南非一所大学扩展课程学生获得支持服务的机会和有效性

Lamese Chetty, Brigitta Kepkey
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引用次数: 0

摘要

在南非,许多学生在进入大学时并不具备成功接受高等教育所需的技能。开设扩展课程(ECP)的目的是为那些有潜力但准备不足的学生打下必要的基础,使他们能够在高等教育中取得成功。学生支持服务对学生的成功至关重要。这一点在招收学业准备不足的学生的大学中尤为明显。斯泰伦博斯大学医学与健康科学学院学术顾问办公室开展的这项研究,旨在探讨为 ECP 学生提供的支持服务的有效性和参与情况。上一届ECP学生于2018年被该学院录取,攻读理学学士学位(MBChB)、物理治疗学学士学位(BSc Physiotherapy)和语言与听力治疗学学士学位(BSc Speech-Language and Hearing Therapy)。成功完成 ECP 课程后,学生将进入各自主流课程的二年级学习,并在整个学习生涯中接受跟踪和专门的支持服务。当学生从 ECP 过渡时,他们需要利用自己的机构来获得可用的支持服务。本研究采用了包括定性回答在内的定量调查来收集数据,并使用主题分析法对数据进行了探讨。具体来说,本研究探讨了学生对现有支持服务的认识和利用情况,以及他们所表达的兴趣。调查 ECP 学生的支持需求非常重要,因为在 COVID-19 大流行期间,学生对支持服务的需求不断增加。此外,关于高年级 ECP 学生,特别是健康科学专业学生的支持需求的数据极少。这项研究对学生的支持需求有了更深入的了解。研究结果表明,学生们熟悉并使用过支持服务,他们能够分享在大学获得支持的第一手经验。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Access to and effectiveness of support services for students in extended curriculum programmes at a South African university
In South Africa, many students enter university without the skills required for success in higher education. Extended curriculum programmes (ECP) were developed to provide students who showed potential but were underprepared with the necessary foundations to achieve success in higher education. Student support services are essential to student success. This has been apparent especially in universities enrolling academically underprepared students. This study, conducted by the Office of the Academic Advisor at the Faculty of Medicine and Health Sciences at Stellenbosch University, aimed to explore the effectiveness of and participation in support services available to students in the ECP. The last cohort of ECP students was accepted at the faculty in 2018 for the MBChB, BSc Physiotherapy, and BSc Speech-Language and Hearing Therapy degrees. On successful completion of the ECP, students join the second year of their respective mainstream programme and are tracked throughout their academic career with dedicated support services offered to them. As students transition from the ECP, they need to utilise their own agency to access the support services available. A quantitative survey including qualitative responses was used for data collection and was explored using thematic analysis. Specifically, the study explored students’ awareness and utilisation of, and their expressed interest in, the available support services. It was important to investigate the support needs of ECP students as an increasing need for support services had been identified during the COVID-19 pandemic. Furthermore, minimal data were evident on support needs of senior ECP students and especially on this population in health sciences. The research gave greater insight into students’ support needs. The findings indicated that students were familiar with and had accessed support services to an extent that they were able to share firsthand experiences of accessing support at the university.
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