Postgraduate student experience and retention at South African public higher education institutions
- Authors: Smith, Carly Kim
- Date: 2023-12
- Subjects: Education, Higher -- South Africa , College dropouts -- South Africa , Academic achievement -- South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/66005 , vital:74296
- Description: A country’s economic growth and global competitiveness as a knowledge-based economy can be enhanced by an educated workforce. Therefore, the completion of postgraduate qualifications is of high importance to any country. In South Africa, according to the Department of Higher Education and Training (DHET), it is necessary to improve postgraduate (PG) output and practice skills to promote socioeconomic development. Despite an increase in PG enrolments at public higher education institutions (PHEIs), South Africa reported an increase in PG student dropouts and therefore it is evident that student retention is a challenge. To foster student retention, the interactions between PHEIs and students on their student journeys are important since positive experiences can contribute to the retaining of students. The positive experiences of students depend on different aspects, challenges and dispositions during the student journey. The primary objective of this study was to investigate the variables that influence PG student experience for PG student retention at South African PHEIs. Based on an extensive review of the South African higher education landscape, marketing literature, also in the context of the study, a hypothesised model of the variables possibly influencing PG student experience for PG student retention was proposed. The four independent variables identified were higher education service quality, service design, student engagement and student satisfaction. The hypothesised model presented student experience as the intervening variable and student retention as the dependent variable. This positivistic study followed a deductive approach and a quantitative research methodology. During the empirical investigation, a survey strategy using a self-administered questionnaire collected data from a convenience sample of PG students registered at 15 South African PHEIs. A total of 435 usable questionnaires were returned and analysed statistically. Both descriptive and inferential statistics, including a Confirmatory factor analysis (CFA), Cronbach’s alpha, Pearson’s correlations, regression analyses, SEM for mediation as well as t-tests and ANOVAs, were employed in the data analysis. , Thesis (PhD) -- Faculty of Business and Economic Sciences, School of Management Sciences, 2023 , A country’s economic growth and global competitiveness as a knowledge-based economy can be enhanced by an educated workforce. Therefore, the completion of postgraduate qualifications is of high importance to any country. In South Africa, according to the Department of Higher Education and Training (DHET), it is necessary to improve postgraduate (PG) output and practice skills to promote socioeconomic development. Despite an increase in PG enrolments at public higher education institutions (PHEIs), South Africa reported an increase in PG student dropouts and therefore it is evident that student retention is a challenge. To foster student retention, the interactions between PHEIs and students on their student journeys are important since positive experiences can contribute to the retaining of students. The positive experiences of students depend on different aspects, challenges and dispositions during the student journey. The primary objective of this study was to investigate the variables that influence PG student experience for PG student retention at South African PHEIs. Based on an extensive review of the South African higher education landscape, marketing literature, also in the context of the study, a hypothesised model of the variables possibly influencing PG student experience for PG student retention was proposed. The four independent variables identified were higher education service quality, service design, student engagement and student satisfaction. The hypothesised model presented student experience as the intervening variable and student retention as the dependent variable. This positivistic study followed a deductive approach and a quantitative research methodology. During the empirical investigation, a survey strategy using a self-administered questionnaire collected data from a convenience sample of PG students registered at 15 South African PHEIs. A total of 435 usable questionnaires were returned and analysed statistically. Both descriptive and inferential statistics, including a Confirmatory factor analysis (CFA), Cronbach’s alpha, Pearson’s correlations, regression analyses, SEM for mediation as well as t-tests and ANOVAs, were employed in the data analysis. The validity and reliability of the measuring instrument were confirmed. The main empirical results of the regression analyses revealed that statistically significant relationships exist between the independent variables (higher education service quality, service design, student engagement and student satisfaction) and the intervening variable (student experience). A significant relationship was also found between the intervening variable (student experience) and the dependent variable (student retention). Therefore, all the formulated hypotheses were accepted. The SEM analysis revealed that an indirect-only mediation exists, implying that student experience mediates the relationships between the independent variables and student retention. No model modification was required since the goodness-of-fit indices showed that the hypothesised model is a good fit. Finally, the differences in mean scores across biographic and demographic variables revealed significant differences in how males and females perceive both student experience and student retention. In addition, the ANOVAs indicated that research doctorate, course work master’s and honours students (level of education) had different perceptions regarding only student experience. The study contributed on a theoretical level since it added to the body of knowledge on the retention of PG students through student experience within the South African PHEI context. The study also contributed on national innovation, human capital, national budgetary, PHEI budgetary and individual PG student levels. The final contribution of the research was at a practical level through the study’s recommendations and the development of a PHEI student experience for student retention implementation framework. Therefore, should this study’s recommendations and framework be implemented, it may assist to reduce the student dropout at PHEIs and this may positively contribute to South Africa’s socioeconomic development.
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- Date Issued: 2023-12
Retention and dropout rates for a sample of national higher certificate students in the school of accounting
- Authors: Beck, Richard Alan
- Date: 2011
- Subjects: College dropouts -- South Africa , Learning ability , Education, Higher -- South Africa , Accounting -- Study and teaching
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:8971 , http://hdl.handle.net/10948/1408 , College dropouts -- South Africa , Learning ability , Education, Higher -- South Africa , Accounting -- Study and teaching
- Description: Higher Education retention rates in South Africa are among the lowest in the world. At the Nelson Mandela Metropolitan University, a trend has been noted for National Higher Certificate (NHC) students within the Faculty of Business and Economic Science’s School of Accounting. Dropout rates have increased and graduation rates have declined for students studying NHC programmes. Retention and dropout studies have rarely been undertaken for accounting students in higher certificate or diploma programmes, which provided the motivation for this study. The study aimed to determine the dropout and retention rates of NHC students and to identify the demographic and other characteristics of dropout students relative to those who persist with their studies. Furthermore, the study identified potential barriers to academic success in the sample. An exploratory descriptive research approach was adopted to achieve the general and specific aims of the study. Data were obtained from Management Information Services about NHC dropout students and students continuing with their studies for the period 2005 to 2009. Furthermore, information was gathered for separate samples from a Language Questionnaire and the Learning Enhancement Checklist (LEC) regarding barriers to student success. High dropout rates were found in that more than half of the students dropped out. Correspondingly, the retention rates were low. The findings for the gender, cultural and language groups were interesting but no definitive conclusions could be reached regarding trends related to student dropout and retention in relation to these biographical variables. Performance in Financial Accounting I and II yielded interesting trends. Students at risk for dropping out obtained a mark of 50 percent or less on average for Financial Accounting I and 40 percent or less for Financial Accounting II. The analysis conducted to determine barriers to student success revealed that students did not prepare adequately for lectures; experienced certain difficulties in lectures, tests and VIII exams; found it difficult to manage their studies and time; and experienced financial and psychological problems. The findings of the study can be used to identify students who might drop out at an early stage. Furthermore, the findings can guide the nature of the development and support that NHC students need to succeed. The limitations of the study are noted and suggestions are made for further research into the factors related to student dropout and retention in the field of accounting.
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- Date Issued: 2011