A student-centred approach: a qualitative exploration of how students experience access and success in a South African University of Technology

Xulu‐Gama, Nomkhosi; Nhari, Sibongile Ruth; Alcock, Andrea; Cavanagh, M.

doi:10.1080/07294360.2018.1473844

Cited by 10 publications

(8 citation statements)

References 11 publications

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“…It is also part of the Siyaphumelela ("we succeed") research project, titled Who are our students? Investigating access and success of undergraduate students (Xulu-Gama, Nhari, Alcock & Cavanagh, 2018). It is in line with one of the Durban University of Technology's four strategic focus areas as documented in the Strategic Plan, -2019(DUT, 2015.…”

Section: Introductionmentioning

confidence: 88%

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The Role of Student Housing in Student Success: An Ethnographic Account

Xulu‐Gama

2019

JSAA

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The role of university student housing in the lives of undergraduate students has changed. While student housing used to be understood only as a space to accommodate students who primarily come from out of town, now universities have started using student housing strategically to advance the success of the students. Student housing is now used to build sustainable living and learning student environments in the interests of promotion of student access and success. Through an ethnographic account, where the researcher spent two consecutive semesters living in an undergraduate university residence which accommodates 577 students, the article provides an 'insider-outsider' interpretation of students' context for success from one of the South African university student residences. This article uses Tinto's theory of student integration model to frame an understanding of students' experiences and perceptions of success. It further highlights socioeconomic hardships as well as stories of caring and partnerships that students experience in their journeys towards success. These student experiences are very relevant to their integration into the university culture and systems and are critically important to the success of the student. This article concludes that the role of student housing is key to student success as it provides various opportunities for support from fellow students and staff.

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Section: Introductionmentioning

confidence: 88%

“…There is an acknowledgement of the importance of knowing who our students are and this is indicated by the growing literature in this area (Xulu-Gama, et al, 2018;Taylor & Sobel, 2011;Kangas, Budros & Yoshika, 2000). Dixon and Durrheim (2000, p. 27) discuss questions of 'who we are' and how that is often intertwined with 'where we are'.…”

Section: Introductionmentioning

confidence: 99%

The Role of Student Housing in Student Success: An Ethnographic Account

Xulu‐Gama

2019

JSAA

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“…Inadequate preparation for the academic demands and poor matching of courses (Beck 2011;Manik 2014) are amongst the broader epistemological factors. Xulu-Gama et al (2018) noted that most students were not registered in their first-choice degree programmes. These factors have been seen to have an impact on the access and success of the undergraduate students.…”

Section: Universitiesmentioning

confidence: 99%

Language of instruction: A critical aspect of epistemological access to higher education in South Africa

Xulu‐Gama

Hadebe²

2022

SAJHE

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The article discusses language as a critical aspect of epistemological access to higher education in South Africa through a critical analysis of students’ views on language preferences and attitudes at Durban University of Technology (DUT). Language of instruction at higher education institutions is one amongst a plethora of challenges faced in providing equity in higher education in a socially divided post-apartheid South Africa. This discussion of language and access takes place within broader epistemological access challenges faced in South African higher education. The data generated by 45 semi-structured interviews with undergraduate students from six faculties was collected as part of an institution-wide “Who are our students?” research project. The phenomenological thematic analysis arose from the three research questions asked: what is your home language and what language would you prefer to be taught in and why? Some students did not provide an explanation for their choice as they felt it was self-evident, while some provided interesting reasons for their choices. A critical analysis of the findings using Morrow’s epistemological access theory is conducted against the backdrop of the context of English dominance over indigenous languages; the history of South African higher education, current DUT and higher education policy as it pertains to language and the subsequent challenges around equitable access. Keywords: language of instruction, epistemological access, higher education, undergraduate students, success

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“…Research by Sosibo and Katiya (2015) and Xulu-Gama et al (2018) show that institutional support at tertiary institutions is vital in enhancing students' chances of succeeding at university. According to Cross et al (2011) institutional support is seen as the relationship of the individual with certain systems that enables that individual to build defense and coping mechanisms that are necessary for them to succeed academically.…”

Section: Poor Institutional Support For Individual Studentsmentioning

confidence: 99%

Perceived factors that contribute to Black social work students’ failure of courses at university level: A case study of 3rd year social work students at a South African university

Munyoro

Dube

2020

Journal of Human Behavior in the Social Environment

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In a democratic South Africa, a significant number of Black students have gained entry and access to higher education, which is a remarkable improvement. However, as much as the access rate has improved, the success rate of Black students remains low in different universities because of perceived inequalities amongst racial groups. This has resulted in debates about the urgent need for decolonization of South African universities to address the low throughput rates of Black students. Thus, the aim of this study was to understand the reasons for failing among Black social work students at a university in Johannesburg. The study was qualitative in nature, and it used an exploratory-descriptive case study design. Utilizing a semi-structured interview schedule as a research tool, the study employed one-on-one in-depth interviews as a method of data collection with 15 Black third year social work students who were recruited into the study using purposive sampling. Thematic analysis was used to analyze the data collected. The main findings from the study showed that failure of Black social work students at a university in Johannesburg was exacerbated by the language used as a medium of instruction, inability to use technology, lack of adequate social and institutional support, and socioeconomic factors. Recommendations are made in terms of programmatic interventions.

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A student-centred approach: a qualitative exploration of how students experience access and success in a South African University of Technology

Cited by 10 publications

References 11 publications

The Role of Student Housing in Student Success: An Ethnographic Account

The Role of Student Housing in Student Success: An Ethnographic Account

Language of instruction: A critical aspect of epistemological access to higher education in South Africa

Perceived factors that contribute to Black social work students’ failure of courses at university level: A case study of 3rd year social work students at a South African university

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