The functioning of the academic skills programme at selected campuses of Vista University, 1992 - 1996
Abstract
English: In summary, the main problem addressed in this study is that the Vista University AS programme has
not been properly analysed and evaluated before.
The sub-problems listed below relate to the effective functioning of the programme as it has been
implemented between 1992 and 1996. They refer to the difficulties ASP co-ordinators have identified
as problems in running the AS programme with its component programmes. The sub - problems to be
addressed in this study are those identified by participants in the Vista Department of Student
Development: -
Problem 1:
Problem 2:
Problem 3:
Problem4:
Problem 5:
Sub - problem 1
Conceptualising what Academic Development IS or reaching a common working
definition;
The direction Academic Development should follow at Vista University;
What coherence the academic skills programme has in terms of effectively evaluating
it. How does the diversity or uniformity of the programme affect its functioning?;
How the structural, managerial, reporting and communication lines function with regards
to ASP co-ordinators, campus management, academic staff, central university
management and students;
What the needs of students and AD staff are in the teaching and learning process and
how these impinge upon the functioning of the AS programme.
refers to a shared mission for Academic Development at Vista University against which the
programme can be evaluated. Problem 2 refers to a vision and problems 3 to 4 to the effectivity
of the structure, coherent plan and guidelines of the programme against which its functioning
can be analysed. Problem 5 relates to the flexibility within the programme to accommodate
change and improvement of the programme.
From the literature the following points are important for consideration in planning more effective
support:
• Organisational structure and finance are closely linked.
The type of support offered is a strategy to enhance the quality of education offered, which in
turn is linked to the vision of the university.
• Higher education will still be faced with an educational crisis in the near future. Massification
and under-preparedness of students will challenge universities. The problem of first year drop
outs or students failing second year at Vista University, when they are not supported any longer
(Delvare, 1996:49) will continue to be a problem until the educational problems of the country
has been addressed. The process could take a number of years still. In the meantime students
cannot be left unsupported due to financial constraints.
• The diversity of existing programmes which exist in theory and practise is a further challenge
for Vista University. Choice of programmes will depend on the aims of the university. Choices
will have to be made in order to improve the functioning of these programmes. Evaluation and
research is essential and must be planned when choice of programmes are made.
• Programmes that have integrated skills and language into content have been more successful
than general programmes.
From the case studies the following points emerged:
The structure and organisation of ASP needs reviewing;
• Status and effectiveness of co-ordinators needs attention;
• The aim and strategies of the programme needs revision;
• Vista University should invest more funds into academic development and programmes such as
SI and Writing Centres which enhance student performance. Afrikaans: Die vernaamste probleem wat in hierdie studie oor die Akademiese Vaardigheidsprogram (AVP)
ondersoek is en nog nie tevore geanaliseer of geëvalueer is nie, word kortliks uitgelig.
Die meegaande (onderliggende) probleme wat hier onder opgenoem word, hang saam met die
effektiewe funksionering van die program soos dit sedert 1992 tot 1996 geimplimenteer is. Dit hou
verband met dié op die lys wat die koordineerders van die AVP tydens die verloop van die program en
die komponentprogramme ge-identifiseer het.
Probleem 1: Konseptualisering van wat akademiese ontwikkeling behels en 'n bepaalde uitvoerbare
definisie daarvan;
Probleem 2: Die riglyne vir 'n Akademiese Ontwikkelingsprogram binne die Universiteit Vista;
Probleem 3: Die riglyne vir effektiewe evaluering van die program en hoe dit deur die uniformiteit of
diversiteit beinvloed word;
Probleem 4: Of die strukturele, kommunikasie en bestuurskanale, (asook aspekte soos terugvoer en
verslaglewering) effektiefofminder effektiefaangewend word met betrekking tot AVPkoordineerders,
kampusbestuur, akademici, sentrale universiteitsbestuur en studente;
Probleem 5: Die behoeftes of vereistes van studente en akademiese ontwikkelingspersoneel ten
opsigte van die leerproses, en die invloed van sodanige persepsies op die funksionering
van die Akademiese Vaardigheidsprogram.
Die literatuur, wat by hierdie studie geraadpleeg is, dui die volgende aspekte aan wat in ag geneem moet
word by die beplanning van meer effektiewe ondersteuningsprogramme:
* Die organisatoriese strukture en finansies skakel nou met mekaar.
* Die bepaalde steun wat aangebied is, vorm n strategie ter verwesenliking van die goeie kwaliteit
van onderrig wat aangebied word. Hierdie aspek moet op sy beurt ten nouste verbonde wees
aan die visie van die universiteit.
* Hoër onderwys staar steeds krisisse in die gesig soos massifikasie en onvoorbereidheid van
studente vir die eise van 'n universitêre loopbaan. Alvorens daar nie 'n daadwerklike oplossing
gekry word vir Suid-Afrika se opvoedkundige probleme nie sal die groot getal
eerstejaarstudente wat kursusse staak, sowel as die hoë druipsyfer onder tweede jaarstudente
(wanneer onvoldoende steun verleen word) problematies bly (Delvare, 1996:49). Hierdie proses
kan egter nog 'n hele paar jaar duur en intussen kan studente nie sonder steun aan hul lot
oorgelaat word nie. Dit geld veral waar universiteite, sowel as studente, onder finansiële druk
verkeer.
* Die diversiteit van huidige programme wat beide in teorie en praktyk bestaan is 'n verdere
uitdaging vir die Universiteit Vista. Die keuse van programme sal by die universiteit se
doelstellings (soos aangedui in die missie van die universiteit) afhang. Die regte keuses sal
gemaak moet word om die funksionering van programme te verbeter. Daarom is program
seleksie en deeglike beplanning, tesame met evaluasie en navorsing, van die allergrootste
belang.
* As sodanig is programme wat taal- en ander vaardighede met die inhoud integreer meer
suksesvol as dié wat slegs die algemene vaardighede behandel. Uit die studie van voorbeelde
(programme wat as voorbeelde kan dien) het die volgende vorendag gekom en kan die volgende
afleidings gemaak word:
* die struktuur en organisasie (bestuur) van die AVP moet hersien word;
* die status en effektiewe aanwending en optrede van koordineerders moet aandag geniet;
* die doel en strategieë van die program moet heroorweeg word;
* die Universiteit Vista sal fondse moet genereer en beskikbaar stel Vir akademiese
ontwikkelingsprogramme soos skryflaboratoriums en skryfsentrums vir studente- instrukteurs
om die sukses van die studente te verseker.