Journal for Students Affairs in Africa最新文献_第2页

A Critical Review of the Adopted Academic Advising Approaches at the Durban University of Technology: Unpacking its Strengths and Challenges 对德班理工大学采用的学术咨询方法的批判性回顾:揭示其优势和挑战

Journal for Students Affairs in Africa Pub Date : 2021-12-28 DOI: 10.24085/jsaa.v9i2.3658

T. Obaje, Rosheena Jeawon

引用次数: 2

Developing Mindsets: A Qualitative Study among First-Year South African University Students 发展心态:南非大学一年级学生的质性研究

Journal for Students Affairs in Africa Pub Date : 2021-12-28 DOI: 10.24085/jsaa.v9i2.2206

Hettie Terblanche, H. Mason, Barend J. van Wyk

{"title":"Developing Mindsets: A Qualitative Study among First-Year South African University Students","authors":"Hettie Terblanche, H. Mason, Barend J. van Wyk","doi":"10.24085/jsaa.v9i2.2206","DOIUrl":"https://doi.org/10.24085/jsaa.v9i2.2206","url":null,"abstract":"This article reports on a qualitative study that evaluated first-year students’ lived experiences of attending a 12-week student support programme focused on fostering mindsets. Participants included 545 first year Engineering students enrolled for academic studies at a South African university. All participants completed qualitative narrative sketches depicting their experiences. A random sample of 300 students’ narrative sketches was included as data in the qualitative study. The data were analysed using thematic analysis, and Dweck’s theory on mindsets served as the theoretical lens through which the data were interpreted. The results indicate that the majority of students experienced significant personal growth from attending the student support programme. Additionally, the findings point to the relevance and importance of offering student support programmes focused on exploring mindsets to first-year students. The results of this exploratory study suggest that mindset theory should be considered as an essential component when advising first-year South African Engineering students. Furthermore, we make a case for the relevance of positive psychology-based development programmes for first-year students.","PeriodicalId":336239,"journal":{"name":"Journal for Students Affairs in Africa","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133562758","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: 2

Guest Editorial: The Academic Advising Issue 客座社论:学术指导问题

Journal for Students Affairs in Africa Pub Date : 2021-12-28 DOI: 10.24085/jsaa.v9i2.3707

Gugu Wendy Tiroyabone, Franҫois Strydom

引用次数: 0

Significance of Proficient Communication on Career Choice Among First Years in Rural South Africa 熟练沟通对南非农村一年级学生职业选择的意义

Journal for Students Affairs in Africa Pub Date : 2021-12-28 DOI: 10.24085/jsaa.v9i2.2205

Chinaza Uleanya, M. O. Uleanya, G. Naidoo, Y. Rugbeer

{"title":"Significance of Proficient Communication on Career Choice Among First Years in Rural South Africa","authors":"Chinaza Uleanya, M. O. Uleanya, G. Naidoo, Y. Rugbeer","doi":"10.24085/jsaa.v9i2.2205","DOIUrl":"https://doi.org/10.24085/jsaa.v9i2.2205","url":null,"abstract":"Career choice involves the selection of one occupation over another. It is very important as it gives people focus on what career to follow. However, a lack of adequate information on career choice is capable of negatively influencing career choices. Hence, this study examines the significance of the adequate information on career choice among first year students using a selected rural South African university. A quantitative research method was employed for data collection. Purposive and random sampling was used to select the institution and sample respectively. Questionnaires were administered to 375 randomly selected first year students studying in the selected rural South African university. The findings of the study show that career choice is important and can contribute to the success of students. Attempts are made to communicate about career pathways with students while in high schools through the provision in the curriculum. Various factors ranging from parental influence, teachers, presence or absence of career counsellors, amongst others affect the career choice of students. The study recommends that education stakeholders, inclusive of parents, should be informed on the need to guide students in making informed career choices. Career information centres should be made available to students in various locations in the country.","PeriodicalId":336239,"journal":{"name":"Journal for Students Affairs in Africa","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115149114","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 Development of Academic Advising to Enable Student Success in South Africa 学术指导的发展，使学生在南非取得成功

Journal for Students Affairs in Africa Pub Date : 2021-12-28 DOI: 10.24085/jsaa.v9i2.3656

Gugu Wendy Tiroyabone, Franҫois Strydom

{"title":"The Development of Academic Advising to Enable Student Success in South Africa","authors":"Gugu Wendy Tiroyabone, Franҫois Strydom","doi":"10.24085/jsaa.v9i2.3656","DOIUrl":"https://doi.org/10.24085/jsaa.v9i2.3656","url":null,"abstract":"Universities promote social justice by improving student success; a university degree is one of the most powerful tools to change the economic prospects of students, their families, and communities. For students to succeed, it is vital that they are connected to the wide range of support services in a meaningful way. Unfortunately, many students (especially first-generation students) find it difficult to connect to university environments that are complex and that are often not optimally coordinated. International and national research show that academic advising plays a critical role in improving student engagement and success by facilitating better coordination and integration of support. Academic advising provides students with relevant information, facilitates their conceptual understanding of the university, and allows students the opportunity to form a meaningful relationship with the institution through an advisor and by means of various advising initiatives. This paper shares international perspectives on the critical importance of academic advising for student success. Building on these perspectives, we reflect on the development of academic advising in South Africa and on its potential for enhancing student success in our context. We provide an institutional perspective by sharing the journey of the University of the Free State. In doing so, we show the positive impact of advising before and during the pandemic and we conclude with lessons for the future of academic advising in the South African context.","PeriodicalId":336239,"journal":{"name":"Journal for Students Affairs in Africa","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114551124","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: 4

Making Known the Real: An Exploration of Academic Advising Practices in a South African Higher Education Context 了解真实:南非高等教育背景下学术咨询实践的探索

Journal for Students Affairs in Africa Pub Date : 2021-12-28 DOI: 10.24085/jsaa.v9i2.3702

D. De Klerk

{"title":"Making Known the Real: An Exploration of Academic Advising Practices in a South African Higher Education Context","authors":"D. De Klerk","doi":"10.24085/jsaa.v9i2.3702","DOIUrl":"https://doi.org/10.24085/jsaa.v9i2.3702","url":null,"abstract":"This is the first in a series of papers that emanate from the author’s doctoral research. This research explores academic advising as a profession and academic advisors as practitioners in the South African Higher Education sector; it focuses on advising within the Faculty of Commerce, Law and Management (FCLM) at a research-intensive public university in South Africa. During the period of investigation, academic advising engagements between students and the author were logged, thus forming a baseline dataset for the doctoral study. In phase one of the data analysis, baseline data were coded and clustered into overarching and subsidiary categories. The baseline dataset consists of 34 subsidiary categories, which form part of seven overarching categories; it contains 2240 entries based on 1023 consultations with 614 individual students during the three-year period under investigation. Using Archer’s (1995, 2000, 2005) notions about Social Realism as a theoretical framework, the author critically scrutinises the complex nature of the work that academic advisors do in a layered analysis of the baseline data. The author posits that it is through these layers of interpretation that one moves from the layer of the Empirical (experiences), through the layer of the Actual (events), to what Archer calls “the Real”, that is, the layer of mechanisms or underlying driving forces that brings about what happens in the layers of the Empirical and the Actual. This paper focuses specifically on the role of the academic advisor; it postulates inferential observations about academic advising by using the baseline dataset as a way in, while keeping the academic advisor central to the discussion.","PeriodicalId":336239,"journal":{"name":"Journal for Students Affairs in Africa","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129994973","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: 2

The ‘Double Transition’ for First-Year Students: Understanding the Impact of Covid-19 on South Africa’s First-Year University Students 一年级学生的“双重过渡”:了解Covid-19对南非大学一年级学生的影响

Journal for Students Affairs in Africa Pub Date : 2021-05-31 DOI: 10.24085/jsaa.v9i1.1429

A. Nyar

{"title":"The ‘Double Transition’ for First-Year Students: Understanding the Impact of Covid-19 on South Africa’s First-Year University Students","authors":"A. Nyar","doi":"10.24085/jsaa.v9i1.1429","DOIUrl":"https://doi.org/10.24085/jsaa.v9i1.1429","url":null,"abstract":"While all students are affected by the advent of the Covid‑19 pandemic, the first‑year student population remains a special category of vulnerability for higher education. This is on account of the way the Covid‑19 pandemic has disrupted their transition into university and complicated the nature of their entry into and through the formal academic cycle. This article uses the notion of a ‘double transition’ as a framework for positioning and locating the first‑year student transition within the context of the prevailing Covid‑19 pandemic. ‘Double transition’ refers to an additional transition coupled with that of the first‑year transition, with regard to the extraordinary situation of students navigating their entry into the unfamiliar terrain of academia while simultaneously navigating the Covid‑19 pandemic. The article provides a circumscribed summary of the effects of Covid‑19 on university students and looks to describe and explain the nature and shape of first‑year transitions in relation to the transition necessitated by the Covid‑19 pandemic. It concludes with four key strategies for supporting first‑year students as the pandemic continues.","PeriodicalId":336239,"journal":{"name":"Journal for Students Affairs in Africa","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128729295","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

Responding to Covid‑19: Experiences of Ashesi University’s Student Affairs Team 应对Covid - 19:阿什西大学学生事务团队的经验

Journal for Students Affairs in Africa Pub Date : 2021-05-31 DOI: 10.24085/jsaa.v9i1.1433

M. Adjei, Nina Nana Aba Pels, Vanessa Nana Darkoa Amoako

引用次数: 2

Online Work Readiness Programme: Ready, Set, Go! 在线工作准备课程:准备，设置，开始!

Journal for Students Affairs in Africa Pub Date : 2021-05-31 DOI: 10.24085/jsaa.v9i1.1432

Belinda Janeke

{"title":"Online Work Readiness Programme: Ready, Set, Go!","authors":"Belinda Janeke","doi":"10.24085/jsaa.v9i1.1432","DOIUrl":"https://doi.org/10.24085/jsaa.v9i1.1432","url":null,"abstract":"There has always been pressure on higher education institutions to enhance the employability of graduates and to instil knowledge, skills, and attributes that will be beneficial to future employers. The impact of Covid‑19 on a global, national, and local level is placing even more pressure on the topic of employability. Graduates are uncertain about job availability and there is a need for career guidance. After a national and local shutdown of university campuses in 2015 and 2016 due to #FeesMustFall, Career Services staff at the University of the Free State designed and created online work readiness programmes in order for students to continue with work preparations, no matter what the circumstances. In 2018, the first topics on CV‑writing and job interview skills were rolled out online and made available to all registered students; each semester, two additional topics were added. By the time Covid‑19 led to a national lockdown in South Africa in March 2020, the transition to online work readiness programmes was fairly easy. The purpose of this study is to determine the impact of the online work readiness programmes offered on the Blackboard platform from April to June 2020 during the Covid‑19 pandemic and national lockdown. This article will provide an analysis of a questionnaire conducted with willing participants who have engaged and worked through the online work readiness programmes from April to June 2020, to investigate the impact on graduates’ readiness for the world of work. Through the survey, students shared their learning experiences and the influence it has had on their career planning. It is believed that the findings of this research study will create a deeper understanding of how career services, as a particular functional area in student affairs, can reposition itself during uncertain times to remain responsive to the needs of students.","PeriodicalId":336239,"journal":{"name":"Journal for Students Affairs in Africa","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115072498","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

Rapid Orientation of Students for Emergency Remote Learning during the Covid‑19 Lockdown 在Covid - 19封锁期间为学生提供紧急远程学习的快速指导

Journal for Students Affairs in Africa Pub Date : 2021-05-31 DOI: 10.24085/jsaa.v9i1.1428

D. D. Klerk, G. Krull, Tshepiso Maleswena

{"title":"Rapid Orientation of Students for Emergency Remote Learning during the Covid‑19 Lockdown","authors":"D. D. Klerk, G. Krull, Tshepiso Maleswena","doi":"10.24085/jsaa.v9i1.1428","DOIUrl":"https://doi.org/10.24085/jsaa.v9i1.1428","url":null,"abstract":"In response to the spread of the Covid‑19 pandemic, the President of South Africa declared a national lockdown that commenced on 27 March 2020. This posed numerous challenges to the higher education sector, one of which was the preparation of students forced to stay at home to be able to study remotely under unique and often unfavourable circumstances. This article outlines and reflects on the conceptualisation, development, and implementation of an online orientation programme aimed at preparing students to rapidly move to emergency remote learning as a result of a nationwide lockdown. Teaching and Learning Centre staff in the Faculty of Commerce, Law and Management at a South African university rapidly created a short online orientation programme in the institutional Learning Management System, using Salmon’s five-stage model as a conceptual framework. The objective was to enable students to acquire the skills and knowledge required for continuing with the university academic programme from 20 April 2020 via emergency remote learning. The orientation programme covered the priority areas of how to get started in emergency remote learning, broad study skills, how to use the required technologies for learning, and managing personal well‑being during social isolation and emergency remote learning. In this article, the conceptualisation and development of the orientation programme is analysed, before reflecting on its implementation, challenges, mitigating measures, and lessons learned. Feedback from students indicates that the majority of students felt more prepared for continuing the academic programme, although they still reported feeling anxious about the many uncertainties. The intervention emerges as a useful strategy for helping students transition during a crisis and contributes to the understanding of how to prepare students for rapid transition to Emergency Remote Learning.","PeriodicalId":336239,"journal":{"name":"Journal for Students Affairs in Africa","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134560588","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