Journal of Student Affairs in Africa最新文献_第4页

Student Affairs in a Traumatic Year 创伤之年的学生事务

Journal of Student Affairs in Africa Pub Date : 2020-12-21 DOI: 10.24085/JSAA.V8I2.4451

Birgit Schreiber, Teboho Moja, T. Luescher

{"title":"Student Affairs in a Traumatic Year","authors":"Birgit Schreiber, Teboho Moja, T. Luescher","doi":"10.24085/JSAA.V8I2.4451","DOIUrl":"https://doi.org/10.24085/JSAA.V8I2.4451","url":null,"abstract":"The year 2020 is a year that we will remember globally in higher education as having been most unusual, indeed, traumatic. If at the beginning of 2020 the year had a hopeful ring with plenty, as it comes to an end it is hard to just try and make sense of the extent that theexperience of higher education has been changed so incisively within a short time for both staff and students. And the signs are already there that the post-Covidâ€‘19 period will not be short of new challenges either. Challenges like addressing the increased mental health issuesstudents suffer due to the crisis, illness, loss of loved ones and more. Moreover, there are many student groups whose ability to learn has been severely impacted by the pandemic and lockdown, including students from poor households, rural students, and students with special needs. As we noted in our last editorial, for these students, the campus environment and the services offered by Student Affairs departments is normally able to level the â€˜playing fieldâ€™ of learning. It will require yet another extra effort by student affairs professionals, academics, administrators, fellow students and the communities and families to ensure that these students can catch up and have access to the same quality and quantity of learning opportunities within supportive contexts over the course of their studies as others who have been less impacted.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90968733","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: 1

Experiential Education Conference at Stellenbosch University, South Africa, 10â€“11 November 2020 2020年11月11日，在南非斯坦伦博斯大学举行体验式教育会议

Journal of Student Affairs in Africa Pub Date : 2020-12-21 DOI: 10.24085/JSAA.V8I2.4453

Ruth Andrews

{"title":"Experiential Education Conference at Stellenbosch University, South Africa, 10â€“11 November 2020","authors":"Ruth Andrews","doi":"10.24085/JSAA.V8I2.4453","DOIUrl":"https://doi.org/10.24085/JSAA.V8I2.4453","url":null,"abstract":"Experiential Education as Pedagogy for Social Justice, Praxis and Practice for Shaping 21st‑Century Global Citizen Leaders Stellenbosch University’s Division Student Affairs, Centre for Student Leadership, Experiential Education end Citizenship’s Co-curriculum Office, presented the Stellenbosch University Experiential Education Conference (SUEEC) from 10 to 11 November 2020. This was Stellenbosch University’s first online conference and a first in South Africa and Africa focusing on experiential education and social justice. This two-day virtual higher education conference was designed with experiential educators in civil society, university student affairs practitioners, and academics from across the world. The conference theme of ‘Experiential education as pedagogy for social justice: praxis and practice for shaping 21st century global citizen leaders’ emerged even more pertinent at a time of mass global upheaval, uncertainty and humanitarian crises. The intention of the SUEEC was to spotlight emerging trends and transitions in the higher education experiential learning domain and the intersections thereof with social justice and the formation of the global citizen leader. To accomplish the above entailed inviting world renown keynote speakers and subject matter experts, and to call for abstracts, master classes and exemplars (examples of best practice in experiential education).","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73267239","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

South Africaâ€™s First-Year Experience: Consolidating and Deepening a Culture of National Scholarship 南非<s:2>的第一年经验:巩固和深化国家奖学金文化

Journal of Student Affairs in Africa Pub Date : 2020-12-21 DOI: 10.24085/JSAA.V8I2.4445

A. Nyar

引用次数: 2

Investigating the Appropriateness and Validity of the Academic Motivation Scale-College Version for South African First-Year University Students 南非大学一年级学生学业动机量表学院版的适当性和效度调查

Journal of Student Affairs in Africa Pub Date : 2020-12-21 DOI: 10.24085/JSAA.V8I2.4447

AdÃ©le Kapp, K. Mostert, L. D. Beer

引用次数: 2

Coping Processes of South African First-Year University Students: An Exploratory Study 南非大学一年级学生应对过程的探索性研究

Journal of Student Affairs in Africa Pub Date : 2020-12-21 DOI: 10.24085/JSAA.V8I2.4443

Liesel Engelbrecht, K. Mostert, J. Pienaar, Carlien Kahl

{"title":"Coping Processes of South African First-Year University Students: An Exploratory Study","authors":"Liesel Engelbrecht, K. Mostert, J. Pienaar, Carlien Kahl","doi":"10.24085/JSAA.V8I2.4443","DOIUrl":"https://doi.org/10.24085/JSAA.V8I2.4443","url":null,"abstract":"South African higher education institutions (HEIs) face significant challenges with high first-year student drop‑out rates due to various stressors students are facing. The current study explores the coping of first-year students studying at a South African university. This qualitative study followed an exploratory, descriptive, interpretive strategy to gain a deeper understanding of students’ coping during their first academic year at university. Ten participants were recruited through a trusted gatekeeper using purposive voluntary and later snowball sampling methods. Data were collected using the Mmogo method ® and semi-structured individual follow-up interviews. Interactive qualitative and thematic analyses generated three themes: (1) the availability of and access to coping resources for first-year students; (2) coping strategies first-year students rely on to manage stressors at university; and (3) the effectiveness of selected coping strategies. Understanding the coping of first-year students could assist HEIs in intervening and supporting first-year students appropriately, to enhance their first-year experience (FYE) and overall student well‑being. Though limited to a small qualitative study, the contribution to FYE literature is through exploring nuanced coping resources, strategies, and the effectiveness thereof for students, which challenges the ‘one-size-fits-all’ approach many universities may use. However, there are strategies and awareness of resources that could, in general, be helpful.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90299982","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

Towards a Learning Mindset: First-Year University Studentsâ€™ Qualitative Perspectives on Gratitude in the Context of Learning Effort 迈向学习心态:大学一年级学生学习努力背景下感恩的质性视角

Journal of Student Affairs in Africa Pub Date : 2020-12-21 DOI: 10.24085/JSAA.V8I2.4454

H. Mason

引用次数: 1

â€œMy name is Matshepo â€¦ Mother of Hopeâ€: Examining Hope amid the First-Year Experience <s:2>€œMy的名字是Matshepo <e:2>…希望之母<e:1> -”:在第一年的经历中审视希望

Journal of Student Affairs in Africa Pub Date : 2020-12-21 DOI: 10.24085/JSAA.V8I2.4455

H. Mason

{"title":"â€œMy name is Matshepo â€¦ Mother of Hopeâ€: Examining Hope amid the First-Year Experience","authors":"H. Mason","doi":"10.24085/JSAA.V8I2.4455","DOIUrl":"https://doi.org/10.24085/JSAA.V8I2.4455","url":null,"abstract":"Student affairs practitioners have essential roles to play in assisting students in concretising a sense of hope. However, more research is needed to explore the role of hope amongst university students during the first-year experience. This article reports on a mixed methods study that explored hope in the context of the first-year experience. The quantitative phase of the study explored the relationships between hope, flourishing, psychological distress, and academic achievement amongst a sample of 296 first-year South African university students (mean age = 20.70, SD = 1.30, female = 63%). Statistical analyses revealed significant relationships between the constructs assessed. Students who reported high scores on hope also obtained higher academic marks compared to participants who reported lower scores on the same construct. The qualitative phase of the study explored differences in conceptions of hope between participants (N = 28, age-range 18‑22) who reported high versus low scores on a quantitative measure of hope. Two qualitative themes emerged, namely the trichotomy of hope, and hope-based generalised resistance resources. The findings indicate that students who present with high levels of hope may be more inclined to pursue academic goals and experience a sense of well‑being. Implications for student support are discussed, and the importance of promoting realistic hope amid the first-year experience is highlighted.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72654086","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

Strydom, F., Kuh, G. & Loots, S. (Eds.) (2017). Engaging Students: Using Evidence to Promote Student Success. Bloemfontein, South Africa: Sun Media Strydom, F.， Kuh, G. & Loots, S.(主编)(2017)。吸引学生:利用证据促进学生成功。布隆方丹，南非:太阳媒体

Journal of Student Affairs in Africa Pub Date : 2020-12-21 DOI: 10.24085/JSAA.V8I2.4452

Birgit Schreiber

引用次数: 0

Business Education Learners in the Further Education and Training Phase: Towards the Development of a South African Readiness Model to Strengthen Learnersâ€™ Academic Performance 商科教育学习者在继续教育和培训阶段:朝着南非准备模式的发展，以加强学习者的学习成绩

Journal of Student Affairs in Africa Pub Date : 2020-12-21 DOI: 10.24085/JSAA.V8I2.4444

Venicia McGhie, A. Venter, K. Reis

{"title":"Business Education Learners in the Further Education and Training Phase: Towards the Development of a South African Readiness Model to Strengthen Learnersâ€™ Academic Performance","authors":"Venicia McGhie, A. Venter, K. Reis","doi":"10.24085/JSAA.V8I2.4444","DOIUrl":"https://doi.org/10.24085/JSAA.V8I2.4444","url":null,"abstract":"African and coloured students continue to perform poorly both at public schools and institutions of higher learning. There are two main reasons for their weak performance – a lack of literacy and numeracy skills, and being under-prepared. This article reports on two findings of a study that was conducted at two high schools in the Western Cape Province. The one high school was a quintile 1, and the other a quintile 4 school. The study aimed to implement intervention strategies over a three year period for Grade 10 to 12 learners in the business-related subjects, Accounting, Business Studies, and Economics. The objective was to develop a readiness model that public schools in South African could use to overcome the challenges so that learners could be equipped with a strong foundation in their primary schooling. The study was situated within a critical education science paradigm and used a critical participatory action research design. Two groups of 30 learners formed the main research participants. Interventions strategies were implemented with the learners when they were in Grade 10 in 2017, in Grade 11 in 2018, and in Grade 12 in 2019. The results show that both groups of learners did not have an adequate rating of 50% and more subject content knowledge and skills when they arrived in Grade 10 in 2017 in all three subjects, and they did not manage to obtain a 50% or more rating in the three subjects in their final examinations at the end of Grade 12 in 2019. Based on the four key principles of the readiness model, recommendations are proposed that would assist public schools to develop and support the learners during the early childhood and foundation phase so that a solid foundation in literacy and numeracy skills could be laid.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87145459","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

Author biographies 作者传记

Journal of Student Affairs in Africa Pub Date : 2020-12-01 DOI: 10.24085/jsaa.v8i2.4463

T. Luescher

引用次数: 0