Student funding and student success: A case study of a South African university

Naidoo, Anban; McKay, Tracey

doi:10.20853/32-5-2565

Cited by 24 publications

(27 citation statements)

References 31 publications

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“…Student funding constraints result in many potential and existing students being excluded from higher education as a result of not having sufficient funds (Naidoo and McKay 2018). The high costs of delivering higher education and the reduced national budget towards the running costs of universities have further put pressure on students to share in the costs of university funding, since the South African university funding framework is based on costs shared between beneficiaries, which are the government and students (PwC 2015).…”

Section: Student Funding Constraintsmentioning

confidence: 99%

“…The high costs of delivering higher education and the reduced national budget towards the running costs of universities have further put pressure on students to share in the costs of university funding, since the South African university funding framework is based on costs shared between beneficiaries, which are the government and students (PwC 2015). This student funding crisis made headlines through the 2015/2016 #FeesMustFall movement (Naidoo and McKay 2018).…”

Section: Student Funding Constraintsmentioning

confidence: 99%

“…More so, stringent qualification criteria for the National Student Financial Aid Scheme (NSFAS) funding and limited available student bursaries further place funding constraints on students who do not qualify for such. This results in students without bursaries obtaining funding from sources such as bank loans, part-time work, savings, and parental or family contributions to pay for their studies (Naidoo and McKay 2018). Additional costs associated with higher education such as living expenses, textbooks, and other academic-related costs (such as Internet access), transport, and lifestyle costs further increase the costs associated with higher education (Naidoo and McKay 2018).…”

Section: Student Funding Constraintsmentioning

confidence: 99%

“…One of these challenges is the overcrowding of many South African universities in respect of classes and student venues (Macupe 2019;Xala 2019). Additionally, a barrier to university entry is the increasing high cost of tertiary education and the funding problems experienced by students as brought to light by the 2015/2016 #FeesMustFall protests (Naidoo and McKay 2018). Lack of funding creates a further barrier to first-time students' access to higher education, as well as the ability to complete their studies (Naidoo and McKay 2018).…”

Section: Introductionmentioning

confidence: 99%

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An investigation of the perceptions of South African students with regards to accelerated learning courses

Rooyen

Ontong

Mitchell

2021

sajhe

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The cost of repeating a module has both financial and social implications. The social implications include increased workloads when repeating a module and students often not being able to graduate within the prescribed minimum course period. A possible solution for this is the use of accelerated learning courses, in the form of summer or winter schools. These schools provide students with another opportunity to pass a module, during the summer or winter recess, using an accelerated learning mode, and consequently complete modules with prerequisites of failed modules in the following year. Using an accelerated learning approach, a summer or winter school covers a large portion of the content in semester or year modules in a shortened timeframe outside the normal academic period. Using a questionnaire approach, the various perceptions of first year students at the end of the academic year regarding the use of these schools were obtained and analysed. The timing of the end of the academic year allows students to familiarise themselves with the various accelerated learning courses offered to them throughout the academic year. The findings suggest that students have a positive perception of these schools despite most of them not having had previous experience of completing an accelerated learning course. Although previous literature has indicated that students are hesitant to complete finance-related modules in an accelerated learning format versus traditional semester and year modules, the perceptions indicate that students are willing to engage in financial modules, with the students identifying that the benefits of these accelerated learning courses exceed the cost. The findings suggest that students who are presented with various non-academic obstacles throughout the traditional module are able to use summer or winter schools as a way to reduce exposure to these obstacles and complete an accelerated learning course. The use of these schools therefore presents an area for module developers to consider when implementing these schools as a way to improve throughput rates, thereby contributing in a positive way to students’ financial and social health.

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Section: Student Funding Constraintsmentioning

confidence: 99%

Section: Student Funding Constraintsmentioning

confidence: 99%

Section: Student Funding Constraintsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

An investigation of the perceptions of South African students with regards to accelerated learning courses

Rooyen

Ontong

Mitchell

2021

sajhe

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show abstract

“…This concept is similar to [13] where they suggested the entry characteristics, like gender, family background, social support and adjustment have a direct or indirect association with students' academic achievement. According to [14], low-income students may be less prepared to attend university even though there is no correlation between the amount funded and student success. The non-cognitive factors as more positive student's mindset and stronger their perseverance will lead to the highest achievement in their academic [15].…”

Section: B Domain and Predictors Of A Success Student In Highermentioning

confidence: 99%

The Key Success Criteria for University Students Who Are Studying While Working

Hasnun¹,

Mustaffa²

2020

IJISRT

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This research primarily seeks to identify the criteria of a successful student who is studying while working and developed a framework of guidelines on how to become a successful student for an individual who is studying while working with the criteria. A survey questionnaire collected the total data of 354 and the respondents were selected using convenience sampling. For the analysis, exploratory factor analysis (EFA) was employed to determine the correlation among the variables in a data set and provides a factor structure. The result showed that three main criteria of success student have been determined, namely as Academic Preparation, Individual Trait and Support System.

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Access, equity and redress: Towards a sustainable funding framework for public universities in South Africa

Mbhalati

2024

Review of Education

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This article aims to understand how access, equity and redress challenges are addressed at South Africa's public universities based on their current funding frameworks. Relying on a pragmatic research approach combining desk‐research literature review and secondary data analysis, government funding and tuition fees were found to be the primary sources of funding in most universities, while third stream income from universities' own commercial activities lagged far behind. Secondary data from the public universities' audited annual financial statements for the period 2015 to 2020 further revealed that investment source income superseded third‐stream income in most universities. There is consensus in literature on the pivotal role of equity‐based funding mechanisms such as the National Student Financial Aid Scheme (NSFAS) in providing tuition cover and living expenses for students from poor households. Based on the agency theory, government funding is used to influence public universities to pursue transformation goals. The general trends observed in various countries is the inclusion of equity‐based indicators in a funding model to ensure that students are not denied the opportunity for university education solely based on their poor backgrounds. It is argued in this paper that the NSFAS remains an appropriate vehicle to achieve South Africa's transformational goals in its public universities.Context and implicationsRationale for the study The rationale for this article is to provide exploratory evidence on the link between funding and transformation at public universities.Why the new findings matter The new findings matter because public universities cannot escape the imperative to address the challenges of transformation in developing countries with a history of unequal distribution of financial resources.Implications for policy makers, university management, funders and students Policy makers can use the findings from this article to inform how the National Student Financial Aid Scheme can be streamlined to ensure it continues to achieve its mandate. Based on the findings of this study, university management can develop more interventions to assist at‐risk students, particularly those from disadvantaged families succeed in their study. Funders can use the findings of this study to budget for and direct funding to academically deserving at‐risk students. Finally, students could benefit from these findings as the study identifies challenges to academic success as well as relevant interventions.

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Student funding and student success: A case study of a South African university

Cited by 24 publications

References 31 publications

An investigation of the perceptions of South African students with regards to accelerated learning courses

An investigation of the perceptions of South African students with regards to accelerated learning courses

The Key Success Criteria for University Students Who Are Studying While Working

Access, equity and redress: Towards a sustainable funding framework for public universities in South Africa

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