scholarly journals Environmental Attitudes Among Undergraduate Students at a South African University  

2021 ◽  
Vol 18 (1) ◽  
pp. e2260
Author(s):  
Hendri Coetzee ◽  
Madeline Evert ◽  
Werner Nell
Keyword(s):  
South African ◽  
Undergraduate Students ◽  
Environmental Attitudes

“English is the best way to communicate” - South African Indian students’ blind spot towards the relevance of Zulu

2020 ◽  
Vol 34 (1) ◽  
pp. 155-171
Author(s):  
Sana Jeewa ◽  
Stephanie Rudwick
Keyword(s):  
Language Learning ◽  
South African ◽  
Undergraduate Students ◽  
Language Ideologies ◽  
Policy Decision ◽  
Blind Spot ◽  
Language Management ◽  
Kwazulu Natal ◽  
The Status ◽  
Indian Students

AbstractThe South African University of KwaZulu-Natal has developed an ambitious language policy aiming “to achieve for isiZulu the institutional and academic status of English” (UKZN LP 2006/2014). Part of this ambition is a mandatory Zulu language module that all undergraduate students have to pass if they cannot prove knowledge of the language. In this article, we examine attitudes of South African Indian students towards this compulsory module against the strained history and relationship between Zulu and Indian people in the province. Situated within the approach of Language Management Theory (LMT), our focus is on students as micro level actors who are affected by a macro level policy decision. Methodologically combining quantitative and qualitative tools, we attempt to find answers to the following broad question: What attitudes do South African Indian students have towards Zulu more generally and the UKZN module more specifically? The empirical findings show that students’ motivations to learn Zulu are more instrumental than integrative as the primary goal is to ‘pass’ the module. South African Indian students have developed a blind spot for the prevalence and significance of Zulu in the country which impacts negatively on the general attitudes towards the language more general and the module more specifically. Language ideologies that elevate the status of English in the country further hamper the success of Zulu language learning.

scholarly journals The relationship between assessment and preparing BEd undergraduate students for the South African school context

2020 ◽  
pp. 1-12
Author(s):  
Nicole Imbrailo ◽  
Karen Steenekamp
Keyword(s):  
Teacher Preparation ◽  
South African ◽  
Undergraduate Students ◽  
School Context ◽  
Teaching Experience ◽  
The South ◽  
Bachelor Of Education ◽  
Work Integrated Learning ◽  
Emotional Strain ◽  
Pre Service Teacher

The Bachelor of Education (BEd) undergraduate degree at a university in the Gauteng province, South Africa, aims to prepare pre-service teachers by using their experiences to expose them to the South African schooling context. This is done using a scaffolded process that includes formative assessment, summative assessment and Work-Integrated Learning (WIL, also known as teaching experience). This paper describes research findings based on a sequential mixed method design used within a constructivist paradigm to collect data on the role of assessment in pre-service teacher preparation. Eighty participants answered 16 questions on a nominal scale, and from this sample, 8 participants took part in semi-structured, one-on-one interviews. Based on the findings, it was concluded that all types of assessment were beneficial for pre-service teacher preparation as part of an assessment schedule – especially the case with WIL. However, WIL was criticised for not aligning with the current context and for a need to include the realities of paperwork, policies and systems as well as the emotional strain experienced by in-service teachers. The results suggest that by making WIL more authentic could impact pre-service teachers during their careers when deciding whether to remain in the profession.

scholarly journals Self-perceived employability among undergraduate students at a South African university

2021 ◽  
Vol 19 ◽  
Author(s):  
Doret Botha
Keyword(s):  
South Africa ◽  
South African ◽  
Undergraduate Students ◽  
Survey Design ◽  
The Self ◽  
The South ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Perceived Employability ◽  
Managerial Implications

Orientation: South Africa has been suffering from persistently high levels of unemployment since 2008. The youth is regarded as the most at-risk group in the South African labour market and unemployment amongst the youth is considered one of the most critical socio-economic problems in South Africa. Increasing one’s employability is essential to securing employment and enhancing one’s well-being.Research purpose: This study aimed to explore the self-perceived employability of undergraduate students at a South African university.Motivation for the study: Currently, there is a scarcity of published research on the self-perceived employability amongst undergraduate students at higher education institutions in South Africa.Research approach/design and method: The study was conducted within a positivistic research paradigm. A quantitative-based cross-sectional survey design was used. Convenience sampling was used to select the students who were included in the survey. Data were collected through a web-based survey, using a standardised coded questionnaire that consisted of a five-point Likert-type scale.Main findings: The results indicated that the respondents were relatively confident about their internal employability, but they were less confident about their opportunities in the external labour market.Practical/managerial implications: Understanding one’s employability and the accompanied issues creates awareness of one’s potential, skills and knowledge to become a successful citizen and employee.Contribution/value-add: The study shed light on the self-perceived employability of undergraduate students at a South African university and consequently contributes to the existing literature on employability in the South African context.

scholarly journals SASS: South African Simulation Survey – a review of simulation-based education

2019 ◽  
pp. 12-20
Author(s):  
R Swart ◽  
R Duys ◽  
ND Hauser
Keyword(s):  
South Africa ◽  
South African ◽  
Undergraduate Students ◽  
Online Survey ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Survey Tool ◽  
South African Society ◽  
Simulation Based ◽  
The Impact

Background: Simulation-based education (SBE) has been shown to be an effective and reproducible learning tool. SBE is used widely internationally. The current state of SBE in South Africa is unknown. To the best of our knowledge this is the first survey that describes the use and attitudes towards SBE within South Africa. Methods: An online survey tool was distributed by email to: i) the South African Society of Anaesthesiologists (SASA) members; and ii) known simulation education providers in South Africa. The respondents were grouped into anaesthesia and non-anaesthesia participants. Descriptive statistics were used to analyse the data. Ethics approval was obtained: HREC REF 157/2017. Results: The majority of the respondents provide SBE and integrate it into formal teaching programmes. There is a will amongst respondents to grow SBE in South Africa, with it being recognised as a valuable educational tool. The user groups mainly targeted by SBE, were undergraduate students, medical interns, registrars and nurses. Learning objectives targeted include practical skills, medical knowledge, critical thinking and integrated management. Amongst anaesthesia respondents: the tool most commonly used to assess the quality of learner performance during SBE, for summative assessment, was ‘expert opinion’ (33%); the most frequent methods of evaluating SBE quality were participant feedback (42%) and peer evaluation (22%); the impact of SBE was most frequently assessed by informal discussion (42%) and learner feedback (39%). In anaesthesia SBE largely takes place within dedicated simulation facilities on site (47%). Most respondents report access to a range of SBE equipment. The main reported barriers to SBE were: finance, lack of trained educators, lack of equipment and lack of protected time. A limited number of respondents report engaging in SBE research. There is a willingness in both anaesthesia and non-anaesthesia groups (96% and 89% respectively) to collaborate with other centres. Conclusion: To the best of our knowledge this publication provides us with the first cross-sectional survey of SBE in anaesthesia and a selection of non-anaesthetic respondents within South Africa. The majority of respondents indicate that SBE is a valuable education tool. A number of barriers have been identified that limit the growth of SBE within South Africa. It is hoped that with a commitment to ongoing SBE research and evaluation, SBE can be grown in South Africa.

Prevalence of methylphenidate use by Master of Medicine students at a South African university

2021 ◽  
pp. postgradmedj-2021-140991
Author(s):  
Willem Andries Nienaber Louw ◽  
Ryan Alroy Davids
Keyword(s):  
South African ◽  
Undergraduate Students ◽  
Performance Enhancement ◽  
Off Label Use ◽  
Undergraduate Medical Students ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Off Label ◽  
Significant Difference ◽  
Label Use

BackgroundMethylphenidate is mainly used for the treatment of attention-deficit/hyperactive-disorder (ADHD). Its effect of increased attentiveness leads to the potential of off-label use by students for academic enhancement—previously demonstrated in undergraduate students. No publication exists on postgraduate student use of methylphenidate.ObjectivesTo provide a summary of the self-reported prevalence and correlates of methylphenidate use in Masters of Medicine (MMed) students registered at the Faculty of Medical and Health Sciences of a South African university.MethodsA cross-sectional study was conducted. Data were collected via a self-administered anonymous online questionnaire distributed by email to 505 registered MMed students.ResultsOf the 253 responses (response rate 50.1%) received 71 (28.1%) have used methylphenidate. Only 2.4% have been diagnosed with ADHD. The majority (73.2%) obtained it without a formal medical consultation. Self-prescription (26.8%) and prescription by a colleague without consultation (23.9%) contributed significantly. Academic performance enhancement was the primary motivation for use in 71.8% and 42.3% of users started using methylphenidate while registered as an MMed student. There was no statistically significant difference in terms of gender (p=0.151), age (p=0.288) or year of study (p=0.149).ConclusionsOff-label use of methylphenidate is prevalent in MMed students registered at this South African university. The prevalence is significantly higher than in undergraduate medical students. The non-conventional means of access is of great concern. Efforts should be made to discourage self-prescription, educate students on the dangers of methylphenidate use, promote better access regulation and enhance psychological support.

South African Undergraduate Students' Access to Entrepreneurial Education and Its Influence on Career Choice

2019 ◽  
pp. 232-252
Author(s):  
Thea Van der Westhuizen
Keyword(s):  
High School Students ◽  
South African ◽  
Undergraduate Students ◽  
Business Performance ◽  
Program Effectiveness ◽  
Science Curriculum ◽  
Entrepreneurship Education ◽  
School Students ◽  
Business Studies ◽  
Start Ups

Entrepreneurship education was introduced in South African schools in 2000 when it was made part of the Economics and Management Science curriculum for Grades 3 to 9, followed by incorporation in the Business Studies curriculum for grades 10 to 12. Problems noted by Shay and Nchu (2015) were that not all schools offered entrepreneurship education. Little is known about post-program effectiveness in actual start-ups and business performance. A study by Peterman and Kennedy (2013) investigating the effects of Young Achievement Australia on a sample of high school students in Australia found that the desirability and feasibility of entrepreneurship after attending the programme had increased, indicating that entrepre

Cyberbullying—A Shrouded Crime: Experiences of South African Undergraduate Students

2020 ◽  
Vol 20 (2) ◽  
pp. 370-386
Author(s):  
Roshini Pillay ◽  
Glenda Sacks
Keyword(s):  
South African ◽  
Undergraduate Students ◽  
Structured Interview ◽  
Emotional Impact ◽  
Snowball Sampling ◽  
Descriptive Case Study ◽  
Face To Face ◽  
The Social ◽  
Social Media Platforms ◽  
Qualitative Descriptive

Crimes in the 21st century using technology as a medium are complex and evolving rapidly. One such crime that is difficult to define is cyberbullying, which extorts an emotional impact on the victim. This qualitative, descriptive case study considers the experiences of 10 undergraduate students regarding what they self-disclosed as cyberbullying. Snowball sampling was used, and the data collected using face-to-face interviews were analyzed using content analysis. The research instrument used was a semi-structured interview schedule. Findings revealed that nine of the participants knew the identity of the bully. Some of the social media platforms used for the cyberbullying included Facebook, Mxit, and WhatsApp, whereby the types of bullying included harassment, flaming, and denigration. Some gender differences were evident in the verbalized emotions of the sample and the support systems the female participants used. This study can serve as a catalyst for further research and interventions for the development of strategies and educational programs to manage this type of bullying.

scholarly journals Methylphenidate use and poly-substance use among undergraduate students attending a South African university

2016 ◽  
Vol 22 (1) ◽  
pp. 4 ◽  
Author(s):  
Francois Steyn
Keyword(s):  
Substance Use ◽  
Academic Success ◽  
South African ◽  
Undergraduate Students ◽  
Prescription Medication ◽  
Hyperactivity Disorder ◽  
Tests Of Association ◽  
African Student ◽  
Illicit Use ◽  
Hard Drugs

<p><strong>Background:</strong> Methylphenidate hydrochloride (MPH) is used in the treatment of attention deficit hyperactivity disorder (ADHD). The non-medical use of MPH by learners and students has been reported by numerous studies from abroad. The practice stems from beliefs about the benefits of MPH in achieving academic success. Little is known about the use of MPH in South African student populations.</p><p><strong> Objectives:</strong> The study set out to determine (1) the extent and dynamics associated with MPH use and (2) poly-substance use among undergraduate students attending a South African university.</p><p><strong> Methods:</strong> 818 students took part in a written, group-administered survey. Data analysis resulted in descriptive results regarding MPH use and tests of association identified differences in MPH and poly-substance use among respondents.</p><p><strong>Results:</strong> One in six respondents (17.2%) has used MPH in the past, although only 2.9% have been diagnosed with ADHD. Nearly a third (31.7%) of users obtained MPH products illegally. The majority (69.1%) used MPH only during periods of academic stress. A significant association ( <em>p</em> &lt; 0.001) was found between MPH use and the frequency of using alcohol, tobacco, cannabis, hard drugs (e.g. cocaine) and prescription medication.</p><p><strong> Conclusion:</strong> MPH use among students appears similar to experiences abroad, especially in the absence of clinical diagnosis for ADHD. Institutions of higher education should inform parents and students about the health risks associated with the illicit use of MPH. Prescribers and dispensers of MPH products should pay close attention to practices of stockpiling medication and poly-substance use among students who use MPH.</p>

Compulsory African language learning at a South African university

2017 ◽  
Vol 41 (2) ◽  
pp. 115-135 ◽  
Author(s):  
Stephanie Rudwick
Keyword(s):  
Language Learning ◽  
Language Policy ◽  
South African ◽  
Undergraduate Students ◽  
English Language ◽  
African Language ◽  
The South ◽  
Language Management ◽  
Higher Education System ◽  
Vernacular Language

Abstract While many universities in the world are making provisions to include the English language in their institutional structure, the South African University of KwaZulu-Natal (UKZN) is opposing the hegemony of English in its institution. The University has launched a language policy and planning (LPP) strategy that makes provisions first to incorporate the vernacular language Zulu as language of learning and teaching, and second, to promote it as a subject. In this vein, the institution recently made an unprecedented decision for the South African higher education system. Since the first semester of 2014, a specific Zulu language module is a mandatory subject for undergraduate students who have no proficiency in the language. Although considered a watershed moment among many African language promoters, the mandatory ruling is fiercely discussed and debated in the institution and beyond. Theoretically grounded in Language Management Theory (LMT) and empirically based on semi-ethnographic fieldwork, this article examines the interplay between macro and micro language dynamics at UKZN in the context of the mandatory Zulu module. In juxtaposing interview discourses of language policy stakeholders with those of Zulu lecturers, the study reveals a stark discrepancy between macro and micro language management at this university. The article argues that this mismatch between the language policy intents and actual practices on the ground is symptomatic for South Africa’s language policy in education being shaped more by ideological interests than by pedagogical regards.

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