South African University Research Articles

Modelling Customised Student Support Framework to Enhance University at-risk Students’ Study Skills

Poor pass rates are a severe concern for the Department of Higher Education and Training and the universities in South Africa. Throughput rates remain low and programme completion takes much longer. On the other hand, universities suffer high dropouts due to general students' poor academic performance. One feasible intervention is student support. Universities should implement efficient and monitored student support systems (SSS). The paper discussed ways in which students may be supported with their study skills. It explored the attributes that are useful to improving students’ pass rates and the general students’ academic performance at a selected South African University (SSAU). These attributes can be integrated through planning implementation, monitoring, evaluation and control (PIMEC) processes. Action research benchmarking exercise adopting the theoretical frameworks of constructivism and symbolic interactionalism was conducted. Some successful approaches and benchmarks from international and developed countries’ universities were used to formalise and model student support in a modern tertiary institution setting. The boosted PIMEC concept and the improved student support response systems (SSRS) were blended in developing the PIMEC framework that this paper proposed for the SSAU. Besides, the concepts and approaches (such as crowdsourcing and incubation) used in business success were used to fortify the model. This resulted in a PIMEC-Enhanced SSRS Blended Model for improving the current SSS, emphasising communication within the system from top management, ICT and academic operation levels. Thus, it recommended the identification of at-risk students early during formative assessments.

Well-being of first-year students: The role of study characteristics, strengths and deficits

Orientation: Higher education institutions (HEIs) are crucial in preparing students for the workforce. Practitioners, such as industrial psychologists, can aid HEIs to enhance student development and improve university efficiency.Research purpose: This study aims to investigate the relationship between student demands and resources, proactive behaviour towards strengths use (PBSU) and proactive behaviour towards deficit improvement (PBDI), and students’ well-being (emotional, social and psychological).Motivation for the study: Two specific types of proactive behaviour, namely PBSU and PBDI, have been identified that may contribute to student success. Investigating the impact of these behaviours on student antecedents and outcomes could offer valuable insights for designing student development initiatives.Research approach/design and method: This study included 773 South African first-year university students studying at different campuses of a South African university. Structural equation modelling was used to test the structural model and investigate the regression weights.Main findings: Students’ personal problems were found to predict both PBSU and PBDI negatively. Autonomy positively predicted both types of proactive behaviour. Proactive behaviour towards strengths use was strongly related to emotional and psychological well-being, while PBDI was strongly related to social well-being.Practical/managerial implications: This study highlights the direct impact of PBSU and PBDI on students’ well-being. Practitioners in university settings can benefit from the recommendations provided in this article to inform and implement initiatives related to student development and assist students in developing the necessary skills to enhance their work readiness.Contribution/value-add:This study’s findings contribute to the relatively small body of research on implementing strengths-based and deficit improvement initiatives in South African universities.

Comparing cardiorespiratory fitness and physical activity levels between third- and fifth-year medical students in a South African university.

Cardiovascular disease (CVD) risk factors such as sedentary behaviour, decreased physical activity (PA), and low cardiorespiratory fitness lead to an increased and accelerated risk of cardiovascular disease and mortality. Medical students tend to adopt sedentary lifestyles due to a demanding curriculum. This may have a negative effect on CVD risk factors and cardiorespiratory fitness levels of medical students. To compare physical activity and cardiorespiratory fitness levels in a cohort of third- and fifth-year undergraduate medical students in a South African university. Data from 123 third-year and 139 fifth-year medical students in the Graduate Entry Medical Programme (GEMP) at the Faculty of Health Sciences, University of the Witwatersrand, were collected. Measurements included CVD risk factors, height, weight, blood pressure, waist circumference, cardiorespiratory fitness, physical activity vital signs and pre-participation health screening questionnaires. Descriptive statistics were presented as mean ± standard deviation or median [interquartile range] depending whether the data were normally distributed or not. Both groups had low cardiorespiratory fitness when compared to norm values (GEMPI VO2 peak was 29.1 ± 5.9 ml.kg-1.min-1 and GEMPIII VO2 peak was 30.0[11.0] ml.kg-1.min-1). Most participants did not meet WHO physical activity requirements (GEMP I: 72%; GEMP III: 78%). There were significant differences in BMI (p=0.046), diastolic blood pressure (p=0.034) and VO2 peak (p=0.00001) between students meeting and not meeting WHO physical activity requirements (p<0.05). Third- and fifth-year medical students at a South African university fail to meet recommended WHO physical activity levels and are below cardiorespiratory fitness norms. Therefore, medical institutions should promote and implement targeted physical activity interventions to reduce the prevalence of low fitness levels and the associated health hazards among their students.

Pre-service teacher investment through dialogic action learning

Background: A lack of student ‘buy-in’ and engagement are often major obstacles in academic literacy courses. To create a dialogic learning environment which encourages student investment and challenges traditional student-lecturer hierarchies of power, the curriculum of a first-year academic literacy course at a South African university was reconceptualised around an action-learning project.Objectives: The aim is to determine whether the reconceptualised course enabled dialogic learning that fostered a sense of investment in students.Method: An interpretivist paradigm was followed, drawing on a qualitative research approach. To explore the nature of student investment, discourse analysis was used to analyse group reflections submitted at the end of the 21-week course. Student reflections were coded thematically using an inductive approach.Results: These reflections indicate that specific mechanisms need to be in place for effective dialogic engagement. If in place, findings suggest that the dialogic approach could encourage critical thinking, help students to develop problem-solving skills, lead to cognisance of multiple perspectives, deepen understanding of course material and expectations, promote inclusivity, and encourage reflection on the learning process.Conclusion: This study indicates that purposefully embedding a dialogic approach into a curriculum through purpose-driven group activities, can lead to more engaged learning.Contribution: The paper contributes to the field of academic literacy studies by showing how academic literacy practitioners may use the now-established pedagogies of action-learning and dialogic teaching and learning to design courses that create an enabling environment for students to draw on deep approaches to learning.

Physical Education delivery in the intermediate schooling phase in South African public schools

Background: The use of the Curriculum Assessment Policy Statement (CAPS) and delivery of Physical Education (PE) concerning time allocation, resources and number of learners per class is crucial for optimal delivery to the intermediate-phase (IP) learner.Aim: This study aimed to determine the gap between the understanding and the interpretation of the content and requirements of the CAPS document, and the delivery of PE in the IP, in selected public schools in the Alberton region of Gauteng province, South Africa.Setting: Alberton, a suburb of Johannesburg, was identified. This geographical area was divided into four segments. Two primary schools from each segment were purposefully selected according to the quintile levels.Methods: A mixed method of data gathering was used. Questionnaires were administered and focus-group discussions (FGDs) were held. Participants were selected using a purposive sampling method. Quantitative data were analysed using descriptive statistics. Qualitative data were analysed using direct quotes and themes.Results: The findings are in line with the results of the South African Universities Physical Education Association (SAUPEA) National Research Project in that teachers require further training on the interpretation of the CAPS document. Aspects of the CAPS document cannot be executed because of time allocation, class size, and a lack of resources and equipment.Conclusion: To adhere to the expectations of the CAPS document, the use of available facilities, equipment, number of learners per class, and time allocation in PE need improvement.Contribution: Enriching the PE curriculum through collaborating with stakeholders in local communities and governmental support.

A scoping functionalist reflections on the implementation of affirmative action in Higher Education Institutions in South Africa

&lt;p&gt;The scoping review was carried out to investigate the functionalist perspective on affirmative action for women in the workplace in the Eastern Cape Province’s selected South African universities. Given that university-specific information is available on affirmative action for women in the workplace, this scoping review employed a systematic review to investigate the implementation of the legislative framework for affirmative action policy in African-selected universities and ways to make improvements. Purposive sampling was used to select four higher education institutions (HEIs), in which there were two historically black and two historically white institutions, for representativeness. Evidently, affirmative action is indeed an existing policy in the selected institutions to redress the exclusion of women in senior positions in the past. While this review revealed the heightened visibility of women in executive positions in the four universities, women tend to be represented more than men in some executive categories. This demonstrates that the implementation of affirmative action for women has largely been successful in the country. Although with some challenges, the inclusion of women, without gender discrimination and biases, is a necessary ingredient for the sustainability of higher education administration in the country from a functionalist perspective.&lt;/p&gt;

Exploring the Attitudes of Natural Science Undergraduate Students Towards Microsoft Teams – Post the Covid-19 Pandemic, at a South African University

The purpose of this study is to assess the feasibility of adopting effective e-learning with Microsoft Teams in a South African university. The study sample was purposefully chosen to include 30 registered Natural Sciences students. The study used questionnaires to collect data from 30 undergraduate students enrolled in Natural Science courses at the university using a quantitative research approach. Descriptive statistics such as mean and standard deviation were used to analyse the data. The IBM SPSS Statistics was the program utilized for data analysis. According to the study’s findings, the majority of students prefer to learn in person due to challenges such as load shedding and a reluctance to connect on the Teams platform. The TPACK Theoretical Framework, which states that comprehension of technology applications is vital in terms of pedagogy and content, lends credence to the study’s assumption. This study aims to provide a thorough analysis of the advantages of e-learning as well as student opinions on the new learning platform. Keywords: Electronic learning, Covid-19 pandemic, IBM SPSS Statistics, Microsoft Teams

Teaching While Black: Black Women Millennials’ Experiences of Teaching in South African Universities

The South African government continues to work tirelessly to reverse the effects of apartheid by addressing social inequalities and transforming the higher education sector by dismantling structural, cultural, institutional, and interpersonal discrimination. Black 1 1 The use of the lowercase “w” for white or whiteness in this article is the author’s stylistic act of decentering whiteness to amplify African women’s experiences. South African women have fought for the right to access education as well as to pursue higher education to the top levels of teaching in these institutions. Traditionally, the custodians of knowledge have been older white men. Millennial Black women’s presence in these spaces of higher institutions is disruptive and continues to be a site of conflict and negotiation for younger Black women academics. This article argues that race, intersecting with gender, age, and class, influences their teaching experiences in universities and how students perceive Millennial Black women in postapartheid South African universities. Intersectionality underpins this qualitative study, which explores nine Black Millennial women’s teaching experiences in universities in South Africa. The findings suggest that these women’s experiences are influenced by the kind of university in which they teach. The narratives showed how Millennial Black women lecturers at historically white institutions experience more hostility, mostly from students who share their same race and gender. This contrasts with the experiences of Millennial Black women who teach at historically Black institutions. The study has implications for university and government transformation agendas.

An interdisciplinary approach to theological studies in a public university

Theological curriculum in South African universities is comprised of disciplines such as church history, the Old Testament, the New Testament, systematic theology, missiology and practical theology. Theology has been approached through these disciplines and their interaction with each other in an intradisciplinary way. This article argues that theology needs to be done beyond theological disciplines through an interdisciplinary approach to increase its influence in a public university such as the University of South Africa (UNISA). The limitations and drawbacks of this approach are discussed. A brief history of theological studies at UNISA is also discussed to understand how the curriculum of theology has been approached in the past. An interdisciplinary approach is proposed to maximising the research profile of theology through research outputs and postgraduate supervision. In addition, this approach can attract graduates from other fields such as law, medicine, commerce and so forth. An interdisciplinary approach is relevant in designing and developing short learning programmes to attract students to study theology. The development of interdisciplinary niche areas is also important in attracting postgraduate students. Lastly, the approach is pivotal in avoiding theology’s possible dearth and death in a public university.Intradisciplinary and/or interdisciplinary implications: an interdisciplinary approach to theological studies is proposed as an interaction between the field of theology and other fields such as law, medicine, commerce, and others for the maximisation of student numbers in undergraduate and postgraduate studies and research outputs.

Multilingual students’ linguistic repertoires as a resource: a case study of assessments in journalism studies

ABSTRACT This mixed-methods case study develops a monolingual-multilingual continuum that depicts how multilingual students draw on their linguistic repertoire as a resource when undertaking assessments in journalism education. Guided by Hult and Hornberger’s heuristic for considering language planning and policy as a resource, the central question the study seeks to answer is this: Which languages do students use for what kind of assessment and as what kind of resource in journalism studies? Data were collected from a previously disadvantaged South African University of Technology. The paper argues that academics must move away from thinking of multilingual assessments based solely on what students submit and instead consider the processes holistically, considering that activating these linguistic competencies occurs on a continuum. Using Grosjean’s complementary principle, the study explains why multilingual students use their linguistic repertoire differently based on mode of the assessment and resources they employ in the process of completing it. Further, drawing on Ruiz’s notion of language-as-resource shows that linguistic diversity should be viewed as beneficial in higher education and multilingual repertoires of students as a means of facilitating epistemic justice in a higher education sector that currently sees multilingual speakers as an impediment.

Developing a Framework for the Deployment of Predictive Analytics to Improve Postgraduate Student Throughputs at One Comprehensive South African University

There is limited understanding of the opportunities available to universities through efficient deployment of predictive analytics. This study sought to develop a framework for the successful deployment of predictive analytics at one university to ensure high-quality postgraduate throughput rates. The study adopted a systematic literature review to elicit the opportunities presented by utilising predictive analytics in decision-making to promote postgraduate student throughput rates. It emerged that literature abounds on the manner big data analytics can be used to benefit universities and students. The study argued that the traditional, non-statistical approach which has long been used to address the unsatisfactory postgraduate throughput rates has failed to yield the required outcomes. It also noted the existing effort and support mechanisms to address postgraduate student retention and throughput rates which are necessary but not sufficient. A critical recommendation is that the proffered model should not be construed as a ‘perfect and single solution’ to capsize the poor postgraduate throughput rates at the university as different limitations exist. The study concluded that there is a clear call for the need to turn the current approach to the management and promotion of postgraduate student success. As such, the opportunities available are for those institutions that are committed to improving and magnifying their future practice by making meaning of the existing large data resources at their disposal. Keywords: Framework, Higher Education Institutions, Predictive Analytics, Throughput Rates

Perceived social support and academic persistence among undergraduate students: Mediation of sense of belonging and intrinsic motivation

This study investigated the mediating effect of sense of belonging and intrinsic motivation on the relationship between perceived social support and academic persistence among undergraduate students. The sample comprised 489 undergraduate students from a South African university (female = 71.2%; mean age = 27.05 years, SD = 5.14 years). They completed surveys on sense of belonging, intrinsic motivation, perceived social support, and academic persistence. The results from the mediation analyses showed that both sense of belonging and intrinsic motivation independently and significantly mediated the relationship between perceived social support and academic persistence. Additionally, the results showed that a sense of belonging and intrinsic motivation mediated (in serial) the relationship between perceived social support and academic persistence, explaining 20.5% of the variance in academic persistence. These results highlight the importance of strengthening support for students, striving for institutional cultures that foster belongingness, and cultivating intrinsic motivation to improve students’ learning experience with academic persistence.

Pre-Service Social sciences Teachers’ Perspectives of their Teacher Professional Identity in a South African University within the Context of Curriculum Integration

The purpose of this study is to investigate the perspectives of pre-service teachers regarding their identity as social sciences teachers. The aim is to summarise their subject and topic preferences within the social sciences curriculum and to propose ways in which social sciences can be strengthened as an integrated curriculum. This study is based on the questionnaire responses of twenty-three final year Intermediate Phase (Grade 4-6) and Senior Phase (Grade 7-9) pre-service social sciences teachers at a South African university. Forty-three percent of the participants indicated that they do not prefer teaching either History or Geography. A limited response to the questionnaire from pre-service teachers resulted in a small sample size which may not be representative of other pre-service social sciences teachers. The research presented can inform social sciences teacher training programmes about how pre-service teachers view themselves and how they feel about social sciences as an integrated school subject.

MENTORING PRACTICE IN THE FOURTH INDUSTRY REVOLUTION: A SOUTH AFRICAN EXPERIENCE

In the absence of face-to-face mentoring, the study investigates the difficulties newly hired academics have assimilating into a Higher Education Institution (HEI), a university in Johannesburg, and how electronic mentoring strategies promote these newcomers' social learning. The study used an interpretivist paradigm with discourse-oriented interviews as the main data collection instrument to collect data from 20 recently hired academic staff members who were in their first two years of their academic careers at a South African university. The study found that by utilizing resources from the fourth industrial revolution (4IR), such as YouTube, Ted Talks, and WhatsApp, to improve their social learning, novices were able to smoothly make the move into academia. The study suggests that educational institutions investigate conceptual issues related to electronic mentoring and its advantages for and its benefits for both the institution and the newly appointed lecturers. In addition to promoting decolonisation and creating a more inclusive and equitable learning environment in the context of higher education in Africa, social media mentoring offers strategic 4IR tools that have the potential to expand and enhance mentoring practices at institutions. Because social learning could close the digital gap and facilitate newcomers' integration into academia, it holds significant implications for higher education in Africa.

Primary Headaches among Students in a South African University

Headaches are recognised as a common health-related complaint, impacting student attendance and overall productivity. This study determined the prevalence of headaches within a selected group of students and its effects on their health. A questionnaire was administered to undergraduate allied health science students in three selected departments at a university in South Africa. A total of 420 students were invited to participate in the study, of which 314 participated (75% response rate) – 311 students completed the questionnaire. Of these, 27.0% (n=84) did not experience headaches over the previous three months; the remaining 73.0% (n=227) were classified as having had migraine-type headaches (31.2%; n=97), tension-type headache (30.2%; n=94) or cluster-type headache (1.3%; n=04). Students suffering with migraine-type headaches indicated a decrease in capacity and missed classes more frequently compared to students who experienced tension-type headaches and cluster-type headaches respectively. Some of the respondents with migraine-type headaches (53.4%; n=31) did not continue with classes in order to rest. Migraine-type headache sufferers were more likely to take medication than those with other types of headaches (p=0.014). The findings of the study highlight the influence of headaches on students. Health knowledge and access to treatment is highlighted as a simple contributor to reducing headache prevalence and attaining overall health and well-being.

First-Year Students’ Experiences of ‘Transition as Induction’ at a South African University

First-Year Students’ Experiences of ‘Transition as Induction’ at a South African University

Can implementing the Balanced Scorecard enhance strategic management performance at one South African University of Technology? A theoretical perspective

South African (SA) Universities of Technology (UoTs) recently faced challenges related to funding constraints, rising access demand, and the need to improve strategic performance and competitiveness. The Balanced Scorecard (BSC) has been suggested to strengthen UoT`s strategic management. This qualitative literature analysis evaluates the benefits of adopting the BSC at one UoT.

Institutional Resilience: Promoting Equity Of Access Among Marginalised Students In South African Universities Beyond The Pandemic

Institutional Resilience: Promoting Equity Of Access Among Marginalised Students In South African Universities Beyond The Pandemic

A three-year comparative study of dominant misconceptions among first-year physics students at a South African university

This article discusses a three-year study (2020–2022) of dominant misconceptions (DMs) for a large cohort of first-year physics course students at the University of Johannesburg, South Africa. Our study considered pre-test scores on the force concept inventory using a graphical method, where we found statistical differences between the mean DM scores for the 2020 cohort, as compared to the 2021 and 2022 cohort; possibly due to the onset of COVID lockdowns. We also compared our data from South Africa with cohorts based in Spain and the Kingdom of Saudi Arabia, where the method of DMs was also applied. From this comparison, we found some differences in the preconception knowledge of the cohorts. Furthermore, we included an analysis of DMs through the ‘gender lens’ for the South African cohort, finding no statistically significant difference between the means for DM scores of students who identify as male or female. Finally, given the diverse language backgrounds and levels of matriculation preparation foruniversity level physics courses, we have also shown how quickly responding to student misconceptions can be efficiently addressed using the method of DMs.

Cultural Competence in Ophthalmic Dispensing Education: A Qualitative Study.

Understanding and acknowledging cultural diversity in healthcare is essential in providing culturally competent care. Higher education institutions are critical to providing students with the necessary knowledge, attitudes, and skills to respond to cultural diversity in various contexts. Cultural competence teaching in ophthalmic dispensing education has emerged as an essential concept that needs to be included in the curriculum. This study explored ophthalmic dispensing lecturers' understandings, experiences, and attitudes in teaching cultural competence. This study used a qualitative approach within an interpretivist paradigm by conducting semi-structured interviews with lecturers (n = 7) in the ophthalmic dispensing program. Braun and Clarke's framework for thematic analysis was utilized. The research was conducted at an ophthalmic dispensing department at a South African university. The analysis of the semi-structured interviews indicated three main themes of importance regarding factors influencing cultural competence education in the ophthalmic dispensing curriculum: the interplay between experiences and understandings of cultural competence, cross-cultural exposure and teaching practices, and inclusion of cultural competence into the curriculum. The participants recognized that cultural competence was not explicitly included in the curriculum. Including culture in education was rather unsystematic and, in most cases, unplanned. Further training of lecturers on cultural competence skills and evidence-based teaching and assessment strategies are required to assist in developing curricula that include cultural competence.