scholarly journals The Development of Academic Advising to Enable Student Success in South Africa

2021 ◽  
Vol 9 (2) ◽  
pp. 1-15
Author(s):  
Gugu Wendy Tiroyabone ◽  
Franҫois Strydom
Keyword(s):  
South Africa ◽  
Student Success ◽  
Academic Advising ◽  
Positive Impact ◽  
Critical Role ◽  
Relevant Information ◽  
Institutional Perspective ◽  
International Perspectives ◽  
Wide Range ◽  
The University

Universities promote social justice by improving student success; a university degree is one of the most powerful tools to change the economic prospects of students, their families, and communities. For students to succeed, it is vital that they are connected to the wide range of support services in a meaningful way. Unfortunately, many students (especially first-generation students) find it difficult to connect to university environments that are complex and that are often not optimally coordinated. International and national research show that academic advising plays a critical role in improving student engagement and success by facilitating better coordination and integration of support. Academic advising provides students with relevant information, facilitates their conceptual understanding of the university, and allows students the opportunity to form a meaningful relationship with the institution through an advisor and by means of various advising initiatives. This paper shares international perspectives on the critical importance of academic advising for student success. Building on these perspectives, we reflect on the development of academic advising in South Africa and on its potential for enhancing student success in our context. We provide an institutional perspective by sharing the journey of the University of the Free State. In doing so, we show the positive impact of advising before and during the pandemic and we conclude with lessons for the future of academic advising in the South African context.

Academic Advising and Student Persistence

2017 ◽  
pp. 51-73
Author(s):  
Cherié Kay Thriffiley LaRocca
Keyword(s):  
Higher Education ◽  
Adverse Reaction ◽  
Student Success ◽  
Student Retention ◽  
Academic Advising ◽  
Student Persistence ◽  
Positive Impact ◽  
Mentoring Relationship ◽  
Undergraduate Experience

Academic advising is at the forefront of conversations in higher education (Drake, 2011). The mentoring relationship that occurs between students and advisors can be beneficial for both students and institutions, yet academic advising programs may not offer a quality mentoring relationship able to impact student success. When properly constructed, quality academic advising can have a positive impact on a student's undergraduate experience, as well as directly connecting to student persistence. If not constructed properly, the adverse reaction on student success may occur, and particularly can negatively impact student retention. The following chapter will explore quality academic advising, the means by which quality academic advising can be provided, the connection of quality academic advising to student persistence and methods to assess the academic advising process.

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.

Contextualising environmental theology at Unisa and in African society

1995 ◽  
Vol 2 (1) ◽  
pp. 87-110
Author(s):  
M.L. Daneel
Keyword(s):  
South Africa ◽  
Executive Director ◽  
Feasibility Studies ◽  
Systematic Theology ◽  
African Society ◽  
Environmental Initiatives ◽  
Wide Range ◽  
Ecological Conservation ◽  
The University ◽  
Environmental Theology

AbstractThis article* sets out the main objectives of a new chair and related centre or institute at the University of South Africa for Religious Research and Environmental Reform which Professor Daneel has envisaged for several years. The objectives of: teaching environmental theology at various levels (including contextualised courses for African Initiated Churches at the grassroots of African society); initiating empirical research projects (as feasibility studies for new environmental projects, studies for monitoring project implementation, the gauging of societal response to environmental initiatives, etc; and introducing a wide range of field operations through the motivation and empowerment of religious or other communities, are closely related to the religio-ecological models already developed by the Zimbabwean Institute of Religious Research and Ecological Conservation (ZIRRCON) in Zimbabwe. These objectives also correspond with the threefold mission of Unisa. It is worthy of note that a substantial grant of R2,3 million was made by Goldfields, South Africa, early in December 1994 towards the realisation of the goals set out in this paper. These goals were later modified, in consultation with Professor Daneel, by Reverend David Olivier, environmental theologian in the Department of Systematic Theology at Unisa. Reverend Olivier will be the first executive director, with Professor Daneel acting as senior consultant, of what initially will be called the Goldfields Project of Faith and Earthkeeping at Unisa.

scholarly journals Stimulating black entrepreneurship through training: A case study in development

1979 ◽  
Vol 10 (1) ◽  
pp. 23-28
Author(s):  
B. Mokoatle ◽  
H. L. Prekel
Keyword(s):  
South Africa ◽  
Business Management ◽  
Management Training ◽  
Success Rates ◽  
Underdeveloped Countries ◽  
Small Business Management ◽  
Wide Range ◽  
Black Entrepreneurship ◽  
The University

Economic problems and threatening food and energy shortages, together with the contrast and polarization between the developed and underdeveloped countries, have brought the world to the brink of a crisis. The development of self-reliance and entrepreneurship among the poorer communities could contribute to solving the above problems. Several barriers need to be overcome to stimulate black entrepreneurship in South Africa, one being the need for specialized business management training. The paper describes as a case study the Small Business Management Programme introduced in 1975 by the School of Business Leadership of the University of South Africa. A progress report on the course is given, with fairly high success rates in terms of both academic and business achievement. Of particular interest is the wide range of projects (business viability studies) investigated by students as a course requirement, several of which have been implemented as successful business ventures.Ekonomiese probleme en dreigende voedsel- en energietekorte, saam met die kontras en polarisering tussen die ontwikkelde en onderontwikkelde lande, het die wereldgemeenskap tot op die rand van 'n krisis gebring. Die ontwikkeling van selfstandigheid en entrepreneurskap onder die armer gemeenskappe kan grootliks bydra tot die oplossing van bogenoemde probleme. Verskeie struikelblokke moet oorkom word om swart entrepreneurskap in Suid-Afrika te stimuleer. Een hiervan is die behoefte aan gespesialiseerde sakebestuursopleiding. Die artikel beskryf as 'n gevallestudie die Kleinbesigheidbestuursprogram wat die Skool vir Bedryfsleiding van die Universiteit van Suid-Afrika in 1975 ingestel het. 'n Vorderingsverslag word oor die program gegee, waarin redelike hoe akademiese sowel as sakeprestasies aangedui word. Veral van belang is die wye reeks projekte (uitvoerbaarheidstudies van sakeondernemings) wat studente as 'n kursusvereiste ondersoek het; verskeie van hierdie projekte is intussen as suksesvolle ondernemings in bedryf gestel.

scholarly journals Innovating for student success: The University Leadership Network (ULN) and tiered undergraduate peer mentor model

2017 ◽  
Vol 28 (3) ◽  
Author(s):  
Jennifer L. Smith
Keyword(s):  
Student Success ◽  
Large Scale ◽  
Critical Role ◽  
Underrepresented Minority ◽  
University Leadership ◽  
Peer Mentor ◽  
First Year Students ◽  
University Of Texas ◽  
The University ◽  
Mentor Model

This paper highlights the innovative approach the Student Success Initiative’s unit at the University of Texas at Austin is taking to increase undergraduate persistence and four-year graduation rates. Specifically, this piece explores the large-scale University Leadership Network (ULN) program and examines the tiered undergraduate peer mentor model utilized to support the success of first-year students from low-socioeconomic backgrounds, including a majority of underrepresented minority (URM) students. The article also reviews the critical role peer mentors play in helping to meet institution-wide goals and how they extend the reach of student support programs. Lastly, best practices, challenges, and components necessary for program replication will be presented.

“We sing to touch hearts”: Choral musical culture in Pretoria East, South Africa

2018 ◽  
Vol 40 (2) ◽  
pp. 265-285 ◽  
Author(s):  
Sarah J. Bartolome
Keyword(s):  
South Africa ◽  
South African ◽  
Structured Interviews ◽  
Cultural Backgrounds ◽  
Collective Case Study ◽  
African Identity ◽  
Staff Members ◽  
Bridging Social Capital ◽  
Wide Range ◽  
The University

The purpose of this study was to explore the culture of choral singing among children and youth in Pretoria East, South Africa. The philosophical underpinnings of the choirs, the roles of choirs within local and national communities, and the perceived values and benefits of participation were examined. This collective case study required the integration of standard ethnographic strategies employed over the course of a month-long period of fieldwork and two shorter follow-up visits. I observed approximately 40 hours of rehearsal and 25 hours of performance, focusing on five choirs in and around the University of Pretoria. I also conducted 22 semi-structured interviews with choristers, directors, staff members, and parents. Participants identified a philosophy of “message bearing” as the primary goal of choral performance. Innovation and diversity in programming and competition were additional emergent themes related to this philosophy. Choirs were found to have multiple roles, including recruiting and marketing, promoting diverse South African musical cultures, and cultivating a national, South African identity. Participants described a wide range of musical, social, educational, and personal benefits associated with participation, with choristers most commonly alluding to choir as a means of “relaxing.” Choir emerged as a source of bridging social capital, encouraging cooperation among participants from diverse racial and cultural backgrounds, promoting intercultural understanding and trust, and cultivating a broadened sense of national South African identity.

scholarly journals Knowledge Discovery in Biological Databases for Revealing Candidate Genes Linked to Complex Phenotypes

2017 ◽  
Vol 14 (1) ◽  
Author(s):  
Keywan Hassani-Pak ◽  
Christopher Rawlings
Keyword(s):  
Knowledge Discovery ◽  
Candidate Genes ◽  
Positive Impact ◽  
Relevant Information ◽  
Biological Knowledge ◽  
Potential Candidate ◽  
Biological Databases ◽  
Wide Range ◽  
Causal Genes ◽  
Negative Side Effects

AbstractGenetics and “omics” studies designed to uncover genotype to phenotype relationships often identify large numbers of potential candidate genes, among which the causal genes are hidden. Scientists generally lack the time and technical expertise to review all relevant information available from the literature, from key model species and from a potentially wide range of related biological databases in a variety of data formats with variable quality and coverage. Computational tools are needed for the integration and evaluation of heterogeneous information in order to prioritise candidate genes and components of interaction networks that, if perturbed through potential interventions, have a positive impact on the biological outcome in the whole organism without producing negative side effects. Here we review several bioinformatics tools and databases that play an important role in biological knowledge discovery and candidate gene prioritization. We conclude with several key challenges that need to be addressed in order to facilitate biological knowledge discovery in the future.

scholarly journals A Strategy for Improved Student Success and Learning with E-Portfolios in Economics: A Case Study from the University of South Africa

2021 ◽  
Author(s):  
Zurika Robinson
Keyword(s):  
South Africa ◽  
Student Success ◽  
Empirical Work ◽  
Future Research ◽  
Continuous Assessment ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Research Findings ◽  
The University ◽  
The Impact

Owing to the COVID-19 pandemic, more education will be conducted online worldwide. Problem-solving initiates alternative assessments such as e-portfolios and continuous assessments. The Public Economics module for third-year students at the University of South Africa has gone fully online with e-portfolios from 2021. This strategy has been implemented as a follow-up to the research findings of Robinson. The findings suggest that the final marks of Microeconomics have a significant impact on the results of the final-year students in Economics. Other factors such as assignment marks and module repeats played a role. The results reaffirm the importance and influence of Microeconomics as base knowledge for undergraduate and future postgraduate work. In addition, the findings indicate that the more the students tend to repeat or qualify for supplementary examinations, the higher the probability of them not progressing. The conclusion reaffirms the importance and influence of microeconomics as base knowledge for undergraduate and future post-graduate work. The importance of assignments emphasises the use of continuous assessment and thus e-portfolios in Economics. Future research entails further econometric and empirical work on the impact of the e-portfolios on third-year student success in Economics. E-portfolios are beneficial; if kept simple, they can provide students with continuous learning. However, e-portfolios need more lecturer feedback and self-directed learning for students to succeed.

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