Journal for Students Affairs in Africa最新文献_第4页

Disability Unit Practitioners at Stellenbosch University: Covid‑19 Pandemic Reflections 斯泰伦博斯大学残疾科从业人员:对Covid - 19大流行的反思

Journal for Students Affairs in Africa Pub Date : 2021-05-31 DOI: 10.24085/jsaa.v9i1.1440

M. Lyner-Cleophas, Lizelle Apollis, Ilse Erasmus, M. Willems, Latashe Poole, Meagan Minnaar, Pippa Louw

{"title":"Disability Unit Practitioners at Stellenbosch University: Covid‑19 Pandemic Reflections","authors":"M. Lyner-Cleophas, Lizelle Apollis, Ilse Erasmus, M. Willems, Latashe Poole, Meagan Minnaar, Pippa Louw","doi":"10.24085/jsaa.v9i1.1440","DOIUrl":"https://doi.org/10.24085/jsaa.v9i1.1440","url":null,"abstract":"As reflective practitioners working in disability inclusion, we constantly work with shifting realities concerning our students, who are not a homogenous group. The coronavirus pandemic (Covid‑19) was a reality least expected in 2020, yet we used our flexible approach to make the transition as smooth as we possibly could. The Disability Unit (DU) is one of five units located within the Centre for Student Counselling and Development at Stellenbosch University (SU) and falls within the responsibility centre of the Deputy Vice-Chancellor: Teaching and Learning. The DU was founded in 2007 and is 15 years old in 2021. We aim to foster disability inclusion within a transformative framework at SU, with our main focus on students with disabilities. Our wider aim is universal access, which includes working towards the removal of cultural, social, language and disability barriers in the higher education context. We are guided by the Disability Access Policy (2018) of SU. Since the latter part of March 2020, we had to shift to online teaching and learning. This came at a time when we were preparing for the end of the term and student support was being put in place. The onset of Covid‑19 occasioned unanticipated reflections and challenges, which we share in this article. We also reflect on what we have learnt and how we can move forward in a changed academic environment catapulted into a digital world. We do this reflection by following the Gibbs’ reflective cycle (Gibbs, 1988) which offers a way to reflect and learn from experience. The cycle is weaved into the reflections as it follows a process of describing the context of the DU, expressing how the Covid‑19 pandemic was felt by staff and students, evaluating and learning from what was experienced. According to Lyner-Cleophas (2020), online learning has benefits and challenges, especially considering students with disabilities.","PeriodicalId":336239,"journal":{"name":"Journal for Students Affairs in Africa","volume":"104 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":"115690874","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

Student Affairs and Services during Covid‑19 in Africa: Mitigating the Pandemic’s Impact on Student Success 2019冠状病毒病期间非洲学生事务和服务:减轻疫情对学生成功的影响

Journal for Students Affairs in Africa Pub Date : 2021-05-31 DOI: 10.24085/jsaa.v9i1.1425

Birgit Schreiber, T. Luescher, Brett Perozzi, Lisa Bardill Moscaritolo

{"title":"Student Affairs and Services during Covid‑19 in Africa: Mitigating the Pandemic’s Impact on Student Success","authors":"Birgit Schreiber, T. Luescher, Brett Perozzi, Lisa Bardill Moscaritolo","doi":"10.24085/jsaa.v9i1.1425","DOIUrl":"https://doi.org/10.24085/jsaa.v9i1.1425","url":null,"abstract":"The Covid‑19 pandemic has highlighted the challenges that present obstacles to equitable learning and development in higher education in various parts of the world. African higher education and Student Affairs and Services (SAS) are faced with a set of challenges that are in part related to the resources within the institutions and in part due the sociocultural context into which the institutions are embedded. It is with this background that this study explores the impact of Covid‑19 on SAS in Africa, as part of a wider lens on SAS across the globe. The study was conducted with an online survey which generated 781 responses of Student Affairs practitioners from across the globe, of which 118 were from the African continent. The data show SAS’s critical role in mediating the various domains within and beyond the higher education institution that impact on student success. The domains that impact on student success include the students’ personal experiences, the public domain, the sociocultural community and familial milieu, and the institutional/ SAS domain. Thus, this article discusses SAS’s critical role in mediating the impact of these four domains on the student living and learning experience. The purpose of this article is to discuss the data and to use the data to gain insights into the way SAS has played a role in mitigating the impacts of Covid‑19 in four domains relevant for student success. Based on our findings, a systemic-contextual model is proposed that illustrates the relevance of four domains that need to synergise for students to be successful. Our data suggests that while SAS and universities do a great deal to support students in their learning, factors in the public domain, factors in the sociocultural community and familial milieu need to be conducive to learning to enable more student success in Africa.","PeriodicalId":336239,"journal":{"name":"Journal for Students Affairs in Africa","volume":"26 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":"122024456","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

The Impact of the Covid‑19 Pandemic on Student Affairs Practitioners: A Reflective Case Study from Bindura University of Science Education in Zimbabwe 2019冠状病毒病大流行对学生事务从业人员的影响:来自津巴布韦宾杜拉科学教育大学的反思性案例研究

Journal for Students Affairs in Africa Pub Date : 2021-05-31 DOI: 10.24085/jsaa.v9i1.1437

Sebastian Mutambisi, Dora Dorothy Murasi, Crispen Mazodze

{"title":"The Impact of the Covid‑19 Pandemic on Student Affairs Practitioners: A Reflective Case Study from Bindura University of Science Education in Zimbabwe","authors":"Sebastian Mutambisi, Dora Dorothy Murasi, Crispen Mazodze","doi":"10.24085/jsaa.v9i1.1437","DOIUrl":"https://doi.org/10.24085/jsaa.v9i1.1437","url":null,"abstract":"The Covid‑19 pandemic has had an unprecedented impact on faculty and student affairs practitioners which has changed the future of higher education worldwide. This reflective practitioner account looks into its impact on practitioners working in student affairs, some of which is not immediately visible, but unfortunately very significant and will surface in the medium and long term. There has been tremendous uncertainty for Student Affairs practitioners as a result of disruption from familiar routines and unexpected disengagement with their clients, the students. The change management perspective and scholarship of practice were adopted as methods of observing how a department in a university deals with unplanned change. The study concluded that the Covid‑19 pandemic impacted practitioners negatively at the case university as new skills were required, practitioners were required to adjust to new work arrangements, lost income, suffered mental health problems and faced resource constrains. Training and development, social media, employee support systems and employee incentives were catalysts in the early adoption of change.","PeriodicalId":336239,"journal":{"name":"Journal for Students Affairs in Africa","volume":"65 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":"114315156","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

Adaptation of Student Support Services Considering Covid‑19: Adjustments, Impact, and Future Implications 考虑到Covid - 19的学生支持服务的调整:调整、影响和未来影响

Journal for Students Affairs in Africa Pub Date : 2021-05-31 DOI: 10.24085/jsaa.v9i1.1435

Munita Dunn-Coetzee, Elmien Sinclair, M. Lyner-Cleophas, J. Brink, Marquard Timmey, C. Davids

{"title":"Adaptation of Student Support Services Considering Covid‑19: Adjustments, Impact, and Future Implications","authors":"Munita Dunn-Coetzee, Elmien Sinclair, M. Lyner-Cleophas, J. Brink, Marquard Timmey, C. Davids","doi":"10.24085/jsaa.v9i1.1435","DOIUrl":"https://doi.org/10.24085/jsaa.v9i1.1435","url":null,"abstract":"The global pandemic caused by Covid‑19 has impacted every facet of our lives and challenged service delivery to students within Higher Education Institutions (HEIs). The Centre for Student Counselling and Development (CSCD) at Stellenbosch University (SU), South Africa, is situated within the Division of Student Affairs (DSAf) and the centre’s reflective practitioners had to respond to the challenge of altering services to ensure continuous support to the SU community. The CSCD aims to provide the SU community with psychological, developmental and support services, with the focus on critical engagement, advocacy, personal growth, and optimising graduate potential. The CSCD has been functioning virtually since mid-March 2020. Each of the Centre’s five units had to respond to both the challenges and opportunities to adhere to social distancing and to accommodate students who did not have access to online devices. All support sessions – whether it be academic, social justice, career, social work, psychotherapy, crisis management, with individuals or with groups – had to be done virtually or via telephone. This depended on a student’s choice and practical reality in terms of space, privacy, and connectivity. This article aims to firstly share the risks and opportunities of rapidly shifting to an online supportive environment, as well as how each unit within the centre had to adjust its functioning to ensure minimum impact on student relationships and interactions. It secondly aims to portray the implications the rapid shift had on the centre’s practitioners and the lessons learned during the process. Sharing these lessons might empower other HEIs in Africa too. Lastly, considering the imperative shift to online functioning caused by the Covid‑19 pandemic, this article concludes with a discussion on the implications for the future functioning of the CSCD.","PeriodicalId":336239,"journal":{"name":"Journal for Students Affairs in Africa","volume":"1 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":"130360112","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

Inclusion in Times of Covid‑19: The Case of International Students in South Africa Covid - 19时代的包容:以在南非的国际学生为例

Journal for Students Affairs in Africa Pub Date : 2021-05-31 DOI: 10.24085/jsaa.v9i1.1439

Samia Chasi, Orla Quinlan

{"title":"Inclusion in Times of Covid‑19: The Case of International Students in South Africa","authors":"Samia Chasi, Orla Quinlan","doi":"10.24085/jsaa.v9i1.1439","DOIUrl":"https://doi.org/10.24085/jsaa.v9i1.1439","url":null,"abstract":"The Covid‑19 pandemic has caused major disruptions to the teaching, learning and research functions of universities around the globe. It has also impacted their internationalisation efforts in significant ways. From the perspective of South Africa’s public higher education sector, this article reflects on how international students at the country’s universities have been affected by national and institutional responses to Covid‑19. It highlights the specific challenges and constraints international students faced in light of Covid‑19 related restrictions such as travel bans, university closures and the national lockdown. In doing so, several aspects of the international student experience are explored, specifically regarding travelling home, communication, accommodation and immigration. The article also addresses the issue of remote learning and academic continuity, arguing that international students, especially those who were outside the borders of South Africa, are at risk of being left behind. It advocates for the inclusion of international students in national and institutional considerations and plans for the successful completion of the 2020 academic year. The article recognises that, in the absence of coordinated national responses, institutional approaches to the treatment of international students have differed from one university to another. Such differences can be linked to the differentiated nature of the South African higher education sector, where the capacity of institutions to deal with Covid‑19 related challenges and to respond comprehensively to the needs of different groups of international students varies in accordance with the availability of relevant structures, systems, digital platforms and other resources. As a reflective practitioner account, the article draws on the experience of the authors in higher education internationalisation as well as on the collective experience of a community of practice of the International Education Association of South Africa, which represents the majority of public universities in the country.","PeriodicalId":336239,"journal":{"name":"Journal for Students Affairs in Africa","volume":"4 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":"116783793","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

A. Funston, M. Gil & G. Gilmore (Eds). (2014). Strong starts, supported transitions and student success. UK: Cambridge Scholars Publishing. A. Funston, M. Gil & G. Gilmore(编辑)。(2014)。强有力的开始，支持过渡和学生的成功。英国:剑桥学者出版社。

Journal for Students Affairs in Africa Pub Date : 2016-05-24 DOI: 10.14426/JSAA.V4I1.149

Birgit Schreiber

引用次数: 1

Ceremonial Transformation: The Significance of Renaming Memorial Hall after Sarah Baartman at the University of Cape Town 仪式的转变:以开普敦大学萨拉·巴特曼的名字重新命名纪念馆的意义

Journal for Students Affairs in Africa Pub Date : 1900-01-01 DOI: 10.24085/jsaa.v10i1.2187

Yonela Mlambo, N. Xulu-Gama

引用次数: 0

Design-Based Research (DBR) as an Effective Tool to Create Context-Sensitive and Data-Informed Student Success Initiatives 基于设计的研究(DBR)是创建上下文敏感和数据知情的学生成功倡议的有效工具

Journal for Students Affairs in Africa Pub Date : 1900-01-01 DOI: 10.24085/jsaa.v10i1.3706

A. van Zyl, I. Karsten

{"title":"Design-Based Research (DBR) as an Effective Tool to Create Context-Sensitive and Data-Informed Student Success Initiatives","authors":"A. van Zyl, I. Karsten","doi":"10.24085/jsaa.v10i1.3706","DOIUrl":"https://doi.org/10.24085/jsaa.v10i1.3706","url":null,"abstract":"Sub-Saharan Africa has the lowest higher education (HE) participation rate of any region in the world at under 10%. Large numbers of students are entering the various systems, often from non-traditional backgrounds, which contributes to making an already difficult transition even more difficult. In many instances, well-intended interventions and initiatives are imported from elsewhere or based on “common sense”, but they are often not very effective. This raises a crucial question: How can institutions best devise context-sensitive and effective student assistance programmes? Design-based research (DBR) uses an iterative and longitudinal process that involves theory, participant inputs, peer inputs and stakeholder inputs to cyclically develop theoretically informed, contextually sensitive and appropriate interventions. Most practitioners could benefit from a better understanding of this process when designing interventions. This article elucidates DBR as a phased intervention-development process aimed at assisting students to integrate into HE and focuses primarily on the methodological approach on which it elaborates using examples from a PhD study.","PeriodicalId":336239,"journal":{"name":"Journal for Students Affairs in Africa","volume":"2016 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127415965","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

Archives / Vol. 10 No. 1 (2022): Knowledge Production and Access / Research ArticlesAn Exploratory Qualitative Study on the Perceived Barriers to Accessing Ghanaian University Counselling Services 档案/ Vol. 10 No. 1(2022):知识生产和访问/研究文章对感知障碍访问加纳大学咨询服务的探索性质的研究

Journal for Students Affairs in Africa Pub Date : 1900-01-01 DOI: 10.24085/jsaa.v10i1.3788

S. Ocansey, M. Sefotho

{"title":"Archives / Vol. 10 No. 1 (2022): Knowledge Production and Access / Research Articles\u0000An Exploratory Qualitative Study on the Perceived Barriers to Accessing Ghanaian University Counselling Services","authors":"S. Ocansey, M. Sefotho","doi":"10.24085/jsaa.v10i1.3788","DOIUrl":"https://doi.org/10.24085/jsaa.v10i1.3788","url":null,"abstract":"Despite research emphasis on university students’ counselling needs and service benefits, barriers to counselling service participation for students have been less explored in Ghanaian higher education. Yet literature is replete with reports on high undergraduate student attrition and a low sense of belonging, stressing the severe need for increased counselling service participation among students in higher education. This article explored the barriers to increased counselling service participation faced by Ghanaian public university students. Our research engaged 13 counselled undergraduate students, purposively selected via snowball and convenience sampling techniques. We engaged study participants in in-depth interviews and a focus group discussion to gather appropriate data and further used the interpretive phenomenological approach to find meaning in the gathered data. Students revealed their perceptions on poor counsellors’ sense of initiative, their low service awareness, and their misconceptions which seem to hinder students’ counselling service participation. Our results underscore the need for more service advertising and possibly increased counsellor initiative to promote counselling service use among higher education students in Ghana. Daily service advertising with counsellors’ reliance on text and WhatsApp messaging, still pictures and short videos on the various campuses (Amos et al., 2020) would considerably increase students’ awareness of counselling services.","PeriodicalId":336239,"journal":{"name":"Journal for Students Affairs in Africa","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126931873","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

Mapping African Student Affairs Research during the Past Interlude (2008-2019) through Bronfenbrenner’s Lens 映射非洲学生事务研究在过去的插曲(2008-2019)通过布朗芬布伦纳的镜头

Journal for Students Affairs in Africa Pub Date : 1900-01-01 DOI: 10.24085/jsaa.v10i1.2524

S. Holtzhausen, W. Wahl

{"title":"Mapping African Student Affairs Research during the Past Interlude (2008-2019) through Bronfenbrenner’s Lens","authors":"S. Holtzhausen, W. Wahl","doi":"10.24085/jsaa.v10i1.2524","DOIUrl":"https://doi.org/10.24085/jsaa.v10i1.2524","url":null,"abstract":"The research question we pursued was: What are the variations in the themes of research in the African higher education context that will enable researchers to promote student development? This contribution addresses three aspects of student affairs research in the African higher education context. First, it commences with tracing the African position with a document analysis of 121 student affairs research articles published in 34 peer-reviewed journals over the past interval (2008-2019). Secondly, the thematic categorization of the Council for the Advancement of Standards in Higher Education (CAS 2019) was used to determine international publication trends as derived from this document analysis. Thirdly, we applied Bronfenbrenner’s Person-Process-Context-Time (PPCT) model, as an appropriate umbrella research design and guiding framework to review the mapping of African student affairs research. From a comparison between the international CAS categorization and the African categorization, it was concluded that the CAS mapping was largely confirmed by the African analysis, with nine main themes as the foci. Additionally, it was found that four first-hand African themes have not found in the CAS categorization, and significantly limited research was conducted into post-graduate programmes and services (hereafter referred to as PGP's, despite the demands for increased enrolments. The findings suggest that more accurate and continuous mapping of the field can assist policymakers, managers and student affairs practitioners in making more informed choices on supporting growth and development in African higher education, with special emphasis on postgraduate students.","PeriodicalId":336239,"journal":{"name":"Journal for Students Affairs in Africa","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126335100","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