Journal of Student Affairs in Africa最新文献

{"title":"Clarence, S. & Dyson, L. (Eds.). (2017). Writing Centres in Higher Education: Working in and across disciplines. Stellenbosch, South Africa: African Sun Media","authors":"A. Nyar","doi":"10.24085/JSAA.V6I2.3315","DOIUrl":"https://doi.org/10.24085/JSAA.V6I2.3315","url":null,"abstract":"A frustrated undergraduate student asked me in 2012: “Why is writing a paper at university so incredibly difficult?” It is only now, six years later, upon reading this excellent book that I feel fully equipped as a higher education professional to answer this age-old question in an informed and comprehensive manner. Certainly other higher education scholars and practitioners will similarly find the book of immense value to their work. It also provides an understanding of some of the complexity of academic reading and writing processes, particularly so in the South African context where lack of proficiency in English is seen as a barrier to student success. It is for this reason that this book is a most welcome addition to South African theory and pedagogy in the teaching and learning space. There is a need in South Africa to begin a truly national conversation about writing and this book would serve as a useful anchor for this type of conversation.","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":"89268745","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}

{"title":"Quality Enhancement in Student Affairs and Social Justice: A Reflective Case Study from South Africa","authors":"T. Luescher","doi":"10.24085/JSAA.V6I2.3310","DOIUrl":"https://doi.org/10.24085/JSAA.V6I2.3310","url":null,"abstract":"Quality enhancement in student affairs is an integral part of professional practice, and its documentation and reflective evaluation are important in the ongoing professionalisation of student affairs in Africa.  This article proposes a way of conceptualising a reflective scholarship of practice in student affairs in Africa and method to conduct reflective practice studies to build a relevant knowledge base. Based on this methodology, it then analyses a student affairs quality enhancement review at a South African university in detail, showing its conceptualisation and implementation, and reflecting on its outcomes.  The article thus provides evidence of a ‘home-grown’, ‘activist’ QE review that focuses on key issues in the South African context and the context of the case university: the professionalisation of student affairs, the co‑curriculum, and social justice models such as participatory parity, universal design for learning, and student engagement.","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":"79935487","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}

{"title":"SAFSAS Summit 2018: Looking Back, Looking Forward: Understanding Our Space In and Role In the New Normal","authors":"Saloschini Pillay, Birgit Schreiber, Sibusiso Chalufu","doi":"10.24085/jsaa.v6i2.3314","DOIUrl":"https://doi.org/10.24085/jsaa.v6i2.3314","url":null,"abstract":"The Southern African Federation for Student Affairs and Services (SAFSAS) held its bi‑annual Southern African Summit in Durban, KwaZulu-Natal, from 26–27 November 2018.  The SAFSAS Summit 2018 provided a platform where key role players discussed the latest developments in student support and services, student life and the student experience.  The Summit provided theoretical papers, keynote address by Prof. Yunis Ballim, vicechancellor and principal: Sol Plaatje University, and a presentation by Ms Thandi Lewin of the Department of Higher Education and Training (DHET).","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":"88248531","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}

{"title":"IASAS NASPA: 4th Global Summit on Student Affairs and Services","authors":"Tiki Ayiku, Lisa Bardill-Moscaritolo, S. Gordon, Brett Perozzi, Birgit Schreiber","doi":"10.24085/JSAA.V6I2.3313","DOIUrl":"https://doi.org/10.24085/JSAA.V6I2.3313","url":null,"abstract":"The International Association of Student Affairs and Services (IASAS) and NASPA Student Affairs Administrators in Higher Education have collaborated over the past decade on a biennial basis, sponsoring the Global Summit on Student Affairs and Services. In the past, the Summit has taken place in Washington, D.C.; Rome, Italy; and Cape Town, South Africa.","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":"81016107","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}

{"title":"Towards Student Well‑being and Quality Services in Student Affairs in Africa","authors":"T. Luescher, Birgit Schreiber, Teboho Moja","doi":"10.24085/JSAA.V6I2.3317","DOIUrl":"https://doi.org/10.24085/JSAA.V6I2.3317","url":null,"abstract":"Two themes define this issue of the Journal of Student Affairs in Africa: student well‑being, and the provision of quality Student Affairs services. The themes of student well‑being in general, and mental health in particular, have become prominent in higher education in recent years, and Student Affairs is implicated in the solutions. In this issue, a more systemic approach – with less hyperbolic and reductionist notions – is put forward to illuminate not only the incidences, but also the contributing factors to student mental health and well‑being along with its correlates in academic achievement and recommendations for intervention. The articles in this group cover the topic broadly and inclusively across the fully student lifecycle and from different theoretical, methodological and empirical standpoints.","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":"73690864","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}

{"title":"Psychological Health and Optimism amongst Unemployed Graduates in Zimbabwe","authors":"J. Mutambara, Tinashe R. Makanyanga, P. Mudhovozi","doi":"10.24085/JSAA.V6I2.3308","DOIUrl":"https://doi.org/10.24085/JSAA.V6I2.3308","url":null,"abstract":"The study sought to examine the relationship between optimism and general health amongst unemployed graduates in Zimbabwe. Most of the studies on unemployment have focused on job loss but this study is based on failure to get employment after graduating with a university degree in a resource-constrained environment. One hundred and twelve (112) graduates were selected using non-probability sampling methods. A self-administered questionnaire was used to collect data and the Statistical Package for Social Sciences (SPSS) was utilised to analyse data. Age and period after graduation were found to be negatively related to both general health and optimism amongst the unemployed graduates. Overall optimism and general health were found to be inversely related. The study calls for the need for psychological interventions for unemployed graduates in Zimbabwe.","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":"82189273","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}

{"title":"Who Are Our First‑Year At‑Risk Humanities Students? A Reflection on a First‑Year Survey Administered by the Wits Faculty of Humanities Teaching and Learning Unit in 2015 and 2016","authors":"Genevieve Hundermark","doi":"10.24085/JSAA.V6I2.3311","DOIUrl":"https://doi.org/10.24085/JSAA.V6I2.3311","url":null,"abstract":"Do we really know who our students are as they enter university? This was the question that the Faculty of Humanities at the University of the Witwatersrand was grappling with. In response, the Humanities’ Teaching and Learning Unit compiled a registration survey for first‑year students to complete that gives an overview of who our incoming students are. The characteristics surveyed include students’ demographic and personal variables, such as the regions they came from, parental and support influences, time demands, financial and technology considerations, motivation for attending university, reading frequency, and interests. The purpose of the survey was two‑fold: firstly, to understand who our students are in terms of their background; and, secondly, to proactively determine what factors potentially place them at risk academically so that the Teaching and Learning Unit could identify, and direct students to or implement support mechanisms to assist them.  This article reflects on the survey that was conducted in 2015 and 2016 and rather than report on the findings of the survey, looks at how the survey and the “survey practice” adopted can be improved. The aim of this article is to reflect on the process used by the Humanities Teaching and Learning Unit to implement and improve a survey to determine different factors that potentially place first‑year students at risk. Reflecting on this process, as opposed to reporting on the results of the survey, is important because it contributes to an action research process where future praxis is informed by reflection on previous action. This process is helpful to identify survey questions and administration that can be improved so as to gain more accurate data, as well as to identify proactive interventions that can be implemented to address risk factors students present and support students to be successful in their studies.","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":"82453327","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}

{"title":"Jansen, J. (2017). As By Fire: The End of the South African University. Pretoria, South Africa: Tafelberg Publishers","authors":"Vicki Trowler","doi":"10.24085/jsaa.v6i2.3316","DOIUrl":"https://doi.org/10.24085/jsaa.v6i2.3316","url":null,"abstract":"Jacob Zuma chose to mark the Day of Reconciliation by reaching out to protesting students and promising free higher education, an unsurprising but contentious move. That act spurred me to finish reading As by Fire, Jonathan Jansen’s analysis of the responses of South African university vice-chancellors to the #RhodesMustFall and #FeesMustFall (and associated) movements. By pure chance, I happened to be on the UCT campus on 9 March 2015, the day Chumani Maxwele decided to douse the statue of Cecil John Rhodes in excrement, kicking off a protest movement that called not only for the removal of the offensive statue, but for a removal of the hostile organisational climate that many black students felt permeated UCT and other Historically White Universities (HWUs).","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":"82570270","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}

{"title":"Holistic Health, Disadvantage, Higher Education Access and Success: A Reflection","authors":"A. Morris-Paxton, J. V. Lingen, D. Elkonin","doi":"10.24085/jsaa.v6i2.3312","DOIUrl":"https://doi.org/10.24085/jsaa.v6i2.3312","url":null,"abstract":"The objective of this article is to reflect upon the relationships amongst health, disadvantage, educational opportunities, and higher education access and success. This is a reflective article taken from the literature review of a doctoral study on the relationship between health, access to, and success within, higher education. The importance of health in education and the practical implementation of programmes resulting in enhanced health and academic success amongst higher education students is reviewed.  Literature for the doctoral study on which this reflection was based was sourced predominantly from Pub-Med Central, the U.S. National Institute of Health National Library of Medicine and The South African South-East Academic Library Services. From this discussion, the rationale for a holistic health promotion programme within the higher education setting, for students from socioeconomically deprived backgrounds, is given. The problem of educational failure of students from socioeconomically disadvantaged backgrounds in higher education could be lessened by instituting a holistic health promotion programme within the first year of study. Evidence suggests that such a programme would have both health and educational advantages.","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":"75146081","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}

{"title":"First‑Year College Students’ Emotional Intelligence and Help-Seeking Behaviours as Correlates of their Academic Achievement","authors":"Melese Astatke","doi":"10.24085/JSAA.V6I2.2515","DOIUrl":"https://doi.org/10.24085/JSAA.V6I2.2515","url":null,"abstract":"The main purpose of the study was examining the correlations of emotional intelligence, academic help-seeking behaviour, and psychological help-seeking behaviour on students’ academic achievement in Woldia College of Teacher Education (WCTE), Woldia, Ethiopia. The participants were 283 first‑year regular diploma students (179 males and 104 females) of the college in the academic year of 2015/2016. The study employed a quantitative approach which followed correlation design involving four instruments to collect data for the study: Emotional Intelligence Questionnaire, Academic Help-Seeking Behaviour Questionnaire, Psychological Help-Seeking Behaviour Questionnaire, and Cumulative Grade Point Average (CGPA). The reliability statistics for Emotional Intelligence, Academic Help-Seeking Behaviour and Psychological Help-Seeking Behaviour Questionnaires showed Cronbach Coefficient Alpha of 0.856, 0.882, and 0.873 respectively.  To answer the research questions raised in the study, descriptive statistics such as mean and standard deviation and Pearson product-moment analysis, as well as inferential statistics such as independent sample t‑test, multiple regression tests, and beta coefficients were conducted. The Pearson correlation analysis reported the following findings: (1) emotional intelligence, academic help-seeking behaviour and, psychological help-seeking behaviour had a significant positive correlation with students’ academic achievement; (2) emotional intelligence and academic help-seeking behaviour had a positive but not significant correlation with each other; (3) however, emotional intelligence was negatively but not significantly correlated with psychological help-seeking behaviour.  The multiple regression analysis showed that there was a significant contribution of emotional intelligence, academic help-seeking behaviour and psychological help-seeking behaviour to the total variance of academic achievement (R2 = 0.383, F = 24.789, P < 0.05). The beta coefficients revealed that the independent contributions of independent variables of the study to the total variance of academic achievement were found to be emotional intelligence (22.0248%, which is 57.4634% of the total R2, which was 0.383), academic help-seeking behaviour (11.861%, which is 30.9457% of the total R2, which was 0.383, and psychological help-seeking behaviour (4.4426%, which is 11.5908% of the total R2, which was 0.383) respectively. The independent sample t‑test reported that there were significant gender differences in students’ emotional intelligence and psychological help-seeking behaviour. The gender differences in academic help-seeking behaviour and academic achievement were not statistically significant. Finally, it was recommended that parents, instructors, counsellors, and administrative bodies should work on promoting students’ emotional intelligence and developing students’ help-seeking behaviours (academic and psychological help-seeking behaviours) to enhance acade","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":"79199778","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}