Students’ Food Acquisition Struggles in the Context of South Africa: The Fundamentals of Student Development

Dominguez-Whitehead, Yasmine

doi:10.1353/csd.2015.0022

Cited by 18 publications

(15 citation statements)

References 31 publications

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“…This finding is of importance, as these key personnel are often the decision-makers at higher education institutions. However, there is often a disconnect, with many campus stakeholders assuming student needs are being met [33,34]. Furthermore, previous research has shown that students are skeptical of administrators' commitment to providing basic need resources for students [35], which makes it essential that these players are engaged and understand the impact on their campus to ensure the sustainability of programs on campus.…”

Section: Discussionmentioning

confidence: 99%

Rapid Dissemination of College Food Insecurity Findings in A Multi-Institutional Study Using the eB4CAST Approach

et al. 2020

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The sharing of college food insecurity data with higher education administrators and stakeholders is essential to increase awareness of campus-specific food insecurity outcomes. This study utilized the evidence-Based forecast C-capture, A-assemble, S-sustain, T-timelessness (eB4CAST) approach to develop campus-specific food insecurity reports for researchers involved in a multi-institutional food insecurity study. eB4CAST reports were developed for each higher education institution (n = 22). The reports were four pages of visual data that included details of the eB4CAST approach and the multi-institutional food insecurity study, campus demographics, an overview of college food insecurity, food insecurity prevalence estimates at all participating institutions, and student use and awareness of campus resources, as well as the campus-specific resources that are available. The interpretation and forecasted use of the reports were evaluated through a 17-item online survey. The survey was completed by 26 content experts and showed a favorable perception of the eB4CAST institutional report. A majority of participants strongly agreed that the eB4CAST food insecurity report was clear to understand (72%), it was easy to read (64%), the statistics were easy to interpret (80%), it shared valuable information (92%), and it was impactful to their work (80%). Further, 84% of participants found the overall information of the report to be relevant and sharable. Participants forecasted disseminating the reports primarily to administration (77%) and with other faculty and staff (85%). These findings highlight the projected usability of the visualized data eB4CAST report across many sectors of college food insecurity research, which may help disseminate rapid findings on this emerging issue and increase awareness.

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Section: Discussionmentioning

confidence: 99%

Rapid Dissemination of College Food Insecurity Findings in A Multi-Institutional Study Using the eB4CAST Approach

et al. 2020

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“…The effect of working on academic progression may vary depending on the number of hours worked, and the reason the student elects to work (Triventi, 2014). In South Africa, students from low socioeconomic groups who experience food and housing insecurity may increase their hours of work (Broton and Goldrick-Rab, 2017;Dominguez-Whitehead, 2015 which in turn may impede their academic success. Moreover, students from impoverished backgrounds who receive financial assistance are sometimes expected to redirect some of this funding to support their families (Mngomezulu et al, 2017).…”

Section: High Tuition Fees and Student Employmentmentioning

confidence: 99%

Can We Afford It? The association between financial aid and time to completion in Accounting Higher Education in South Africa: A literature review

Carpenter¹,

Roos²

2020

BMR

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Internationally, research has been conducted on factors affecting students' academic success as measured by time to degree completion. Investigating these factors is important given the role of higher education in the South African context. Astin's Input-Environment-Outcome (I-E-O) model was used to analyse the factors affecting students' academic success. These included key input and environmental factors identified in prior literature such as race, gender, prior academic results, English proficiency, high school quality, family income, first-generation educational status, integration into higher education institutions, student employment and financial aid. To date, South African research on financial aid has concentrated on how financial aid improves access to higher education, however, there is very little information on how it effects on-time degree completion. This paper thus identifies a gap in the role of financial aid in assisting timely graduation and examines this phenomenon in relation to accountancy students in South Africa.

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“…Their underpreparedness ranges from a lack of digital literacy skills (Leonard et al 2016), inadequate language competencies (Davie 2016;Pineteh 2014;PIRLS 2016) and a lack of critical thinking skills (Temel 2014) to practical issues such as financial problems, inadequate network connectivity and logistical issues (e.g. accommodation, nutrition and transport barriers; Subotzky & Prinsloo 2011:177;Whitehead 2015). Since the student protests started in 2015, the call for Africanisation and decolonisation is getting louder.…”

Section: Why Is Blended Learning Important For Higher Education?mentioning

confidence: 99%

Blended learning for teaching Theology

Oliver

2018

Verbum Eccles.

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New tools are added to the educational toolbox in order to enhance and support learning. This descriptive study expands and explains the intricate nature of blended learning. Adding to the four basic components of time, space, media and activities are the three modes of formal, informal and non-formal delivery and the external components of prior learning and lived experience. Contrary to the narrow use of traditional, mostly Western-based learning options, blended learning opens up the opportunity to incorporate not only developing technology but also neglected, traditional means of knowledge acquisition into the process of learning. It opens new pathways for the teaching of Theology in an African context. It adjusts to individual needs and serves as a countermeasure against potential digital colonialism and digital serfdom on the one hand and provide opportunities that close the space and time gaps and filter out academic isolation on the other hand. Blended learning allows educators to use and combine pedagogical approaches and learning and teaching theories in creative ways.Intradisciplinary and/or interdisciplinary implications: The article calls for a widening perspective on the concept of blended learning, resulting in unique opportunities for Africanisation, decoloniality and a fresh way of teaching Theology in higher education.

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Students’ Food Acquisition Struggles in the Context of South Africa: The Fundamentals of Student Development

Cited by 18 publications

References 31 publications

Rapid Dissemination of College Food Insecurity Findings in A Multi-Institutional Study Using the eB4CAST Approach

Rapid Dissemination of College Food Insecurity Findings in A Multi-Institutional Study Using the eB4CAST Approach

Can We Afford It? The association between financial aid and time to completion in Accounting Higher Education in South Africa: A literature review

Blended learning for teaching Theology

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