South African Rural-based University Research Articles

A self-determination theoretical approach into survival strategies of on-campus and off-campus students from low-income families

An enormous number of students from rural-based universities are drawn from provinces which are primarily regarded as rural provinces in South Africa, due to underdevelopment which is rhetorically blamed on the legacy of apartheid. Moreover, a vast number of these students are enrolled at universities as first generation and largely come from low-income families, characterised by elements of poverty. These students often experience literacy problems, mostly because of the type of high school they attended. Be that as it may, these students need to survive, hence, the need for this type of exploration, which sought to understand survival strategies of students from low -income families in a South African rural-based university. This study or article is solely rooted on Self-determination theory as the theoretical point of departure. Nevertheless, it also incorporates elements of Bandura’s Social cognitive theory as a supplementary theory. Following a qualitative research design, the population of the study comprised students from low-income families. Purposive and snowball sampling procedures were used to select students’ questionnaires with open-ended questions, whilst content analysis was used as a data analysis tool. The findings of the article exhibit several complexities and difficulties that students from low-income families endure such as lack of funds, materials and being exposed to crime. Students make use of financial aid schemes, peer support groups and university’s financial aid to survive. The article has implications for higher education institutions on how they can adopt a variety financial aid practices that could be tailored towards assisting on-campus and off-campus students from low-income families.

Investigation of First‑year Learning Experiences in a Rural University in South Africa

This study investigated the first‑year experiences (FYE) of students in a South African university. Survey research design was used in the study. The quantitative method was used for data collection and 1 479 first‑year students were randomly selected. The findings reveal that first‑year students in the selected South African rural-based university experience certain specific challenges amongst which are poor orientation to the new context, poor knowledge of the Higher Education system, and poor educational background of parents. The study recommends that a special office under the direct line management of the dean of students be established to observe and closely monitor the progress of first‑year students. This office would accommodate orientation of first years, and liaise and collaborate with appropriate offices within the institution to ensure that first‑year students are properly guided and assisted in integrating without stress into the university system.

Influence of Students’ Feedback on the Quality of Adult Higher Distance Education Service Delivery

The evaluation of a program’s compliance with service delivery and features necessary for the attainment of the programs educational objectives, student outcomes and continuous improvement is an important element in program accreditation and continuous improvement process. The study reported in this paper investigated the possible effects of students’ feedback on the improvement of adult higher education distance learning service quality in a South African rural-based university. The study interrogated the service provision factors that seemingly helped in improving the delivery of the program. Such information are vital for planning, good governance, policy formulation, monitoring and evaluation, and for decision-making. The study used a quantitative descriptive statistics analysis of data generated ranging from 2013-2014. It comprised of overall student satisfaction as the dependent variable and the explanatory variables were given by program management, facilitation, assessment, learner support, systems, resources, program outcomes and subject matter. Analytical results were obtained from the Mann Whitney Test. The population consisted of students enrolled in the Advanced Certificate in Education (ACE) program by distance mode. The 313 respondents sampled were randomly selected from a total population of 916 students. Data were collected using a semi-structured questionnaire. The results revealed that service qualities linked to effective management, facilitation, academic support and subject matter delivery were the main qualities that the students recommended for the improvement of the program. It is therefore recommended that adult higher education programs must have a documented systematically utilized and effective process involving program service delivery constituencies like assessment, academic support and resources provided, for the periodic review of the program educational objectives to ensure that the program remains consistent with the institutional mission, needs and criteria.

Human Rights Violation: Its impact on the mental well-being of LGBTI students in a South African rural-based university

This paper reports on Human Rights violation, and its impact on the mental well-being of lesbian, gay, bisexual, transgender and intersex students in a South African rural based university. A qualitative multi-method approach was adopted, underpinned by interpretative phenomenological analysis. Data were collected using semi-structured individual interviews (N=20) and focus group interviews (n=4x5). The data were analysed thematically using interpretative phenomenological analysis. The results of the study indicate that university employees and heterosexual students violate lesbian, gay, bisexual, transgender and intersex students` rights. The violation of human rights has implications for the mental well-being of the studied population.

Citizenship rights, discrimination and stigmatisation of LGBTI students by health care services at a South African rural-based university

abstractLesbian, gay, bisexual, transgender and intersex (LGBTI) individuals experience stigmatisation and discrimination in their everyday lives. These experiences are noted in South Africa, even though its constitution of 1996 is recorded as the first constitution in the world to explicitly provide for non-discrimination against people based on gender and sexual orientation. This article highlights the findings of an interpretative phenomenological analysis study conducted in a South African rural university. The purpose of the study was to gain an in-depth understanding of the experiences of LGBTI individuals with regard to utilisation of the health care services in a South African rural university. The findings of the study focus on citizenship rights and the discrimination that LGBTI students experience in accessing health care services. The main forms of discrimination reported are the heterocentric nature of services and treatment at the campus health clinic and the heteronormative prejudice held by university health care personnel. Recommendations are made to address the problematic social exclusion that arises from heterocentric delivery of health services and highlight the equal rights of LGBTI students to health care that addresses all students’ needs, regardless of sex, gender, sexual orientation and gender identity, in a South African rural university.

Citizenship rights, discrimination and stigmatization of LGBTI students by health care services at a South African rural-based university

Citizenship rights, discrimination and stigmatization of LGBTI students by health care services at a South African rural-based university

Religion-related stigma and discrimination experienced by lesbian, gay, bisexual and transgender students at a South African rural-based university

This paper reports on the stigma and discrimination experienced by lesbian, gay, bisexual and transgender students at a rural university in South Africa. Twenty lesbian, gay, bisexual and transgender students recruited through snowball sampling participated in this study. Interpretative Phenomenological Analysis was used as a framework for data analysis. Findings indicate that religion-related stigma and discrimination are common at a rural-based university in South Africa. Lesbian, gay, bisexual and transgender students are typically ascribed a range of labels, including ‘sinners’, ‘devils’ and ‘demon possessed’. They are also exposed to a number of discriminatory acts, such as the denial of financial and healthcare services and threats of and/or actual rape. Study participants reported attempts to convert lesbian, gay, bisexual and transgender students' sexual orientation which involved the use of intervention in the form of prayers. Derogatory labelling and associated discriminatory acts, for example the threat of rape, led many students to conceal their sexual identity, not attend specific classes, terminate their studies and even attempt suicide. Universities should develop policies to promote greater social inclusion and the acceptance of lesbian, gay, bisexual and transgender students. Policies should also specify the steps or approaches to be taken in addressing discriminatory practices.

THE NEEDS AND EXPECTATIONS OF STAFF AND STUDENTS LIVING WITH HIV AND AIDS IN A SOUTH AFRICA RURAL-BASED UNIVERSITY

Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency Syndrome (AIDS) are making an impact in institutions of higher education. Studies have revealed that though few students and staff have been recorded to be suffering from HIV/AIDS, more have become ill and some have died in ways that signal the impact of HIV/AIDS. Universities can contribute to addressing the needs and expectations of staff and students living with HIV and AIDS. The purpose of this study was to explore and describe the preparedness of a South African rural-based university in addressing the needs and expectations of staff and students living with HIV and AIDS. A qualitative study design was followed, with one South African rural-based university as the case setting. Qualitative interviews were conducted stemming from the central research question, “How is the university addressing the needs and expectations of staff and students living with HIV and AIDS?” Following an open coding method of data analysis, three themes emerged relating to how the needs and expectations of staff and students living with HIV and AIDS are addressed: persistence stigma and discrimination, limited assurance to confidentiality and, inadequate treatment, care and support. Recommendations were made for improvement of service delivery to address the needs and expectations of staff and students living with HIV and AIDS and further research should be conducted on large scale to determine other needs and expectations of SSLWHA other South African rural-based universities and how they are addressed.

Management of Staff and Students Living with HIV and AIDS in a South African Rural-Based University

Human Immunodeficiency Virus and Acquired Immunodeficiency Syndrome (HIV/AIDS) is making its toll in South African institutions of higher education. Studies revealed that several students and staff...

Staff and Students` Perception of an HIV/AIDS` Strategy: A Case Study of a South African Rural-Based University

Background: South African communities have high rates of people living with HIV and AIDS. Universities, particularly those in rural regions are examples of communities noted to be high risk areas of these infections. HIV/AIDS strategies were developed and implemented by higher education institutions to address this concern. Despite this, the prevalence and incidence of HIV and AIDS remain high in academic settings. Yet studies in this area in South Africa are rare. Aim: This paper reports on a study that explored the perceptions of students and staff of the HIV/AIDS strategy of a rural-based university in South Africa. Method: Hermeneutic phenomenological methodology was adopted. Data were collected using semi-structured individual interviews (n=12 student, n= 10 staff). The data were analysed thematically using Diekelmann, Allen & Tanner`s (1989) seven-stage framework of data analysis. Results: Three major themes emerged from the data analysis: HIV/AIDS services, management of HIV/AIDS services, and barriers to utilisation of HIV/AIDS services. Conclusion: Staff working in HIV/AIDS service requires training and support to enhance their skills, knowledge and adopt non-discriminatory practices. DOI: 10.5901/mjss.2014.v5n20p2729