scholarly journals THE IMPACT OF THE ACADEMIC SKILLS PROGRAMME ON PASS RATES IN THE INTRODUCTION TO SOUTH AFRICAN LAW MODULE AT THE SCHOOL OF LAW (PIETERMARITZBURG CAMPUS) OF THE UNIVERSITY OF KWAZULU-NATAL

Obiter ◽  
2017 ◽  
Vol 38 (2) ◽  
Author(s):  
Erica Wille ◽  
Ann Strode
Keyword(s):  
Student Success ◽  
South African ◽  
Academic Skills ◽  
Unintended Consequences ◽  
Law Students ◽  
Skills Development ◽  
Pass Rates ◽  
Kwazulu Natal ◽  
The University ◽  
The Impact

In the last two decades, the legal profession has frequently criticized the quality of South African law graduates; in particular many have suggested that students are leaving university without the skills necessary to be successful lawyers. This has placed pressure on law schools to respond in a variety of ways; including through introducing academic skills development programmes. The University of KwaZulu-Natal’s School of Law, Pietermaritzburg, is one such institution which introduced an academic skills programme in 2006. Many reasons have been put forward for the under-preparedness of young law graduates including; firstly, universities are unceasingly having to admit students who are underprepared for academic study. Secondly, the Baccalaureus Legum (LLB) was transformed from being a two-year post-graduate qualification to the current four-year undergraduate degree. In other words, law students must now complete their legal studies in four rather than five years at university. Thirdly, universities are under enormous financial pressure and it is costly to provide sufficient support to students during their studies to compensate for this lack of preparedness. The unintended consequences of all of these changes has been that less well-prepared students must both graduate and acquire the requisite skills to be good lawyers in a shorter period of time thus placing great pressure on them and law teachers.Universities and tertiary institutions worldwide run academic skills development programmes. These programmes range from narrowly focusing on writing and oral presentation skills to focusing on broader generic study skills that are needed for law students. The University of KwaZulu-Natal’s School of Law, Pietermaritzburg, focused its response to academic skills development around the introduction of a new position, that of Academic Development Co-ordinator (ADC). The first ADC was appointed in 2006. They began by adopting a five-strand approach which aimed at providing: generic skills tutorials, mandatory counselling sessions for at-risk and probation students, embedded writing development interventions in various courses, staff development and special writing tutorials.In 2010, an academic skills programme was formally integrated into the curriculum of Introduction to South African Law, a first-year module for LLB students. Currently, the programme is still running and consists of a weekly session with the ADC. These are held in lecture-style sessions dealing with: time management, making the most of lectures, learning styles, test preparation, academic/legal reading, summarizing, answering legal problem-type questions, essay writing, case reading, reading legal and journal articles. All the lecture material is contained in a manual which is distributed to students at the start of the semester. Although there is no formal assessment for the course, students have to hand in set tasks. Lecture attendance is compulsory and a register is taken at every lecture. Students who do not attend lose their Duly Performed certificate (DP) and are prohibited from writing the exam.Six years after formally integrating the academic skills programme into Introduction to South African Law it needs to be asked: “Has it had a positive impact on student success?” This is obviously a complex question which depends on how one would measure success. This note is an exploratory one which reports on a small quantitative and qualitative study undertaken by the School of Law (Pietermaritzburg campus) at the University of KwaZulu-Natal during 2015. The study used pass rates in the Introduction to SA Law module as a proxy maker for student success. It also obtained student perceptions of the course to review its relevance and effectiveness and finally, it reviewed its content against a scale of factors which could predict the ability of a student to succeed which had been developed elsewhere.

scholarly journals Die identifisering van maatstawwe vir die navorsingsprestasie van akademici

1990 ◽  
Vol 16 (2) ◽  
Author(s):  
H. A. Labuschagne ◽  
M. L. Watkins
Keyword(s):  
South African ◽  
Research Performance ◽  
Academic Research ◽  
Performance Criteria ◽  
Pass Rates ◽  
Development Participation ◽  
The University ◽  
Academic Personnel ◽  
Participation In Research

Identification of criteria for academic research performance. At South African universities, the achievement of objectives is usually measured in terms of so-called "process criteria" (e.g. pass rates), instead of performance criteria which reflect the quality of academic personnel. Stimulated by the need to identify valid indices of research performance, as a component of academic performance, this study investigated the dimensionality of several criteria, identified from empirical and literature studies. It was found that various valid criteria could be represented by six constructs, viz.: the stature of the researcher as scientist; scientific contributions; enhancement of own profession; community development; participation in research projects; and giving advice to persons or institutions outside the university. Opsomming By Suid-Afrikaanse universiteite word doelwitbereiking gewoonlik aan die hand van sogenaamde "prosesmaat-stawwe" (bv. slaagsyfers) in plaas van prestasiemaatstawwe wat die gehalte van akademiese personeel weerspieel, gemeet. Na aanleiding van 'n behoefte aan die identifisering van geldige rigtingwysers vir navorsingsprestasie as 'n komponent van akademiese prestasie, is daar ondersoek ingestel na die dimensionaliteit van verskillende maatstawwe wat vooraf deur middel van empiriese- en literatuurstudies geidentifiseer is. Daar is gevind dat verskeie geldige maatstawwe deur ses konstrukte verteenwoordig word, te wete: die statuur van die navorser as wetenskaplike, wetenskaplike bydraes, uitbouing van eie professie, gemeenskapsontwikkeling, deelname aan navorsingsprojekte en advieslewering aan persone of instellings buite die Universiteit.

scholarly journals The effect of prophylactic knee bracing on proprioception performance in first division rugby union players

2004 ◽  
Vol 16 (1) ◽  
pp. 33 ◽  
Author(s):  
TH Kruger ◽  
MF Coetsee ◽  
S Davies
Keyword(s):  
South African ◽  
Sports Medicine ◽  
Dynamic Balance ◽  
Rugby Union ◽  
Knee Brace ◽  
Balance Test ◽  
Kwazulu Natal ◽  
Test Order ◽  
The University ◽  
Rugby Players

Objective. To investigate the effects of prophylactic knee bracing on proprioceptive performance among first division rugby union players during a 2-minute Wilknox Quad Time Logger balancing task. Design. Each subject performed a 2-minute balancing task on the Wilknox Quad Time Logger. Test order, left or right leg, and the sequence of brace or non-brace, were randomised. Subjects were placed on the balancing board and instructed to balance for 2 minutes. Subjects performed 6 trials. Two days elapsed between testing. Each testing day involved 2 trials, 1 trial with and 1 without the prophylactic knee brace. Settings. Testing took place at the biokinetics laboratory of the University of Zululand. Subjects. Thirty playing (not injured) male rugby players, aged 22 - 30 years, participating in the KwaZulu-Natal club championships (2000). Outcome measure. Performance was measured in terms of time that balance was lost in a dynamic balance test. Peak proprioception was the best balancing performance recorded, and average proprioception the average balancing performance for all trials. Results. The findings showed an improvement of 17.9% in average proprioception times and 19.1% in peak proprioception times with the application of a prophylactic knee brace (p < 0.01). Conclusion. Prophylactic knee bracing improved proprioception performance of playing (uninjured) rugby players, and therefore may be responsible for the improvement in knee injury statistics reported in some studies on knee bracing. South African Journal of Sports Medicine Vol.16(1) 2004: 33-36

scholarly journals The Effectiveness of Computer-Based Learning in Developing Academic Skills for Children with Intellectual Disabilities

2020 ◽  
Vol 1 (1) ◽  
pp. 79-99
Author(s):  
Faris Algahtani
Keyword(s):  
Intellectual Disabilities ◽  
Educational Program ◽  
Positive Impact ◽  
Development Program ◽  
Academic Skills ◽  
Skills Development ◽  
Control Group ◽  
Computer Based ◽  
The Impact ◽  
Experimental Group

Aim: The study aimed to investigate the effect of using a computer-based program in developing academic skills (reading, writing and arithmetic) for children with mild intellectual disabilities as compared to the conventional teaching instructions. Methods: The study was conducted in intellectual institutions in Jeddah, Saudi Arabia. A randomized controlled trial design was adopted in the study to determine the impact of the intervention. The study sample was composed of boys (n = 19) and girls (n = 21) aged 6 – 10 years who were selected purposively, and randomly assigned to the experimental group and control group. The two-division experimental group one for boys (n = 8) and the other for girls (n = 12) in the experimental group was studied by using an academic skills development program or a computer-based program. Results: The results indicated that there is a positive impact of the academic skills development program, which was applied to the experimental group to improve academic skills. The reason for the absence of gender differences in academic skills for the educational program is the similarity of the educational environment and the activities used in the educational program in terms of skills, activities, training methods, similar abilities and intellectual preparations for the genders, and for their interaction with the program itself. In addition, the program corresponds to the developmental characteristics of both genders, and there are no impediments to the application of the program in both genders.

scholarly journals An Analysis of Enhanced Faculty Engagement on Student Success and Satisfaction in an Online Classroom

2018 ◽  
Vol 1 (2) ◽  
pp. 102-109
Author(s):  
Mingzhen Bao ◽  
Adam L Selhorst ◽  
Teresa Taylor Moore ◽  
Andrea Dilworth
Keyword(s):  
Student Success ◽  
Student Satisfaction ◽  
Community Building ◽  
Faculty Engagement ◽  
Completion Rates ◽  
Pass Rates ◽  
Online Classroom ◽  
Online Instructors ◽  
Subject Matter Expertise ◽  
The Impact

Difficulty building meaningful student and instructor relationships can create a challenge for online instructors. A Faculty of Practice (FoP) role was created in a large online university requiring greater faculty engagement to bolster student achievement. This study examined the impact of the FoP role on student success and satisfaction over a 6-month period. The position emphasized an increased engagement through enhanced personalized learning, subject-matter expertise, discipline mentoring, and community building. The increased engagement was promoted through requirements mandating a consistent presence in the classroom, personalized email interactions with students prior to course start, promotion and instruction of material through individual conferences, outreach to students with late or missing assignments, and weekly office hours including video conference options. None of these requirements are mandated for Associate Faculty (AF) teaching the courses. Data on student success included an analysis of student GPA, pass rates, completion rates, and progression to next course rates for FoP and AF courses. Student satisfaction was evaluated through the analysis of Student End-of-course Surveys (EoCS). Student data showed a significant increase in student GPA with the FoP when compared to AF courses. No differences were seen in pass, completion, or progression rates. Increase in student satisfaction for FoP courses as measured by EoCS was seen upon comparison with AF. Students noted a greater connection with the FoP and indicated stronger relationships with the FoP. Based on the analysis, we conclude the FoP role has the potential to improve student success and satisfaction in the online classroom.

scholarly journals Ascertaining the Impact of Post-Commencement Finance on Business Rescue in Kwazulu-Natal, South Africa

2020 ◽  
pp. 236-244
Author(s):  
Dr. Surendran Pillay ◽  
Dr. Rajendra Rajaram ◽  
Kajal Ramnanun
Keyword(s):  
South Africa ◽  
South African ◽  
Well Being ◽  
Time Frame ◽  
Limiting Factors ◽  
Qualitative Research Design ◽  
Kwazulu Natal ◽  
Corporate Rescue ◽  
The Impact ◽  
Cash Basis

Corporate rescue in South Africa has been bedevilled by many challenges. The new South African Companies Act 71 of 2008 (hereafter referred to as “the Act”), which came into effect in May 2011 contains a new chapter titled “Business rescue and Compromise with Creditors”. Post commencement finance (PCF) is finance or credit approved for a company in business rescue, which is regulated by section 135 of the South African Companies Act. The Act provides for companies to secure PCF as turnaround investment to secure its financial well-being. However, it is difficult for a distressed business to access PCF as it is challenging to operate on a cash basis when they face the likelihood of insolvency or forced sale of their assets to remain sustainable. This was evident during the recent global financial crises when obstacles to accessing PCF were identified as the chief deterrent for businesses that require rescue or reorganization (Pretorius and Du Preez, 2013). A review was performed to assess what the impact was, of a distress company obtaining PCF in KZN. Empirical research includes a qualitative research design engaged to explore the impact of PCF on the success of business rescue efforts for distressed companies in KZN. Insights and understandings were drawn from the participation of business rescue practitioners in Kwa Zulu Natal. This included addressing the challenges of obtaining PCF and what finance is available. The findings from the literature review confirm that the barriers to obtaining PCF are the most limiting factors in rescuing businesses in distress in KZN and the challenges include the time frame within the business rescue plan and that financial institutions are not prepared to support a business rescue without collateral.

scholarly journals Evaluation of 100 most cited research articles on African medicinal plants

2021 ◽  
Vol 8 (2) ◽  
Author(s):  
Kunle Okaiyeto ◽  
Oluwafemi O Oguntibeju
Keyword(s):  
Medicinal Plants ◽  
South African ◽  
Addis Ababa ◽  
Collaboration Network ◽  
African Origin ◽  
Therapeutic Uses ◽  
Kwazulu Natal ◽  
Prolific Authors ◽  
The University ◽  
African Journal

The mission for drug discovery and progress has prompt researchers to scientifically validate the therapeutic uses of medicinal plants available worldwide, of which, African medicinal plants serve as a great reservoir. Despite the extensive work in the field of medicinal plants of African origin, however, bibliometric report on the work conducted on African medicinal plants is scarce, and hence, the present study aimed at evaluating the top 100 most cited articles on medicinal plant wealth of Africa. The literature data used for the bibliometric analysis was explored from Web of Science (WoS) while RStudio and VOSviewer software were used for data analysis and collaboration network visualization, respectively. The most prolific authors were Van Staden J, Jager AK, Teklehaymanot T whereas, the top 3 journals were Journal of Ethnopharmacology, Journal of Ethnobiology and Ethnomedicine, and South African Journal of Botany. Most cited journals were Journal of Ethnopharmacology, Phytochemistry, Phytotherapy Research. The topmost institutions in terms of the number of articles were the University of KwaZulu-Natal, University of Addis Ababa and Pretoria. South Africa was the most cited country followed by Nigeria. Single country publications dominated the field and therefore, multiple country collaboration should be a focus of social networks among the researchers in the field.

scholarly journals Investigating impact: Exploring the effect of ‘open’ support on student success

2019 ◽  
Author(s):  
Jennie Rose Steres Blake ◽  
Nicola Grayson ◽  
Sami Karamalla-Gaiballa
Keyword(s):  
Regression Analysis ◽  
Student Success ◽  
Undergraduate Students ◽  
Positive Impact ◽  
Lessons Learned ◽  
Face To Face ◽  
Degree Classification ◽  
The University ◽  
University Of Manchester ◽  
The Impact

Traditional investigations into the impact of skills support on student success tend to focus on embedded or curriculum linked modes of delivery. The subject of this investigation concerns a study of the impact of ‘open’ support delivered through the University of Manchester library’s My Learning Essentials skills programme (MLE). MLE is a blended service providing both face-to-face and online support through two dominant pathways: one which is embedded in the curriculum and one which is ‘open to all’ regardless of degree programme or level of study. The ‘open’ nature of this type of support and the variety amongst the student population who engage with it means that measuring the impact on areas such as attainment has always been difficult. This article will present the results of a small study that investigated a specific cohort of undergraduate students in order to assess whether connections could be drawn between attendance at MLE ‘open’ workshops and degree classification. Although the cohort investigated was quite small, there is evidence of significant positive impact on student attainment as a result of engagement with the MLE programme. The data was run through a regression analysis that controlled for factors that could influence attainment and compared attendees of MLE open workshops with those who did not attend. Beyond the results of the regression analysis the study reveals interesting data around student uptake of MLE as a service and presents the methodology used, the results gained, and the lessons learned throughout the process.

scholarly journals How Well Do Undergraduate Research Programs Promote Engagement and Success of Students?

2011 ◽  
Vol 10 (2) ◽  
pp. 156-163 ◽  
Author(s):  
Marcus Fechheimer ◽  
Karen Webber ◽  
Pamela B. Kleiber
Keyword(s):  
Student Success ◽  
Undergraduate Research ◽  
Operational Definition ◽  
Potential Contribution ◽  
Research Experience ◽  
Grade Point ◽  
University Of Georgia ◽  
Institutional Data ◽  
The University ◽  
The Impact

Assessment of undergraduate research (UR) programs using participant surveys has produced a wealth of information about design, implementation, and perceived benefits of UR programs. However, measurement of student participation university wide, and the potential contribution of research experience to student success, also require the study of extrinsic measures. In this essay, institutional data on student credit-hour generation and grade point average (GPA) from the University of Georgia are used to approach these questions. Institutional data provide a measure of annual enrollment in UR classes in diverse disciplines. This operational definition allows accurate and retrospective analysis, but does not measure all modes of engagement in UR. Cumulative GPA is proposed as a quantitative extrinsic measure of student success. Initial results show that extended participation in research for more than a single semester is correlated with an increase in GPA, even after using SAT to control for the initial ability level of the students. While the authors acknowledge that correlation does not prove causality, continued efforts to measure the impact of UR programs on student outcomes using GPA or an alternate extrinsic measure is needed for development of evidence-based programmatic recommendations.

Sign in / Sign up

Export Citation Format

Share Document