Journal Article•
Working adults learning in South African higher education : research article
TL;DR: In this article, the authors studied the dynamics of work and study among adult students in public higher education institutions in South Africa and found that over 50% of all learners in the higher education system in the country are over 23 years of age, and 80% of them are at undergraduate level.
Abstract: This article draws on a larger study of the dynamics of work and study among adult students in public higher education institutions in South Africa. This study found that over 50% of all
students in the higher education system in the country are over 23 years of age, and 80% of
them are at undergraduate level. The focus of this particular article is a case study at the
University of the Western Cape (UWC), which has a long history of making provision for
working adult students. It focuses on the extent to which adult students are engaged in work,
and the influence that this might have on their studies. In a context where broadening the social base of higher education is a national
imperative, and the majority of students are driven through economic necessity to work, the
dynamics between students and their workplaces become an important matter. The
improvement of throughput rates is a national concern. The issue that we address is whether
adult students' success could be enhanced if there was greater knowledge and understanding
of the relationships between students and their work. Our findings are suggestive of both the
implications for institutions and the potential benefits for students. The findings also identify
areas for further research.
Citations
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TL;DR: In this article, a study of student retention and graduate destination at seven HE institutions in South Africa, focusing on the University of the Western Cape which caters for a large proportion of impoverished students, was presented.
Abstract: While the role of financial considerations in higher education student dropout is being recognized increasingly, the dominant international literature fails to reflect the extent of socio-economic deprivation among students in countries where many people live below the poverty datum line. This article draws on a study of student retention and graduate destination at seven HE institutions in South Africa, focusing on the University of the Western Cape which caters for a large proportion of impoverished students. The study found many students left before completing a qualification because they were too poor to stay. A model of student departure is presented which draws on the very influential work of Vincent Tinto but also allows for greater emphasis than he did on students’ ability to pay (real or perceptual) and demarcates the times in the academic calendar when finances present their greatest challenge to retention. The model also invites consideration of the national and international factors which impact on the social/economic/political milieu in which students’ persist-or-depart decisions are made.
66 citations
Dissertation•
01 Jan 2017
TL;DR: In this paper, the authors present a Table of Table of Contents for Opsomming, and Table of Tables for Table of Operations................................................................................................................................... v Opsommings............................................................................................................................ vii
Abstract: .................................................................................................................................... v Opsomming ............................................................................................................................ vii Table of
20 citations
TL;DR: The aim of this research study was to describe the academic transitional experiences of masters' students in the Faculty of Community Health Sciences at the University of the Western Cape to determine the academic preparedness of postgraduate students, to explore their primary motivations for pursuing postgraduate studies, and to assess their utilisation of the available support services.
Abstract: Transition has been a major focus of educational institutions. However, most of the research into student transition focuses on the challenges related the transition from high school to university. Not much emphasis has been placed on the transition from undergraduate to postgraduate studies, despite the steadily increasing postgraduate enrolment rates in higher education institutions. The discrepancy between the enrolment and completion rates is an indication that postgraduate students are facing transitional challenges when engaging with postgraduate studies. The aim of this research study was to describe the academic transitional experiences of masters' students in the Faculty of Community Health Sciences at the University of the Western Cape. The objectives were to determine the academic preparedness of postgraduate students, to explore their primary motivations for pursuing postgraduate studies, and to assess their utilisation of the available support services at UWC. A quantitative, exploratory, descriptive research design was employed. A cross-sectional survey was conducted with masters' students during 2009, using convenience sampling. Data was statistically analysed using the SPSS to provide descriptive statistics. The majority of the sample indicated a lack of academic preparedness, even though most of them had a bachelor's degree. The primary reasons listed as motivation for master's study were to improve knowledge and reaching self-actualisation. The majority is still eager to complete their studies. Most support systems were utilised and students rated these services as a positive experience that facilitates smooth academic transition. However, concerns are that not many students utilised the academic writing centre and those who did, rated the overall service as average. One of the main recommendations was that a research culture needs to be established.
19 citations
Dissertation•
08 May 2012
17 citations
Dissertation•
01 Jun 2013
15 citations