University Access and Social Justice

Hlalele, Dipane

doi:10.20853/26-3-177

Cited by 11 publications

(21 citation statements)

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“…The work done has given rise to a rich and dynamic research field of academic development that focuses on closing the gap between high school and university, which is characterised by conceptual discontinuities and non-cognitive factors collectively referred to in the literature as transitional issues (Case, Marshall and Grayson 2013). Certain studies have focused on other aspects such as social justice and inclusion (Hlalele and Alexander 2012). Several longitudinal studies have reported on the efficacy of the programmes and their contribution to the development of science capacity for economic development (Downs 2005;Mathews 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Besides the efficiency of the programmes, two widespread concerns in the literature are the apparent stigma associated with the programmes and the off-site provision. According to Hlalele and Alexander (2012), access programmes unavoidably give students a label due to the lower entrance requirements. Hlalele and Alexander (2012) also describe off-site provision as a significant contributor to the stigma that entrenches disadvantage further since the students are socially removed from other students, including senior students, resulting in a perceived impoverished university experience.…”

Section: Literature Reviewmentioning

confidence: 99%

“…According to Hlalele and Alexander (2012), access programmes unavoidably give students a label due to the lower entrance requirements. Hlalele and Alexander (2012) also describe off-site provision as a significant contributor to the stigma that entrenches disadvantage further since the students are socially removed from other students, including senior students, resulting in a perceived impoverished university experience. In addition to the overall experiences of the students, the manner in which these two aspects manifested among previous students enrolled in the ECPs at the University of Pretoria and students who self-identified with this academic pathway were thus of particular interest in this study.…”

Section: Literature Reviewmentioning

confidence: 99%

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Can extended curriculum programmes be improved through engagement with students using appreciative inquiry?

Ogude

Meyer

Mwambakana

et al. 2019

SAJHE

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This research involves eight students at the University of Pretoria who identify with the Bachelor of Science (BSc) and the Bachelor of Commerce (BCom) Extended Curriculum Programmes (ECPs). The study reports on the use of Appreciative Inquiry (AI) to determine how these students describe the best aspects of the programmes and the attributes that they developed in order to succeed. The aim was to extrapolate the findings to develop an improvement plan informed by students' perspectives. The narratives from semi-structured interviews conducted during the Discovery and Dream stages of the modified Appreciative Inquiry 4-D process are reported. Six views emerged: sense of family and belonging; peer mentoring and support networks; coping with failure and developing self-efficacy; the underdog phenomenon, self-motivation and support for mainstream students; the student advising model; and extended curriculum programmes as a first option. In the Design phase, these views will be incorporated to formulate an improvement plan for the programmes. Ogude, Mwambakana, Meyer and Mthethwa Improvement of extended curricular programmes 220 BACKGROUND Access Programmes are university programmes that are designed to accommodate students from disadvantaged academic backgrounds who are not adequately prepared for university (Rollnick 2010). Extended Curriculum Programmes (ECPs) are a type of the Access Programmes in which students are transitioned into tertiary education by incorporating modules that are in line with the mainstream academic programmes. Extended Curriculum Programmes are thus credit bearing, and students enter the mainstream after the extended phase of their degree. Other types of Access Programmes include the Foundation Programmes and the Augmented Programmes. Regarding the Foundation Programmes, students complete a year of non-credit bearing modules that are separate from the mainstream academic programmes. Augmented Programmes are a complete modification of the entire academic programme, which enables students to complete a modified degree programme over an extended period (Rollnick 2010). The Mamelodi Campus of the University of Pretoria has been offering ECPs since 2008. Currently, three BSc programmes, namely Mathematical Sciences, Physical Sciences and Biological and Agricultural Sciences are offered by the Faculty of Natural and Agricultural Sciences. A BCom Extended Programme is offered by the Faculty of Economic and Management Sciences. The admission requirements are lower for the programmes than for the mainstream programmes since the majority of the students admitted on the campus do not meet the mainstream admission requirements. At the University of Pretoria, the first phase of the extended programmes involves a time period of 18 months or three semesters, two of which are hosted at the Mamelodi Campus. These 18 months replace the first semester, and the students eventually complete the 3-year BSc and BCom degrees in four years.The aim of the extended programmes is to enhance students' basic knowledge a...

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Can extended curriculum programmes be improved through engagement with students using appreciative inquiry?

Ogude

Meyer

Mwambakana

et al. 2019

SAJHE

View full text Add to dashboard Cite

show abstract

“…While it is important to sensitize the populations to gender disparity issues in STEM, concrete gender affirmative action in STEM program recruitment and retention is imperative in creating a critical mass of women in STEM to serve as role models and mentors for young girls and women aspiring to pursue STEM-related careers. Affirmative action has been used successfully to attain gender parity 5 in many parts of the world, including sub-Saharan Africa (Hlalele & Alexander, 2012;Chauraya, 2014).…”

Section: Gender Affirmative Action Approachmentioning

confidence: 99%

Reflections on gender disparity in STEM higher education programs: Perspectives and strategies

Norgbey

2018

JPDS-SJPD

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STEM has been broadly perceived as a vital driver of sustainable development worldwide. However, women remain underrepresented in STEM fields despite decades of effort to bridge the gender gap. The purpose of this article is to understand of the underlying factors that contribute to gender disparity in STEM and suggest effective interventions. Specifically, I seek to address the following questions: what factors contribute to gender disparity in graduate STEM program? What strategies can be adopted to address the issue?This paper examines fifty articles published from 2006-2016 that had women or gender and/or science as a central part of their studies to identify institutional and socio-cultural perspectives used to explain the situation and identify strategies that have been used to overcome the problem. Findings suggest that the factors that contribute to women underrepresentation in STEM are complex and numerous, calling for multi-faceted strategies to move the field forward.

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“…In their studies, Jones and Lau (2010), Bathmaker (2016), Hlalele and Alexander (2012), and Karp, O'Gara, and Hughes (2010) identified similar problems and suggested the need for HEIs to address the challenges related to UAP students. One challenge that Hlalele (2010) identified was the unequal distribution of academic support.…”

mentioning

confidence: 99%

Student Challenges with the University Access Program in South Africa

Sekonyela

2021

J Ethn Cult Stud

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This paper reflects on experienced challenges by registered University Access Programme (UAP) students in South Africa. South African learners continue to face challenges in accessing institutions of higher education due to school performance. Therefore, to address this issue, the University of the Free State (UFS) in South Africa introduced UAP in 1993 to assist deserving students who did not meet university admission requirements due to underperformance at the school level. The UAP seemed to address the issue of access to higher education institution(s). However, once students gained access, they have faced several challenges. A Free-Attitude Interview (FAI) technique was used to identify the challenges that students experienced in UAP. Students indicated the need to improve academic support.

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University Access and Social Justice

Cited by 11 publications

References 0 publications

Can extended curriculum programmes be improved through engagement with students using appreciative inquiry?

Can extended curriculum programmes be improved through engagement with students using appreciative inquiry?

Reflections on gender disparity in STEM higher education programs: Perspectives and strategies

Student Challenges with the University Access Program in South Africa

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