Journal of Student Affairs in Africa最新文献_第5页

First-Year Student Transition at the University of the Free State during Covidâ€‘19: Challenges and Insights 2019冠状病毒病期间自由州大学一年级学生过渡:挑战和见解

Journal of Student Affairs in Africa Pub Date : 2020-12-01 DOI: 10.24085/JSAA.V8I2.4446

H. Combrink, Lauren L. Oosthuizen

{"title":"First-Year Student Transition at the University of the Free State during Covidâ€‘19: Challenges and Insights","authors":"H. Combrink, Lauren L. Oosthuizen","doi":"10.24085/JSAA.V8I2.4446","DOIUrl":"https://doi.org/10.24085/JSAA.V8I2.4446","url":null,"abstract":"First-year seminars and university induction programmes are embedded with academic and social skillsrequired by students to transition into their first year of study. The first-year seminar at the Universityof the Free State is a credit-bearing module called UFS101, and is a prerequisite for degree completion.Students are assessed through summative assessment opportunities throughout the year. In 2020, theUFS101 module embarked on new territory by condensing the contact time for the first semester intoa week-long summer school. Furthermore, the summer school was presented a week prior to the start of university, with repeat sessions during the first week of class, and during the March holiday. However, due to national lockdown regulations as a result of Covidâ€‘19, a part of the cohort had to self-study the content via an interactive online study guide. This created four distinct groups of students: those who attended face-to-face classes, some face-to-face classes and some self-study, self-study only, and students who could not access the content. In order to measure their transition into university, a questionnaire was distributed to the students, and the results were stratified according to one of the aforementioned categories. Unique similarities and differences were observed in the findings. The results depict that effective content design is at the heartbeat of student transition, but that other factors such as face-to-face interaction with students, and access to resources assist with the transition into university. This study highlighted the need to explore the challenges students experience within their first six months at university, and substantiates that this type of exploration should be routinely conducted to assist with the understanding and implementation of first-year student support.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73168787","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: 6

Effective Institutional Intervention Where It Makes the Biggest Difference to Student Success: The University of Johannesburg (UJ) Integrated Student Success Initiative (ISSI) 对学生成功影响最大的有效制度干预:约翰内斯堡大学综合学生成功计划(ISSI)

Journal of Student Affairs in Africa Pub Date : 2020-12-01 DOI: 10.24085/JSAA.V8I2.4448

AndrÃ© van Zyl, G. Dampier, Nkosini Ngwenya

{"title":"Effective Institutional Intervention Where It Makes the Biggest Difference to Student Success: The University of Johannesburg (UJ) Integrated Student Success Initiative (ISSI)","authors":"AndrÃ© van Zyl, G. Dampier, Nkosini Ngwenya","doi":"10.24085/JSAA.V8I2.4448","DOIUrl":"https://doi.org/10.24085/JSAA.V8I2.4448","url":null,"abstract":"Low levels of student success in South Africa have persisted as a seemingly intractable problem. There have been some gains in student success over time, but with a participation rate of approximately 18%, the current success rates still represent massive financial and human losses to the country. Internationally there is a trend to move towards interventions that are more strongly data-informed at every step and the available evidence indicates that these interventions are more likely to have the desired effect. This article reports back on the first 24 months of implementation of one such intervention, namely the Integrated Student Success Initiative (ISSI), at the University of Johannesburg (UJ). The ISSI uses data to inform every step of the process which includes planning, selection and targeted intervention and evaluating possible impacts. The ISSI is showing promise as an effective strategy for improving student success and is allowing the institution to focus its limited resources where they have the potential to make the biggest difference.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90681740","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: 6

Choreographies of Protest Performance as Recruitment to Activism 抗议表演的编舞作为对行动主义的招募

Journal of Student Affairs in Africa Pub Date : 2020-07-21 DOI: 10.24085/jsaa.v8i1.4182

Phiwokazi Qoza

{"title":"Choreographies of Protest Performance as Recruitment to Activism","authors":"Phiwokazi Qoza","doi":"10.24085/jsaa.v8i1.4182","DOIUrl":"https://doi.org/10.24085/jsaa.v8i1.4182","url":null,"abstract":"This article seeks to understand why some bystanders to protest transcended to become actors in protests during the re‑emergence of wide-spread student activism in an institution of higher education in South Africa during 2015. For this purpose, a performance ethnography is employed in the observation and analysis of protest performances. The article shows that in encountering an atmosphere of protest, there emerged a relation of feeling, referred to as “feeling the vibe or atmosphere”, which those who became protest performers resolved in ways which increased their capacity to act in favour of co‑constituting that atmosphere. In the encounter between the body of bystanders and the atmosphere of protest, non‑linear somatic communication, characterised by active and passive gestures and postures, occurred through which protest performers developed contact and connection with other bodies as a result of the displacement of space. Therefore, this article suggests that participation in activism can be about going with the flow of movement in an uncertain and ambiguous moment and is not limited to an identification with the pre‑existing organisation of preferences and interests as the creativity of movement produces a social space – a performed becoming in space.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82568139","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

Student Experience and Quality of Tertiary Education for Students with Disabilities in Lesotho 莱索托残疾学生高等教育的学生体验和质量

Journal of Student Affairs in Africa Pub Date : 2020-07-21 DOI: 10.24085/jsaa.v8i1.4179

P. A. Mosia, T. N. Phasha

{"title":"Student Experience and Quality of Tertiary Education for Students with Disabilities in Lesotho","authors":"P. A. Mosia, T. N. Phasha","doi":"10.24085/jsaa.v8i1.4179","DOIUrl":"https://doi.org/10.24085/jsaa.v8i1.4179","url":null,"abstract":"Access to tertiary education in the least developed countries, such as Lesotho, continues to be a rare experience for persons with disabilities who, despite being admitted to studies, struggle with meaningful participation. This article explores student experience of persons with disabilities studying at the National University of Lesotho. A combination of convenience and snowballing sampling techniques were used to recruit 15 staff members and 11 students enrolled in various programmes. A combination of individual semi-structured interviews and a focus group discussion were used to generate data. Findings reveal that various dimensions of student experiences are negatively affected. Students with disabilities encounter mobility challenges due to an inaccessible built environment; lecture timetables are not adapted to suit the needs of students with mobility challenges, blind students are not informed of potholes that are left uncovered and the students’ request for their hostel to be adapted is not addressed. Additionally, students are not readily supported by their lecturers while some are subjected to bullying which goes unpunished and the victims receive no counselling for the resultant trauma. These factors affect the students’ welfare and have an effect on their academic participation. The students are simply expected to conform to university practices. The summary of student experience, if used for assessment of quality education, demonstrates inequitable access to education for persons with disabilities. The study concludes that the institution provides poor-quality education as it fails to address the support needs of students with disabilities. The study recommends development of policies and practices that promote equity, and that student experience can be used to inform how the institution may improve access and the quality of its programmes. Equally, this study challenges students with disabilities to assert their right to an inclusive and equitable quality education.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83797632","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: 3

Recommended Reading List: Residential Life 推荐阅读书单:居住生活

Journal of Student Affairs in Africa Pub Date : 2020-07-21 DOI: 10.24085/JSAA.V8I1.4186

Nupur Goyal

引用次数: 0

A Suggested Reading List for Residential Life and Housing Research 居住生活和住房研究的建议阅读清单

Journal of Student Affairs in Africa Pub Date : 2020-07-21 DOI: 10.24085/JSAA.V8I1.4185

Christopher J. Stipeck

引用次数: 0

Racism and Corona: Two Viruses affecting Higher Education and the Student Experience 种族主义和冠状病毒:影响高等教育和学生体验的两种病毒

Journal of Student Affairs in Africa Pub Date : 2020-07-21 DOI: 10.24085/jsaa.v8i1.4178

Birgit Schreiber, Teboho Moja, T. Luescher

引用次数: 1

A Comparative Study of the Academic Performance of Resident and Non‑resident Students at a Rural South African University 南非一所农村大学居民与非居民学生学习成绩的比较研究

Journal of Student Affairs in Africa Pub Date : 2020-07-21 DOI: 10.24085/jsaa.v8i1.3468

T. Sikhwari, N. G. Dama, A. Gadisi, Tshifhiwa Christinah Matodzi

{"title":"A Comparative Study of the Academic Performance of Resident and Non‑resident Students at a Rural South African University","authors":"T. Sikhwari, N. G. Dama, A. Gadisi, Tshifhiwa Christinah Matodzi","doi":"10.24085/jsaa.v8i1.3468","DOIUrl":"https://doi.org/10.24085/jsaa.v8i1.3468","url":null,"abstract":"Lack of sufficient accommodation in many South African universities has forced many students to reside outside the campus and commute to attend classes as commuter students. Research indicates that living on campus is related to gains in social and personal competence. The level of competence gained may help students living on campus (resident students) to be more successful in their courses. The purpose of this study was to compare the academic performance of resident and non‑resident students at a university in Limpopo Province. The study employed a survey design. Systematic sampling and snowball sampling methods were used to select 1 769 participants from both resident and non‑resident students. A questionnaire was used to collect data. The main finding from this study is that the academic performance of resident students is slightly better than that of non‑resident students – hence, residing on campus is an advantage. The study concludes that campus environment, student involvement as well as student academic and social integration into the institution tend to account for effects of living on‑campus versus living off‑campus. Furthermore, academic and social integration of students at university are essential for study commitment, success and preventing students from dropping out. The study recommends that future research should focus on the direct influence of resident versus commuter status on such outcomes as degree aspiration, satisfaction with university and institutional persistence.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90940780","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: 6

Luescher, T.M., Webbstock, D. & Bhengu, N. (Eds.) (2020). Reflections of South African Student Leaders, 1994 to 2017. Cape Town, South Africa: African Minds Luescher, t.m.， Webbstock, D. & Bhengu, N.(编辑)(2020)。反思南非学生领袖，1994年至2017年。开普敦，南非:非洲人的思想

Journal of Student Affairs in Africa Pub Date : 2020-07-21 DOI: 10.24085/jsaa.v8i1.4188

Birgit Schreiber

引用次数: 1

Design and Implementation of a Student Biographical Questionnaire (BQ) Online Platform for Effective Student Success 一个促进学生成功的学生传记问卷在线平台的设计与实现

Journal of Student Affairs in Africa Pub Date : 2020-07-21 DOI: 10.24085/jsaa.v8i1.4184

M. Masango, T. Muloiwa, F. Wagner, G. Pinheiro

{"title":"Design and Implementation of a Student Biographical Questionnaire (BQ) Online Platform for Effective Student Success","authors":"M. Masango, T. Muloiwa, F. Wagner, G. Pinheiro","doi":"10.24085/jsaa.v8i1.4184","DOIUrl":"https://doi.org/10.24085/jsaa.v8i1.4184","url":null,"abstract":"Knowing relevant information about students entering the higher education (HE) system is becoming increasingly important, thus enabling higher education institutions (HEIs) to design effective studentcentred support programmes. Therefore, HEIs should ascertain all relevant information about their students before the commencement of the academic year. Doing so means that institutions have a head start in understanding the types of support that will be required for different students throughout the year. This article describes the design, implementation and application of a student biographical questionnaire (BQ) online platform at the University of the Witwatersrand (Wits), as well as some of the lessons learned in this regard. The BQ online platform was fully implemented for the first time in January 2016 during the student registration process and has now become an integral part of the university student registration process. Once data collection and analysis is done, a BQ report is compiled and presented to various high-level decision-making structures of the university. The Faculty Student Advisers are the most critical users of the BQ data, as they utilise the data to inform and improve the various student support interventions that each faculty is providing. The planning process for BQ data collection includes questionnaire review; updates on the BQ online platform; testing of the BQ online platform; stakeholder meetings and BQ training of involved stakeholders. Some of the lessons learned when implementing this online platform include buy‑in and support from University Management; understanding of the BQ online platform by those dealing directly with students during the registration process; and continuous review and improvements of the BQ online platform. The BQ online platform has proven to be a valuable tool in providing Wits with a head start in understanding the needs of the students and the support they might require to succeed in their first year of study.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77332688","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