The ability of an institution to graduate students, also known as the throughput rate, is one of the most important means of an institution receiving a grant/ subsidy from the government. This article sought to interrogate the differentials in throughput rates of PhD graduates per faculty in a selected institution over a period of five years. Framed within the interpretive paradigm, a qualitative approach and a case study design were adopted. A non-probability purposive sample of 30 participants was selected the academic staff within the six faculties that make up the university under investigation. Data was collected through in-depth interviews and document analysis. Interview transcripts were analysed thematically and using the constant comparison technique. The major findings pointed to differentials in PhD production across faculties as emanating from variations in supervision approaches as reflected in the recruitment and selection of candidates, students’ composition, allocation of supervision load, preparation and orientation of candidates, mentoring of both students and junior staff members, as well as monitoring and evaluation of students’ progress. The findings also revealed challenges like lack of financial support for students, poor structural set-up of some faculties as well as “positive” discrimination in some faculties. These factors constrained the throughput rates in different faculties differently, resulting to a difference in PhD graduate production. It is concluded that there are some quality concerns resulting from the poor processes and procedures as well as the number of graduates from some staff members. It is recommended that the university harmonise its diverse PhD processes and procedures, and enlarge some faculties by creating distinct departments to provide requisite support and interventions to narrow the differentials and improve quality.
Contemporary societies across the world are faced with the burden of prevalent and diverse societal wrongdoings which have possible future implications that are alarming and worrisome if not controlled. Therefore, the need for societal regeneration for a better future becomes imperative, and this change can be achieved by various means. This study argues that African Literature can be considered a tool through which the desired change can be achieved. Thus, this study aims to demonstrate how African Literature fulfils the criteria of being a tool for societal regeneration by examining the paradigms and moral positions in matters that affect the society using a textual and interpretative analysis of selected literary works (Ayi Kwei Armah’s Fragments and The Beautyful Ones Are Not Yet Born and Achebe’s A Man of the People). This study is premised on the fact that African Literature provides an opportunity for a connection with indigenous roots that made the traditional society a relatively non-perverted one while the simultaneous all-round forward progress of the contemporary is not jeopardised. Considering the potential in literature to achieve social change, a reading culture must be revitalised and encouraged, especially among millennials who are victims and promoters of these menaces, as it provides a mechanism for corrective psychology and orientation.
One of the realities and experiences of contemporary African people is the continual cultural conflict and eventual displacement of their culture in the process of struggling to find a balance in getting the best of modern life or experience without losing the indigenous legacies. This study aims at examining symbolic representation of cultural conflict as well as exploring the possibility of coexistence of the culture of both the coloniser and the colonised using Soyinka’s Death and the King’s Horseman. The study concludes that in order to minimise conflicts the respect for other people’s culture is imperative. However, African people must put their culture first above any other conflicting culture, re-embrace the best Yoruba cultural heritage, and imbibe the best of Western culture to make the society a better place.
The Extended Curriculum Programme (ECP) is an academic foundation programme established and supported by South Africa’s Department of Higher Education and Training as a route and an enabling environment for educationally disadvantaged, underprepared, unprepared, and at-risk students to access and succeed in higher education. However, beyond the academic concerns for students enrolled on this programme, there are social issues that could hinder the success of the enrolled students. This study examines the challenges of students enrolled in Extended Curriculum Programme in a selected university in South Africa. Using a qualitative research method, data was collected following a focus group discussion comprising twelve groups in the Faculty of Management and Commerce ECP first-year students. This study found that students face a number of challenges including information asymmetry, mismatch between high school subjects and university courses, transitioning from high school to university setting, inadequate and unequal academic support, and stigmatization. The findings imply a need for guidance and counselling in the choice of a future career at high school level, an awareness about ECP, and strengthened support beyond academic support by improving social integration and boosting ECP students’ self-confidence. Government and institutions need to introduce educational anti-stigma interventions to correct individuals’ and society’s misinformed perceptions about ECP programmes and to promote awareness about the potential and possibilities of the programme.
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