INDUCTING FIRST-YEAR SOCIAL WORK STUDENTS: REFLECTIONS ON A DISCIPLINE-SPECIFIC APPROACH TO ACADEMIC DEVELOPMENT

Priscalia Khosa,Roshini Pillay,Nkosiyazi Dube

doi:10.15270/54-1-618

Priscalia Khosa, Roshini Pillay + Show 1 more

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https://doi.org/10.15270/54-1-618

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Abstract

First-year students at tertiary education institutions face multiple problems including under-preparedness, financial problems and adjustment to university. In response, some universities have introduced generic academic development programmes. In contrast, three educators from the Department of Social Work at the University of the Witwatersrand (UWits) engage in a reflective analysis of a discipline-specific academic development programme. Thematic content analysis was used to analyse transcripts of two focus group interviews with students and reflective reports written by two educators on strategies used to design the programme. Findings suggest that this programme meets the unique needs and professional identity development of Social Work students.

Highlights

Student success and retention are among the major debates in higher education institutions (HEIs)
In reviewing the transcripts of the two focus groups with the students and the reflections of the two educators, it is clear that the Social Work Students’ Support Programme (SWSSP), which is comprised of the Academic Development Programme (ADP) and TTs, had a positive impact on the Social Work students’ learning
It may have strengthened their adjustment to the university and assisted many of them to achieve academic success

Summary

Introduction

Student success and retention are among the major debates in higher education institutions (HEIs). Students coming from situations of low socioeconomic status (SES) have the added burden imposed by certain faculty members who assume and communicate publicly that financial limitations translate into limited educational and linguistic abilities (Notshulwana, 2011) The communication of this deficit view of students as deficient places an additional burden of stigma on them: this is especially so when the higher educational institution (HEI) and the teaching departments are unable to offer adequate structures of support to meet the specific needs of these students. These three educators are aware of the social problems faced by students as a result of under-preparedness, financial problems and being the first in their family to attend university (Boyinbode, Ngambi, & Bagula, 2013) It is for this reason that educators saw a need to demonstrate care and consider the wellbeing of students in the design of the SWSSP.

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