Closing the Loop between Access and Success: Early Identification of At-risk Students and Monitoring as Key Strategies Used by a South African University

Sosibo, Zilungile; Katiya, Misiwe

doi:10.1080/09751122.2015.11890249

Cited by 6 publications

(2 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Research by Sosibo and Katiya (2015) and Xulu-Gama et al (2018) show that institutional support at tertiary institutions is vital in enhancing students' chances of succeeding at university. According to Cross et al (2011) institutional support is seen as the relationship of the individual with certain systems that enables that individual to build defense and coping mechanisms that are necessary for them to succeed academically.…”

Section: Poor Institutional Support For Individual Studentsmentioning

confidence: 99%

Perceived factors that contribute to Black social work students’ failure of courses at university level: A case study of 3rd year social work students at a South African university

Munyoro

Dube

2020

Journal of Human Behavior in the Social Environment

View full text Add to dashboard Cite

In a democratic South Africa, a significant number of Black students have gained entry and access to higher education, which is a remarkable improvement. However, as much as the access rate has improved, the success rate of Black students remains low in different universities because of perceived inequalities amongst racial groups. This has resulted in debates about the urgent need for decolonization of South African universities to address the low throughput rates of Black students. Thus, the aim of this study was to understand the reasons for failing among Black social work students at a university in Johannesburg. The study was qualitative in nature, and it used an exploratory-descriptive case study design. Utilizing a semi-structured interview schedule as a research tool, the study employed one-on-one in-depth interviews as a method of data collection with 15 Black third year social work students who were recruited into the study using purposive sampling. Thematic analysis was used to analyze the data collected. The main findings from the study showed that failure of Black social work students at a university in Johannesburg was exacerbated by the language used as a medium of instruction, inability to use technology, lack of adequate social and institutional support, and socioeconomic factors. Recommendations are made in terms of programmatic interventions.

show abstract

Section: Poor Institutional Support For Individual Studentsmentioning

confidence: 99%

Perceived factors that contribute to Black social work students’ failure of courses at university level: A case study of 3rd year social work students at a South African university

Munyoro

Dube

2020

Journal of Human Behavior in the Social Environment

View full text Add to dashboard Cite

show abstract

“…The abolishment of apartheid and the advent of democracy saw concerted efforts by the authorities to widen access to higher education (Wilson-Strydom, 2015). However, the widening of access did not necessarily translate into student success (Sosibo & Katiya, 2015). Data indicate that close to half of students drop out of university before graduating (DHET, 2013).…”

Section: Arrivingmentioning

confidence: 99%

Towards a Learning Mindset: First-Year University Studentsâ€™ Qualitative Perspectives on Gratitude in the Context of Learning Effort

Mason¹

2020

JSAA

View full text Add to dashboard Cite

Signature strengths, such as gratitude, can assist students in navigating the demanding first-year experience. However, more research is needed to explore the role of gratitude in relation to cognitive benefits for students. This article reports on a constructivist grounded theory study that explored South African students' conceptions and enactments of gratitude with regard to their learning efforts. Qualitative data were collected in individual open-ended interviews (n = 22, age-range = 18-23) and analysed using three interdependent coding phases (initial coding, focused coding and theoretical coding). The resultant grounded theory was titled 'Thanks: Gratitude and learning resilience amongst first-year university students'. The findings revealed that gratitude could take many forms and has a positive qualitative impact on students' learning resilience, and that gratitude and learning resilience are emancipatory in nature. Limitations and areas for further research conclude the discussion.

show abstract

Institutional Leadership Efforts Driving Student Retention and Success: A Case Study of the University of KwaZulu-Natal, South Africa

Manik

Ramrathan

2021

Student Retention and Success in Higher Education

View full text Add to dashboard Cite

Closing the Loop between Access and Success: Early Identification of At-risk Students and Monitoring as Key Strategies Used by a South African University

Cited by 6 publications

References 6 publications

Perceived factors that contribute to Black social work students’ failure of courses at university level: A case study of 3rd year social work students at a South African university

Perceived factors that contribute to Black social work students’ failure of courses at university level: A case study of 3rd year social work students at a South African university

Towards a Learning Mindset: First-Year University Studentsâ€™ Qualitative Perspectives on Gratitude in the Context of Learning Effort

Institutional Leadership Efforts Driving Student Retention and Success: A Case Study of the University of KwaZulu-Natal, South Africa

Contact Info

Product

Resources

About