Understanding gaps between student and staff perceptions of university study in South Africa: A case study

Jaffer, Faeeqa; Garraway, James

doi:10.14426/jsaa.v4i1.145

Cited by 6 publications

(5 citation statements)

References 9 publications

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“…Additionally, FYE programmes aim to bridge the articulation gap between students' expectations of university and reality when they enter university (Nyar, 2018). Examples of FYE programmes are awareness and orientation campaigns (Wilson-Strydom, 2015), academic literacy support (Jaffer & Garraway, 2016), social engagement (Nelson & Low, 2011) and offering generic psychoeducational support programmes (Jama, 2018).…”

Section: The First-year Experiencementioning

confidence: 99%

The Best that I Can Be: A Case for a Strengths-Based Approach during the First‑Year Experience

Mason

2019

JSAA

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More South African research is needed that examines the application of positive psychology to assist students in navigating the stressful first-year experience by identifying, developing and applying signature strengths. This article reports on a mixed methods study that investigated the efficacy of a strengths-based development programme presented to a sample of 55 first-year university students (mean age = 19.77, SD = 1.50, female = 60%). Quantitative data were collected in a pre-and post-intervention manner using the Personal Growth Initiative Scale, the Subjective Happiness Scale, the Satisfaction with Life Scale and the Strengths Use and Deficit Improvement Questionnaire. Qualitative data were collected in individual semi-structured interviews (n = 12, age range = 18-22). Significant changes between the pre-and post-test scores emerged when comparing the quantitative data. The qualitative analysis pointed to aspects that participants regarded as beneficial to the efficacy of the strengths-based programme. Collectively, the data integration suggested that the intervention had a positive impact on participants' sense of well-being and contributed to enhancing the first-year experience. Limitations and areas for further research conclude the discussion.

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Section: The First-year Experiencementioning

confidence: 99%

The Best that I Can Be: A Case for a Strengths-Based Approach during the First‑Year Experience

Mason

2019

JSAA

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“…The solution is not to replace one single perspective with another, but to practice a "hermeneutics of suspicion" (Santos, 2014: 44), to be aware of absences and silences (Kerfoot & Hyltenstam, 2017: 1) that may be at the margins of the dominant perspective. Given the inequalities in education in South Africa, students from diverse educational backgrounds are often labelled as "underprepared" (Jaffer & Garraway, 2016). However, there is a problem in viewing students' educational backgrounds as a hindrance.…”

Section: Introductionmentioning

confidence: 99%

Risk as productive in landscape architecture pedagogy

Price,

Archer

2021

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This paper explores the notion of "productive risk" as a way of understanding how diverse students can become re-makers of landscape architectural design practices and education. We trace the design trajectories of two first-year students at a South African tertiary institution and examine how the students negotiate the risk of drawing on their own experiences and resources in order to access conventionalised disciplinary practices. It is important to recognise students' brought-along resources, but we also need to recognise the risk involved for the students and teachers in drawing on these resources. This risk needs to be seen in the light of a history of colonised education where diverse resources and experiences were often disregarded or devalued. We show how these students contextualise landscape architecture in terms of their own experiences and draw on their resources as prompts to space-making for the imagined users of their designs. We surface the risk in terms of students' experiential resources as well as the use of unusual model-building materials and techniques. The high levels of engagement that these two students demonstrate in their design trajectories reveal the importance of making a connection between diverse contexts and the landscape architectural classroom. We argue that a pedagogy that embraces risk as productive can recognise and validate the rich knowledge, resources and experiences that students bring with them.

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“…Challenges first-year students face include (amongst others): academic performance, adapting to campus life, being more independent, financial concerns, time-management, and managing interpersonal relationships (Kotze & Niemann, 2013;Pretorius & Blaauw, 2020). Perceptions of excessive academic demands and workload from student schedules, examinations, assignments, and practical work could cause further stress (Jaffer & Garraway, 2016;Kotze & Niemann, 2013).…”

Section: Introductionmentioning

confidence: 99%

Coping Processes of South African First-Year University Students: An Exploratory Study

Engelbrecht¹,

Mostert²,

Pienaar³

et al. 2020

JSAA

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South African higher education institutions (HEIs) face significant challenges with high first-year student drop-out rates due to various stressors students are facing. The current study explores the coping of first-year students studying at a South African university. This qualitative study followed an exploratory, descriptive, interpretive strategy to gain a deeper understanding of students' coping during their first academic year at university. Ten participants were recruited through a trusted gatekeeper using purposive voluntary and later snowball sampling methods. Data were collected using the Mmogo method ® and semi-structured individual follow-up interviews. Interactive qualitative and thematic analyses generated three themes: (1) the availability of and access to coping resources for first-year students; (2) coping strategies first-year students rely on to manage stressors at university; and (3) the effectiveness of selected coping strategies. Understanding the coping of first-year students could assist HEIs in intervening and supporting first-year students appropriately, to enhance their first-year experience (FYE) and overall student well-being. Though limited to a small qualitative study, the contribution to FYE literature is through exploring nuanced coping resources, strategies, and the effectiveness thereof for students, which challenges the 'one-size-fits-all' approach many universities may use. However, there are strategies and awareness of resources that could, in general, be helpful.

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Understanding gaps between student and staff perceptions of university study in South Africa: A case study

Cited by 6 publications

References 9 publications

The Best that I Can Be: A Case for a Strengths-Based Approach during the First‑Year Experience

The Best that I Can Be: A Case for a Strengths-Based Approach during the First‑Year Experience

Risk as productive in landscape architecture pedagogy

Coping Processes of South African First-Year University Students: An Exploratory Study

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