical findings to insight into what a group of black women graduates’ value to be and whether they have the freedom to achieve well-being. This study was framed by the following research questions: 1) What contribution has higher education made to the capabilities and valued functionings of selected black women graduates regarding the professional and personal lives they have reason to value?2) How do gender and race enable or constrain black women graduates’ capability for work, including their career development, over time? 3) Do black women graduates have the agency and freedom to achieve what they value both professionally and personally? Although studies in feminist research have investigated the life histories of black women, not much work has been done on the capabilities of black women graduates. A feminist methodology was employed in this study, supported by life-history and narrative methods. These two methods focus mainly on how individuals choose to shape their own lives, whereas the life-history method enables an understanding of people’s stories against the wider background of society, in this case, gender equality and social justice. All lives are different; thus, the life-history method draws on both the differences and the similarities of participants’ experience. In this study, narratives of nine black women were drawn from to explore the experiences of black women in higher education and the labour market. The selected women had graduated from South African higher education institutions from various fields of study and socio-economic backgrounds. The capabilities approach allowed the analysis of each woman’s narrative and the mapping of the similarities. The capabilities of these women, as generated through higher education, included cross-cultural exposure; communication and interpersonal skills; knowledge, imagination and critical thinking; empowerment; respect, dignity and social consciousness; practical reasoning; lifelong learning; resilience and bodily integrity. The findings shed light, firstly, on how these women are acting as active agents in converting the capabilities into valued beings and doings beyond graduation and, secondly, on how race and gender proved to be both positive and negative social factors that influenced the women. Owing to the fact that the study is embedded in gender issues and the capabilities approach, which are both concerned with the well-being and agency of women in higher education and the labour market, the research contributes to higher-education research concerned with empowering black women. Furthermore, the study can provide a knowledge base for gender empowerment and fill a significant research gap in South Africa.
Open Access
Exploring the opportunities and challenges of teaching controversial topics in Social Sciences at the Intermediate Phase
(University of the Free State, 2024) Mlambo, Sithembiso; Chimbi, Godsend T.; Ogbonnaya, Ijeoma C. E.
The study investigated the challenges and opportunities that teachers face when teaching controversial topics in the Social Sciences at the Intermediate Phase. Controversial topics, which involve conflicting interests and perspectives, can be emotionally charged and challenging because they arouse emotions among learners. However, teaching such topics can empower learners, foster diversity, enhance subject knowledge, and promote a deeper understanding of justice and inclusivity. This study utilised critical social theory to explore the influence of power dynamics, ideology, and societal structures on knowledge creation. Its goal was to challenge existing norms and promote equity by encouraging critical thinking and open dialogue among learners. A qualitative approach was employed, utilising open-ended interviews and focus group discussions, to investigate teachers’ experiences in teaching controversial topics. A narrative research design was used to explore the complexity and perspectives surrounding the teaching of contentious topics in Social Science classrooms. By comparing and contrasting different narratives, a deeper understanding of the opportunities and challenges encountered by Intermediate Phase teachers when engaging learners on controversial topics was achieved. Thematic analysis was used to generate themes and sub-themes from the transcribed data. Findings revealed that topics like racism, tribal discrimination, gender roles, and religious diversity spark debate and opposing views within communities and the classroom. During interviews teachers explained that inclusive learning settings and critical social theory are essential for transformative learning. By teaching controversial topics, teachers play a crucial role in fostering social awareness, critical thinking and active citizenship skills which expose conscious and unconscious biases among learners. Controversial topics align with curriculum guidelines, such as the United Nations Declaration on the Rights of Indigenous Peoples and South Africa's Social Sciences curriculum, encouraging critical citizenship and understanding of social justice concerns. Teachers in this study acknowledged the impact of cultural origins on teaching contentious subjects such as gender norms, religious diversity, racial and tribal discrimination, and xenophobia. Teachers emphasised the importance of promoting tolerance and diversity in their teaching methods by using case studies, role-playing and multimedia content. They used these techniques to develop empathy and a sense of diversity among learners. They also employed coping strategies, active learning techniques, debates, and multimodal approaches to address systematic disparities and promote inclusivity among learners. The study recommended six strategies for teaching controversial topics in the Intermediate Phase. These are facilitating structured debates, examining the causes of intolerance, community involvement, fostering a culture of trust in teachers, and using case studies. These strategies promote self-reflection, critical thinking and effective communication by exposing learners to diverse perspectives.
Open Access
Exploring the teaching and learning of accounting: a case of a South African university
(University of the Free State, 2023) Moyo, Grate Ndabezihle; Mosia, M. S.
The aim of this paper was to determine the accounting lecturers’ teaching practices at a South African higher education institution. Teaching practices are a complex set of ways which lecturers use for instruction. When compromisingly crafted and implemented, the impact is on students’ success. Hence the application of lecturers’ minds is needed in the process. In accounting education, teaching practices were found cognitively driven to determine success. Hence cognitivism learning theory guided this study. Cognitivists, and accounting educationists believe in related key elements; mental processes, thinking, remembering, solving complex problems, focussing on tasks requiring an increased level of information processing, classification, and procedural rules. Related key elements enhance the crafting of accounting teaching practices. This paper used a qualitative exploratory research methodology which enabled the researcher engaging to engage with participants in their natural settings. Three first first-year accounting lecturers were purposefully selected for this study. Data was generated through Microsoft teams Teams interviews determining different practices used in teaching accounting. Furthermore, responses from participants were used to corroborate the data generated. Issues such as participants’ teaching practices, knowledge of feedback teaching practices, and challenges experienced by accounting lecturers were explored. Data was analysed through thematic analysis. The Finally, the paper responded to one question: what are the teaching practices used by accounting lecturers? Findings suggest that some of the current accounting teaching practices are a detriment to the undesirable performance, which cannot be ignored. Additionally, there is no consistency in the application of accounting teaching practices, yet more research specifically in accounting education is needed to enhance performance. Hence this paper further suggests that university accounting teaching practices require intervention to encourage effectiveness.