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dc.contributor.advisorMahlomaholo, M. G.
dc.contributor.advisorTeise, V. N.
dc.contributor.authorNhlapo, Stanley
dc.date.accessioned2015-10-05T07:26:19Z
dc.date.available2015-10-05T07:26:19Z
dc.date.copyright2014-12
dc.date.issued2014-12
dc.date.submitted2014-12
dc.identifier.urihttp://hdl.handle.net/11660/1326
dc.description.abstractEnglish: The lack of effectively providing tutorial support and other student services to off campus students, especially those who live in remote rural areas, are the main reason for the high dropout and failure rate of off-campus students,. Most of these students do not receive effective tutorial and administrative support from their institution (s) of higher learning resulting in them either failing to achieve their desired qualification or discontinue their study. Although institutions of higher learning are trying to provide such support, especially tutoring support either face-to-face or on-line, this support seems to be ineffective because of a number of reasons. These reasons include tutors who are incapable to assist students effectively and insufficient resources to assist these students. The perceived top-down approach of providing the tutor system and other student support services to these students seem to frustrate the initiatives from the side of the institution, thus it was critical to use the community based approach to enhance the effectiveness of the tutor system. The involvement of the community and other stakeholders, including the students who are the most affected by people in the formulation of the framework to enhance the effectiveness of the tutor system was important. It became critical to use a research strategy that would motivate and enthuse those affected to change their situation. Participatory action research, conducted within a critical emancipatory theoretical framework, formulates a strategic management framework towards an effective tutor system. xxiii Since participatory action research is not done on people but together with them, a coordinating team was then formed to facilitate the engagement, interactions and participation of the students, parents and other stakeholders. The team formulated a vision, conducted situational analysis through SWOT analysis, set priorities, evaluated legislative imperatives and engendered collaborative planning. Data was collected through the principles of critical emancipatory research which encourages the relationship of trust, respect and hope among the participants as well as the use of their language which opened the communicative space among the participants. The interactive engagement between the participants helped to generate data that were used in the study. In order to make sense of the volumes of data generated, critical discourse analysis was used. This method allows data from discourse not to be taken at face value but to dig for deeper meaning. In this way knowledge creation becomes possible from what seem everyday conversations. Knowledge created from planning of activities and priorities, their implementation, monitoring, observations and reflections was used to confirm or negate what was learnt from related literature study. Furthermore, this knowledge was used to close the gaps that existed in the frameworks from other countries that were studied. In this way it became possible to formulate a framework that has built-in mechanisms that make it sustainable and thus engender sustainable learning environments. The active participation of people from diverse backgrounds as equals, as co-researchers and as creators of knowledge helped the study to present a strategic management framework for an effective and sustainable tutor system. The experiences that unfolded during the whole process from inception to actual presentation of the framework, informed the observations, conclusions and recommendation that round off the study in the last chapter.en_US
dc.description.abstractAfrikaans: Die gebrek aan die effektiewe voorsiening van tutoriale ondersteuning en ander studentedienste is die hoofrede vir die hoë druipsyfer en staking van studies onder afkampus-studente, veral studente wat in afgeleë gebiede woon. Die meeste van hierdie studente kry nie effektiewe tutoriale en administratiewe ondersteuning van hul hoëronderwysinstellings nie en het tot gevolg dat hierdie studente of hul studies staak of nie daarin slaag om ‘n kwalifikasie te behaal nie. Ten spyte daarvan dat hierdie instellings probeer om ondersteuning aan studente te bied in die vorm van aanlyn- of aangesig-tot-aangesig ondersteuning, blyk hierdie ondersteuning nie effektief te wees nie weens verskillende redes. Hierdie redes sluit in tutors wat nie in staat is om studente behoorlik te ondersteun nie, sowel as ‘n gebrek aan behoorlike hulpbronne ter ondersteuning van hierdie studente. Die bo-na-onder-benadering waarmee die tutorstelsel en ander dienste aan hierdie studente gebied word blyk die inisiatiewe aan die kant van die instelling te frustreer. Daarom was dit noodsaaklik om ‘n gemeenskapsgebaseerde benadering te volg ten einde die effektiwiteit van die tutorstelsel te bevorder. Die betrokkenheid van die gemeenskap en ander belanghebbendes, sowel as die studente wat die meeste geraak word in die proses om die effektiewe bevordering van die tutorstelsel te formuleer, was uiters belangrik. Dit was dus noodsaaklik om ‘n navorsingstrategie te gebruik wat die persone wat hierdeur geraak word, te motiveer om die situasie te verander. Deelnemende aksienavorsing binne ‘n raamwerk van krities-bevrydende navorsing is gebruik om ‘n bestuurstrategie vir die bevordering van ‘n effektiewe tutorstelsel te formuleer. xxv Aangesien deelnemende aksienavorsing saam met mense gedoen word en nie op mense nie, is ‘n koördineringspan saamgestel wat die betrokkenheid, interaksie en deelname van studente, ouers en ander belanghebbendes uit die gemeenskap, moes fasiliteer. Die span het ‘n visie geformuleer, ‘n SWOT-analise gedoen, prioriteite daargestel, wetgewing geëvalueer en gesamentlike beplanning bevorder. Data is versamel deur die beginsels van krities-bevrydende navorsing wat ‘n verhouding gebaseer op vertroue, respek en hoop onder die deelnemers bevorder, sowel as die gebruik van hul eie taal om kommunikasie-kanale te skep. Die interaktiewe betrokkenheid tussen die deelnemers het data gegenereer wat in die studie gebruik is. Daar is van kritiese diskoersanalise gebruik gemaak om die volume data wat gegenereer is sinvol te verwerk. Hierdie metode laat toe dat die dieper betekenis gesoek word en diskoersdata nie op sigwaarde beoordeel word nie. Op hierdie manier word die skepping van kennis uit wat blyk alledaagse gesprekke te wees, moontlik. Kennis wat geskep word deur die beplanning van aktiwiteite en prioriteite, die implementering daarvan, monitering, waarneming en refleksie is gebruik om die inligting wat versamel is deur die literatuurstudie, te bevestig of te verwerp. Hierdie kennis is vervolgens ook gebruik om gapings wat bestaan in die raamwerke van ander lande wat bestudeer is, te oorbrug. Op hierdie manier was dit moontlik om ‘n raamwerk te formuleer wat ingeboude meganismes het om dit volhoubaar te maak en dus kan lei tot volhoubare leeromgewings. Persone uit verskillende agtergronde wat deelgeneem het as gelykes, mede-navorsers en skeppers van kennis het die studie in staat gestel om ‘n strategiese bestuursraamwerk vir ‘n effektiewe en volhoubare tutorstelsel daar te stel. Die ervaringe wat van die ontstaan tot die werklike aanbieding van die raamwerk ontvou het, het die waarnemings, gevolgtrekkings en aanbevelings wat die studie afgerond het in die laaste hoofstuk, onderlê.en_US
dc.language.isoenen_US
dc.publisherUniversity of the Free Stateen_US
dc.subjectTutor systemen_US
dc.subjectCritical emancipatory researchen_US
dc.subjectParticipatory action researchen_US
dc.subjectCollaborative planningen_US
dc.subjectThesis (Ph. D. (Education - School of Higher Education Studies))--University of the Free State, 2014en_US
dc.titleA framework for effective tutor system at UNISAen_US
dc.typeThesisen_US
dc.rights.holderUniversity of the Free Stateen_US


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