Learner engagement as social justice practice in undergraduate emergency care education: An exploration of expectations, impediments and enablers for academic success

Abstract

Given the extent of socioeconomic change worldwide, students may need to approach their education at different entry levels or stages of life experience. The nature of diversity this presents requires higher education institutions (HEIs) to understand the educational aspirations, aims, resources and realities of their students. Understanding this diversity, sets the stage for a student-centred response to retention and persistence, [1] where students remain the critical actors in their own education.Diversity in HEIs has increased, [2] partially owing to the widening of access to HEIs and a grass-roots demand for the realisation of constitutional rights. [3] In a South African (SA) study on the gap between students' expectations and experience, it emerged that the intensity of such a gap can negatively affect the goal of achieving access and success among learners from diverse backgrounds. [4] On the assumption that all learners may experience varying levels of under-preparedness at some time, the identification of educational approaches that lessen the negative impact of under-preparedness on learning [5] is a worthwhile endeavour for all.Notwithstanding social gains (e.g. youth solidarity in an emerging constitutional democracy), HEI disruptions and consequent 'underpreparedness' resulting from recent student protests (2015 -2017) during the 'fees-must-fall' and 'decolonisation of curriculum' campaign, may have been seen as acceptable or unacceptable struggle opportunity-costs. On the basis of disengaged students being vulnerable, and that students affected by protest disruption are particularly vulnerable, learner engagement has a value proposition that may be promotive of social justice before, during and after any disruption of HEI activity. Understanding and responding to pervasive and entrenched protest-related issues, approaches such as neoliberalism, colonialism, toxic masculinity and heteronormativity become more probable and palpable when learners are engaged and social justice orientated.The SA prehospital emergency care (EC) system is in transition towards professionalisation. [6] In their 'Mitigation triad for [EC] scope of practice and professional relevance' , Naidoo et al. [7] suggest the consideration of public, practitioner and patient interests. However, practitioner status is contingent upon student enrolment, making it appropriate to document the expectations and experiences of EC learners, as they may be affected by diversity, issues of access and academic epistemology. The programme design process includes the consideration of who the learner is. [8] However, an implementation bias towards who the learner will be may prevail. The aim of this article is to explore learner expectations of, impediments to and enablers for success in undergraduate EC education at an SA university. ' Access and success cannot be achieved without understanding learners' university expectations and experiences, as these are critical factors that are integrated with retention and success.' [4] Background. It is un...