A Socio-Critical Model for Understanding and Predicting Postgraduate Student Success

Prinsloo, Paul

doi:10.18820/9781928357223/05

Cited by 1 publication

(1 citation statement)

References 21 publications

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“…However, there are strong concerns around the retention and throughput rates of postgraduate students in South Africa (Motshoane and McKenna 2014;CHE 2009;Gardner 2009;Herman 2011;Koen 2007) and that lack of adequate research attention to this concern (Motshoane and McKenna 2014). It is clear that widening access to higher education does not equate to sustaining quality learning for graduates (Prinsloo 2016). Tinto (2014, 6) cautions that "providing students with access without support is not opportunity".…”

Section: Subject-object Contradiction: They Want Different Thingsmentioning

confidence: 99%

Teaching research writing at exit-level undergraduate programmes in South Africa

Esambe

2018

SAJHE

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Not enough writing support is being provided to Baccalaureus Technologiae (BTech) students in vocational-intensive universities in South Africa. Even worse, not enough research is being done to investigate the writing attitudes of BTech students or how their lecturers support them in writingintensive subjects. This view represents an unfair and a discriminatory approach to providing learning support to BTech students. This article explores the use of dialogical formative feedback in the teaching of research writing to BTech students in a health sciences department at a university of technology in South Africa. The article uses Engeström's (1987) concept of an activity system in cultural-historical activity theory (CHAT) and Boud and Molloy's (2013a; 2013b) dialogical feedback approach to examine how formative feedback is being negotiated in a class of 14 Dental Technology students at a university of technology. Qualitative data was collected through focus group interviews, and from the written feedback on the students' assignment drafts. This data is read diffractively using activity theory, and dialogical feedback approach. This diffractive approach enables one to use theories to challenge hegemonic, discriminatory, and often unproductive models of feedback support in the teaching of research writing to students in difficult and uneven conditions. By diffractively reading practitioners' thoughts and actions iteratively over time through the relational ontological frameworks of activity theory and dialogical feedback, this article proposes a breakaway from the formal, prosaic, linear, and bureaucratic approach of giving feedback to students' writing which often does not impact student learning.

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Section: Subject-object Contradiction: They Want Different Thingsmentioning

confidence: 99%

Teaching research writing at exit-level undergraduate programmes in South Africa

Esambe

2018

SAJHE

View full text Add to dashboard Cite

show abstract

A Socio-Critical Model for Understanding and Predicting Postgraduate Student Success

Cited by 1 publication

References 21 publications

Teaching research writing at exit-level undergraduate programmes in South Africa

Teaching research writing at exit-level undergraduate programmes in South Africa

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