一年级一年级一代非洲学生(FYFGAS)的学业坚持:南非高等教育框架

S. Motsabi, B. Diale, André van Zyl
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引用次数: 1

摘要

自民主开始以来,南非大学的非洲学生接受高等教育的机会越来越多,其中大多数是第一代学生(FGS)。入学人数的增加带来了第一年第一代非洲学生(FYFGAS)的保留和吞吐量的挑战。尽管面临这些挑战,也有FYFGAS成功地通过了第一年并完成了资格认证。本文采用混合方法,对在豪登省一所大学的三个学院的标准一年级课程中注册的311名FYFGAS学生进行了抽样调查。定量数据通过问卷收集,定性数据通过个人半结构化访谈收集。分析包括使用结构方程模型,该模型对各种因素之间的相互关系提供了有趣的见解。Â数据分析的结果用于创建高等教育中FYFGAS的持久性框架。该框架侧重于一年级学生的适应能力因素以及学校在确保这些学生成功方面的作用。它还为机构干预提供了指南,目的是改善财政年度总预算的持久性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Academic Persistence of First‑Year First‑Generation African Students (FYFGAS): A Framework for Higher Education in South Africa
Since the dawn of democracy, South African universities have seen increased access to higher education from African students, the majority being first-generation students (FGS). This increase to access came with challenges of retention and throughput amongst first-year first-generation African students(FYFGAS). Despite these challenges, there have also been FYFGAS who have successfully passed their first year and completed their qualifications. This article used a mixed method approach with a sample of 311 FYFGAS who were registered in a standard first-year course in three faculties at auniversity in Gauteng. Quantitative data were collected through a questionnaire and qualitative data were collected from individual semi-structured interviews. Analyses included the use of StructuralEquation Modelling which provided interesting insights into the inter-relations between various factors.  Findings from the data analyses were used to create a framework of persistence for FYFGAS in higher education. The framework focuses on the resilience factors of first-year students and the role of the institution in ensuring that these students are successful. It also provides a guide for institutional interventions aimed at improving the persistence of FYFGAS.
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