Journal of Student Affairs in Africa最新文献_第10页

Students’ Attitudes and Perceptions on Xenophobia: A Study of a University in Durban 学生对仇外心理的态度和认知:对德班某大学的研究

Journal of Student Affairs in Africa Pub Date : 2019-01-01 DOI: 10.24085/JSAA.V6I2.3307

O. Akande, Hilary Jephat Musarurwa, S. Kaye

{"title":"Students’ Attitudes and Perceptions on Xenophobia: A Study of a University in Durban","authors":"O. Akande, Hilary Jephat Musarurwa, S. Kaye","doi":"10.24085/JSAA.V6I2.3307","DOIUrl":"https://doi.org/10.24085/JSAA.V6I2.3307","url":null,"abstract":"The recurrence of xenophobic violence in South Africa has been attributed to the proliferation of antimigrant sentiments that stems from social, political, economic and cultural misconceptions and cleavages. The study presents the results of a survey undertaken at the Durban University of Technology (DUT) to investigate the perceptions and attitudes of DUT students on xenophobia in South Africa. A questionnaire was designed and employed to collect data from 547 registered students of a university in Durban. The result reflects the existence of satisfactory awareness on xenophobia and low levels of anti-migrant sentiments which show that the majority of the students are not xenophobic. Traces of xenophobic perceptions and attitudes were observed in the responses of entry-level students from low-income areas, thus pointing to entry-level students and younger students as being more disposed to xenophobic tendencies. This trend echoes normative conceptions concerning xenophobia in South Africa, particularly, as a phenomenon deeply ingrained in socio-economic inadequacies. However, the positive disposition of most students towards xenophobia reaffirms the importance of educational institutions in intercepting negative ethnic/racial sentiments as well as calls for intensified integration programmes and the extension of such into the communities.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74665960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Mental Health at Universities: Universities are Not In Loco Parentis – Students are Active Partners in Mental Health 大学的心理健康:大学不是代替家长——学生是心理健康的积极伙伴

Journal of Student Affairs in Africa Pub Date : 2019-01-01 DOI: 10.24085/JSAA.V6I2.3318

Birgit Schreiber

引用次数: 6

Book Review: Going to University: The Influence of Higher Education on the Lives of Young South Africans 书评:上大学:高等教育对南非年轻人生活的影响

Journal of Student Affairs in Africa Pub Date : 2018-08-15 DOI: 10.4314/jssa.v6i1

Birgit Schreiber, T. Luescher, Teboho Moja

引用次数: 0

Monitoring Student (Dis)engagement: Retention Officers’ Experiences at the Cape Peninsula University of Technology 监督学生(不)参与:开普半岛理工大学留校官的经验

Journal of Student Affairs in Africa Pub Date : 2018-07-01 DOI: 10.24085/JSAA.V6I1.3066

Nosisana Mkonto

{"title":"Monitoring Student (Dis)engagement: Retention Officers’ Experiences at the Cape Peninsula University of Technology","authors":"Nosisana Mkonto","doi":"10.24085/JSAA.V6I1.3066","DOIUrl":"https://doi.org/10.24085/JSAA.V6I1.3066","url":null,"abstract":"Most first-year university students experience serious academic and adjustment challenges, which remain undetected until it is too late to provide meaningful intervention. Universities are therefore developing academic support systems that can assist in identifying students who experience learning challenges early on, and provide quality first-year experiences that ensure that first-year students adapt, engage and succeed at the university. Such student academic support systems should provide resources that detect risk factors as early as possible. This study explores the support provided by the Retention Officers (ROs) in assisting first-year students to overcome disengagement issues at the Cape Peninsula University of Technology in Cape Town, South Africa. Modelled on Tronto’s (2010) Theory of Ethics of Care, the design of the First Year Experience project is underpinned by the value of inclusion and care for first-year students in higher education. This practitioner-based paper draws on the experiences of ROs in monitoring first-year students’ disengagement in a science faculty at the Cape Peninsula University of Technology. Data extracted through interviews and written reports by ROs formed the basis for a qualitative interpretation of ROs’ experiences dealing with first-year students’ disengagement. This paper therefore highlights the importance of mediating between discipline-based support and generic psycho-social support through the involvement of ROs to enhance student engagement.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82913623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Macfarlane, B. (2017). Freedom to Learn: The Treat to Student Academic Freedom and Why it Needs to be Reclaimed. London: Routledge 麦克法兰，B.(2017)。《学习的自由:对待学生的学术自由以及为什么它需要被收回》伦敦:劳特利奇

Journal of Student Affairs in Africa Pub Date : 2018-07-01 DOI: 10.24085/JSAA.V6I1.3072

R. Nsibande

{"title":"Macfarlane, B. (2017). Freedom to Learn: The Treat to Student Academic Freedom and Why it Needs to be Reclaimed. London: Routledge","authors":"R. Nsibande","doi":"10.24085/JSAA.V6I1.3072","DOIUrl":"https://doi.org/10.24085/JSAA.V6I1.3072","url":null,"abstract":"In this book, Macfarlane engages with the notion of students’ freedom to learn which he defines as personal freedom to live the way they want to live their lives, political freedom in that students contribute to decision-making processes without domesticating their voice, and the right to learn as they decide what to learn, when to learn and how. He argues, as adult learners, students should have autonomy over choices and decisions such as these. He views this autonomy as crucial to providing students an opportunity to better understand their world and control what they want to do with their lives. Macfarlane argues, “if students are to be able to develop their own capabilities as independent learners and thinkers, they need to be provided with the choices, opportunities, encouragement and conducive environment in which to do so” (p. 26). He bemoans that university practices aimed at supporting student engagement, though well intentioned, ultimately fail to support an environment where students are trusted as adults responsible for making decisions on what they want to do. In his view, university policies and practices fail to acknowledge students’ individual differences and preferences, consequently alienating them in the process.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85950339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Mismatch between First-Year Students’ Expectations and Experience alongside University Access and Success: A South African University Case Study 一年级学生的期望和经历与大学入学和成功之间的不匹配:一所南非大学的案例研究

Journal of Student Affairs in Africa Pub Date : 2018-07-01 DOI: 10.24085/jsaa.v6i1.3065

Pather Subethra, D. Nirmala

引用次数: 11

Exploring the Challenges of First-Year Student Funding: An Intra-Institutional Case Study 探索第一年学生资助的挑战:一个机构内部案例研究

Journal of Student Affairs in Africa Pub Date : 2018-07-01 DOI: 10.24085/JSAA.V6I1.3063

T. McKay, A. Naidoo, Z. Simpson

{"title":"Exploring the Challenges of First-Year Student Funding: An Intra-Institutional Case Study","authors":"T. McKay, A. Naidoo, Z. Simpson","doi":"10.24085/JSAA.V6I1.3063","DOIUrl":"https://doi.org/10.24085/JSAA.V6I1.3063","url":null,"abstract":"Amongst the first of the challenges facing prospective first-year university students is the need to procure funding for their studies. Indeed, demand for funding for students to access higher education far exceeds supply in South Africa. One solution has been the creation of a government loan scheme, the National Student Financial Aid Scheme (NSFAS), but this scheme does not cover all students. Outside of NSFAS, student bursary funding remains limited and universities are being increasingly pressurised to allocate bursaries to ensure students are not excluded due to funding constraints. Despite this, to date, little work has been undertaken regarding university policy and management of bursary applications and funds. Thus this study represents an attempt to fill this gap. The study explores the current student funding model deployed at one particular large tertiary institution as a means to gain an understanding of current funding challenges and attempt to find ways in which funding decisions can be improved. A qualitative approach was used, which involved conducting in-depth interviews with senior university staff involved in a range of student support directorates. The study demonstrates the complexity of the challenges associated with student funding.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81227298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Bangeni, B. & Kapp, R. (Eds.). (2017). Negotiating Learning and Identity in Higher Education: Access, Persistence and Retention. London: Bloomsbury 班格尼，B.和卡普，R.(编辑)。(2017)。高等教育中的学习与身份协商:获取、坚持与保留。伦敦:布卢姆斯伯里

Journal of Student Affairs in Africa Pub Date : 2018-07-01 DOI: 10.24085/JSAA.V6I1.3074

Taryn Bernard

引用次数: 2

Case, J.M., Marshall, D., McKenna, S. & Mogashana, D. (2018). Going to University: The Influence of Higher Education on the Lives of Young South Africans. Cape Town: African Minds Case, j.m.， Marshall, D.， McKenna, S.和Mogashana, D.(2018)。上大学:高等教育对南非年轻人生活的影响。开普敦:非洲人的智慧

Journal of Student Affairs in Africa Pub Date : 2018-07-01 DOI: 10.24085/JSAA.V6I1.3071

L. Frick

{"title":"Case, J.M., Marshall, D., McKenna, S. & Mogashana, D. (2018). Going to University: The Influence of Higher Education on the Lives of Young South Africans. Cape Town: African Minds","authors":"L. Frick","doi":"10.24085/JSAA.V6I1.3071","DOIUrl":"https://doi.org/10.24085/JSAA.V6I1.3071","url":null,"abstract":"Higher education in South Africa is in a state of turmoil. Student protests, increased state intervention, uncertainty and surprises around government funding of the sector amidst increased massification of universities, pressure on institutions to insource staff, calls to diversify both student and staff bodies, demands for decolonisation of university curricula (or Africanisation, as Msila and Gumbo (2016) choose to position these debates), and substantive changes in national policy directives have created a sector in constant flux. It is thus no surprise that a variety of authoritative authors within the South African higher education context have taken a rather dim view of the current situation. While Adam Habib (2016) focuses on re-imagining the future of the South African university, he acknowledges the stark current reality that the South African university system is not on par with its counterparts in other developing countries and that it shows limited transformation after more than two decades of democracy in South Africa. Cloete (2016a) similarly points to inefficiencies within the system (particularly at the undergraduate level) that are amplified by under-funding of the system as a whole.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83742841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Student Academic Monitoring and Support in Higher Education: A Systems Thinking Perspective 高等教育学生学业监督与支持:系统思维视角

Journal of Student Affairs in Africa Pub Date : 2018-07-01 DOI: 10.24085/jsaa.v6i1.3064

P. Vino, Dhunpath Rubby

引用次数: 1