The psychological experience of resource-based learning (RBL) within the South African higher education context

South African higher education is currencly characterised by massification, globalisation, an increase in non-traditional students entering the system and a paradigm shift from lecture-based to resource-based education (RBL). During the transformation of the South African higher education system, RBL was proposed by the education ministry and in various policy documents as a mode of delivery which could meet the challenges of learners' expectations, the realities of the work place, and the need to maintain a high standard of graduates. Such an experience of change is difficult, due to its complexity and pace. In this article attention is focused on facilitators' and co-ordinators' psychological experiences of higher educational change in an RBL programme.