Examining the Efficacy of Student Academic Support Systems for ‘At Risk’ First Entering Students at a Historically Disadvantaged South African University

Lavhelani, N. Phellecy; Ndebele, Clever; Ravhuhali, Fhatuwani

doi:10.1007/s10780-019-09383-z

Cited by 7 publications

(4 citation statements)

References 38 publications

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“…While students are encouraged to be responsible for their own learning (Lavhelani et al, 2020 ), it still remains the responsibility of the academic to ensure a high success rate when it comes to student learning. This causes an undue amount of stress for the academic as the level of student success determines how successful academics are within their roles (Dey et al, 2015 ).…”

Section: Resultsmentioning

confidence: 99%

Job Demands and Job Resources of Academics in Higher Education

Naidoo-Chetty

Plessis

2021

Front. Psychol.

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Too many job demands and not enough job resources can negatively influence the well-being of employees. Currently, limited information exists surrounding the job demands and resources as experienced by academic employees in the higher education sector. Therefore, the aim of this study was to identify the job demands and job resources experienced by academic employees using qualitative methods. Semi-structured interviews were conducted with 23 academic employees, using an Interpretative Phenomenological Approach. Thematic analysis, specifically template analysis was used to categorize the themes. Job demands were divided into three categories: quantitative (publication pressure, overburdened with the load, and competing time demands), qualitative (work/home balance, complexity of student support, organizational politics, and lack of mental health support) and organizational demands (using technology-mediated learning and lack of structural resources). Job resources were organized into two categories: organizational (social support) and personal resources (autonomy, meaningful work, and personal support). Participant experiences are highlighted to provide a better understanding of the job demands and job resources encountered. The framework of job demands and job resources gleaned from the study could be used for further research to manage and monitor motivational processes for academic staff, and to reduce strain due to high job demands.

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Section: Resultsmentioning

confidence: 99%

Job Demands and Job Resources of Academics in Higher Education

Naidoo-Chetty

Plessis

2021

Front. Psychol.

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“…The thematic analysis involved an idiographic process that started with an iterative and detailed examination of all the individual responses several times for each question and identifying and coding emerging patterns and themes. Open-coding, axial-coding and selective-coding techniques to identify similarities and differences as well as contradictions was done [47]. Through inductive analysis [48], recurring patterns and common themes were identified.…”

Section: Discussionmentioning

confidence: 99%

Examining Technology Acceptance in Learning and Teaching at a Historically Disadvantaged University in South Africa through the Technology Acceptance Model

Ndebele

Mbodila

2022

Education Sciences

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The exponential growth in the use of technology for learning and teaching in the higher education sector has imposed pressure on academics to embrace technology in their teaching. The present study sought to examine factors underlying technology acceptance in learning and teaching at a historically disadvantaged university in the Eastern Cape Province of South Africa. Premised on the mixed methods approach and undergirded by the Technology Acceptance Model (TAM), both a pre-coded and an open-ended questionnaire were used to collect data. Data from the pre-coded questionnaire were analysed through the descriptive statistical approach. The qualitative data from the open-ended questionnaire were analysed through content analysis. The study found that most academic staff believe and see the value that ICTs bring in their teaching and learning practices. In addition, they are aware that technology use in education improves learning and teaching, and they are willing to embrace the use of technology to improve their practices. Based on the findings, we recommend intensification of lecturer training in the use of technology for teaching and learning to enable them to embrace it in their teaching practice. Furthermore, the institution needs to put in place support systems for academic staff to empower them to have continuous access to devices and internet connection for technology integration in teaching and learning. We recommend establishment of e-learning communities of practise in the university that will allow lecturers to assist each other as well as share best practices in the use of technology for teaching and learning.

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“…The use of student mentors in order to facilitate both the successful transition from secondary schooling to HEIs, as well as the progressive annual succession within each course of study has proven beneficial [11]. Lavhelani et al have reported that the poor academic performance of many South African students is associated with the failure of academic support [33]. Vitali et al reported that regular consultation with student mentors has assisted students in better organising their daily schedules, enabling them to balance their study and extra-curricular activities, positively impacting their academic performance [11].…”

Section: Pedagogic Strategies To Augment Academic Successmentioning

confidence: 99%

Factors Contributing to the Academic Challenges Faced by South African Physiotherapy, Occupational Therapy and Biokinetics Students

Ntjana¹,

Paul²,

Burger³

et al. 2022

Health and Educational Success - Recent Perspectives [Working Title]

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Students of the Health Science professions of Physiotherapy, Occupational Therapy, and Biokinetics share mutual subjects detailing human bodily functions, as well as their pathology and subsequent rehabilitation, as such sharing similarly factors influencing academic success. Factors influencing students’ academic success include matriculation scores, pedagogic techniques, successful integration into the university environment, self-efficacy, finances, and the language of instruction/teaching. While the three professions share similar prerequisite matriculation subjects, their university admission point scores vary, generating a degree of concern within a number of higher education institutions (HEIs). The global need to provide liberal access to HEIs has encouraged many tertiary institutions to adopt a policy of affirmative action that encompasses two fundamental strategies; the provision of financial support for deserving undergraduate students from previously disadvantaged communities, and the lowering of prerequisite admission scores. Despite these attempts at the creation of higher education equity, many students’ academic performance is poor. The primary objective of this chapter is to review the factors, which influence the academic success rate of students engaged in a course of study geared at entry into the Physiotherapy, Occupational Therapy, or Biokinetics professions at a South African HEI. This paper chapter seeks to recommend potential strategies to improve student academic performance.

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Examining the Efficacy of Student Academic Support Systems for ‘At Risk’ First Entering Students at a Historically Disadvantaged South African University

Cited by 7 publications

References 38 publications

Job Demands and Job Resources of Academics in Higher Education

Job Demands and Job Resources of Academics in Higher Education

Examining Technology Acceptance in Learning and Teaching at a Historically Disadvantaged University in South Africa through the Technology Acceptance Model

Factors Contributing to the Academic Challenges Faced by South African Physiotherapy, Occupational Therapy and Biokinetics Students

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