Rhodes University students’ experiences of living as students on National'Student Financial Aid Scheme (NSFAS) funding
- Authors: Mgwili, Thab’sile
- Date: 2020
- Subjects: National Student Financial Aid Scheme (South Africa) , Rhodes University -- Students -- Finance , Education, Higher -- South Africa , Education, Higher -- Finance -- South Africa , Student aid -- South Africa , Welfare state -- South Africa , Student financial aid administration -- South Africa , Student financial aid administration -- South Africa -- Case studies
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/147961 , vital:38697
- Description: This study explores Rhodes University students’ experiences of living as students on National Student Financial Aid Scheme (NSFAS) funding. The Marxist theoretical framework critique of neoliberalism and welfare systems is used. The Marxist theory is the main theory that underpins the study. Eighteen participants were involved in an in-depth interview process. Out of 18 participants, one is a staff member at Rhodes University Financial Aid Office. The key findings of this research revealed the unfavorable circumstances of students on NSFAS at Rhodes University. Secondly, it was discovered that students shared similar sentiments as NSFAS and DHET: They recognize the major areas that need to be addressed by NSFAS. Thirdly, NSFAS had to some extent made a positive contribution to the higher education sector. Suggestions have been made on how my study may be improved to yield even better results.
- Full Text:
- Date Issued: 2020
- Authors: Mgwili, Thab’sile
- Date: 2020
- Subjects: National Student Financial Aid Scheme (South Africa) , Rhodes University -- Students -- Finance , Education, Higher -- South Africa , Education, Higher -- Finance -- South Africa , Student aid -- South Africa , Welfare state -- South Africa , Student financial aid administration -- South Africa , Student financial aid administration -- South Africa -- Case studies
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/147961 , vital:38697
- Description: This study explores Rhodes University students’ experiences of living as students on National Student Financial Aid Scheme (NSFAS) funding. The Marxist theoretical framework critique of neoliberalism and welfare systems is used. The Marxist theory is the main theory that underpins the study. Eighteen participants were involved in an in-depth interview process. Out of 18 participants, one is a staff member at Rhodes University Financial Aid Office. The key findings of this research revealed the unfavorable circumstances of students on NSFAS at Rhodes University. Secondly, it was discovered that students shared similar sentiments as NSFAS and DHET: They recognize the major areas that need to be addressed by NSFAS. Thirdly, NSFAS had to some extent made a positive contribution to the higher education sector. Suggestions have been made on how my study may be improved to yield even better results.
- Full Text:
- Date Issued: 2020
Mature South African students’ perceptions of their transition experiences into and from university education
- Authors: Zietsman, Louis Frederick
- Date: 2018
- Subjects: Adult college students -- South Africa , Adult education -- South Africa , Education, Higher -- South Africa , Continuing education -- South Africa , Universities and colleges -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/36126 , vital:33896
- Description: Mature students and their experience of tertiary education is an area of career psychology in which there is currently a lack of research. In particular, little published data related to the transition experience of mature students into and from tertiary education is available internationally and there is even less literature examining these students within the African and South African context. This study contributes to psychology‟s broad body of knowledge as it explores the perceptions of previously employed final year South African students on their transition experience into and from tertiary education. The researcher utilised a qualitative research approach. A non-probability purposive sampling strategy was employed and semi-structured interviews were conducted with five participants. All participants were considered to be mature students in their final year of university study. Interviews were conducted until data saturation was reached. The data obtained was subjected to thematic content analysis using Tesch‟s model. Lincoln and Guba‟s model was used to assess the trustworthiness of the data obtained. The findings revealed several factors influencing mature students‟ entry or re-entry into tertiary education. Participants‟ experience of tertiary education was enriching on both a personal/career level and participants were confident in their abilities. Furthermore, it was found that transition towards a new career starts during their tertiary study and that relying on experiences of their previous job aided them in their transition from tertiary education to new career. Limitations of the study, recommendations for further research and contributions of the research were identified.
- Full Text:
- Date Issued: 2018
- Authors: Zietsman, Louis Frederick
- Date: 2018
- Subjects: Adult college students -- South Africa , Adult education -- South Africa , Education, Higher -- South Africa , Continuing education -- South Africa , Universities and colleges -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/36126 , vital:33896
- Description: Mature students and their experience of tertiary education is an area of career psychology in which there is currently a lack of research. In particular, little published data related to the transition experience of mature students into and from tertiary education is available internationally and there is even less literature examining these students within the African and South African context. This study contributes to psychology‟s broad body of knowledge as it explores the perceptions of previously employed final year South African students on their transition experience into and from tertiary education. The researcher utilised a qualitative research approach. A non-probability purposive sampling strategy was employed and semi-structured interviews were conducted with five participants. All participants were considered to be mature students in their final year of university study. Interviews were conducted until data saturation was reached. The data obtained was subjected to thematic content analysis using Tesch‟s model. Lincoln and Guba‟s model was used to assess the trustworthiness of the data obtained. The findings revealed several factors influencing mature students‟ entry or re-entry into tertiary education. Participants‟ experience of tertiary education was enriching on both a personal/career level and participants were confident in their abilities. Furthermore, it was found that transition towards a new career starts during their tertiary study and that relying on experiences of their previous job aided them in their transition from tertiary education to new career. Limitations of the study, recommendations for further research and contributions of the research were identified.
- Full Text:
- Date Issued: 2018
Implementation of multilingualism in South African higher education : exploring the use of isiXhosa in teaching and learning at Rhodes University
- Authors: Gambushe, Wanga
- Date: 2015
- Subjects: Language and education -- South Africa , Multilingual education -- South Africa , Native language and education -- South Africa , Education, Higher -- South Africa , Language policy -- South Africa , Cytology -- Study and teaching (Higher) -- South Africa , Xhosa (African people) -- Education (Higher)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3649 , http://hdl.handle.net/10962/d1017890
- Description: This study explores the implementation of multilingualism at Rhodes University (RU), by examining the teaching and learning practices of lecturers, demonstrators and students within the Cell Biology module, offered by the Biological Sciences and Botany departments at RU. This examination is in line with RU’s Language Policy (2005/2014), which recognises multilingualism and the development of isiXhosa as an academic/scientific language. The study and the choice for the location of the study within RU was motivated by what seemed to be a pattern of under achievement of LOTE speaking students studying Cell Biology. This pattern necessitated a further inquiry into the language aspect of the teaching and learning of Cell Biology. The goals of this research were to investigate spaces where LOTE students use their home languages and the motivations behind their usage of those languages. Due to the varying proficiencies of LOTE students in their mother tongue, this study sought to investigate the language capabilities of LOTE students in their home languages. The perceptions of the main role players in the Cell Biology module were sought, in order to get an idea of what students, lecturers and demonstrators thought about multilingualism in teaching and learning practices in the Cell Biology module. This study has discovered that there is a disparity in achievement between LOTE and English speaking students, with English students outperforming LOTE students consistently in the period investigated. On the language capabilities of LOTE students in their mother tongue, it was discovered that they have enough linguistic capital for a mother tongue intervention to succeed. There were mixed views about the use of LOTE in HE, but students were mostly in favour of the use of LOTE. A number of recommendations are made as to how multilingualism can be implemented in Cell Biology. In this study I argue that there is a need to use the mother tongue of LOTE students in order to support learning, the mother tongue intervention is supported by scholars such as Paxton (2007, 2009; Madiba 2011, 2012, 2014). The use of the mother tongue to support learning should be a short-term measure while the process of the development of African languages is underway, because languages develop as they are used, and form follows function (Madiba 2008). Ultimately, African languages should be developed and use as academic languages in HE not only in order to fulfil the legislative imperatives such as the Constitution and the Language Policy Higher Education but also to increase access and success among LOTE students.
- Full Text:
- Date Issued: 2015
- Authors: Gambushe, Wanga
- Date: 2015
- Subjects: Language and education -- South Africa , Multilingual education -- South Africa , Native language and education -- South Africa , Education, Higher -- South Africa , Language policy -- South Africa , Cytology -- Study and teaching (Higher) -- South Africa , Xhosa (African people) -- Education (Higher)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3649 , http://hdl.handle.net/10962/d1017890
- Description: This study explores the implementation of multilingualism at Rhodes University (RU), by examining the teaching and learning practices of lecturers, demonstrators and students within the Cell Biology module, offered by the Biological Sciences and Botany departments at RU. This examination is in line with RU’s Language Policy (2005/2014), which recognises multilingualism and the development of isiXhosa as an academic/scientific language. The study and the choice for the location of the study within RU was motivated by what seemed to be a pattern of under achievement of LOTE speaking students studying Cell Biology. This pattern necessitated a further inquiry into the language aspect of the teaching and learning of Cell Biology. The goals of this research were to investigate spaces where LOTE students use their home languages and the motivations behind their usage of those languages. Due to the varying proficiencies of LOTE students in their mother tongue, this study sought to investigate the language capabilities of LOTE students in their home languages. The perceptions of the main role players in the Cell Biology module were sought, in order to get an idea of what students, lecturers and demonstrators thought about multilingualism in teaching and learning practices in the Cell Biology module. This study has discovered that there is a disparity in achievement between LOTE and English speaking students, with English students outperforming LOTE students consistently in the period investigated. On the language capabilities of LOTE students in their mother tongue, it was discovered that they have enough linguistic capital for a mother tongue intervention to succeed. There were mixed views about the use of LOTE in HE, but students were mostly in favour of the use of LOTE. A number of recommendations are made as to how multilingualism can be implemented in Cell Biology. In this study I argue that there is a need to use the mother tongue of LOTE students in order to support learning, the mother tongue intervention is supported by scholars such as Paxton (2007, 2009; Madiba 2011, 2012, 2014). The use of the mother tongue to support learning should be a short-term measure while the process of the development of African languages is underway, because languages develop as they are used, and form follows function (Madiba 2008). Ultimately, African languages should be developed and use as academic languages in HE not only in order to fulfil the legislative imperatives such as the Constitution and the Language Policy Higher Education but also to increase access and success among LOTE students.
- Full Text:
- Date Issued: 2015
The implications of the merger on the morale of staff at the Walter Sisulu University
- Authors: Shwababa, Fundiswa
- Date: 2014
- Subjects: Universities and colleges -- Mergers -- South Africa -- Eastern Cape , Employee morale -- South Africa -- Eastern Cape , Employees -- Attitudes -- Evaluation , Education, Higher -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:8360 , http://hdl.handle.net/10948/d1021091
- Description: The merger has consequently brought about a lot of challenges on Walter Sisulu University (WSU) employees. While the amalgamation of the three historically disadvantaged institutions remains a noble initiative, on the other hand, it has brought about inequalities, such as disproportionate salaries among employees of the three campuses, poor work performance, which can only be attributed to lack of motivation and reluctance amongst the staff members to accept new conditions of service under WSU. A substantial number of those employees, some of whom were employed before the amalgamation, have terminated their service long before the merger even took place. The aim of this study was to explore the implications of the merger on the morale of employees at WSU. The objective of this study aimed firstly, to provide an understanding of those inherent factors, which adversely affected the morale of staff at Walter Sisulu University (WSU) and secondly, to reflect on the impact of the restructuring process on employees. This study employed a quantitative descriptive research design to analyse the data, using statistical procedures. Target population for this study was fifty academic and fifty non-academic staff members from the three sites of Walter Sisulu University, namely East London, Ibika and Umtata. There were, therefore, 100 questionnaires distributed electronically (e-mail), and also a few hand-delivered to the offices of the respondents, in order for them to complete at a time convenient to them. This study used purposive sampling because it is based entirely on the judgment of the researcher. The study established that indeed the merger had negative implications on WSU employees, even though these implications varied from category to category. Through the findings that emerged in this research, conclusions could be drawn that the merger brought about many challenges on WSU employees, namely staff development, human resource and management issues, job security and work environment. Suggestions and recommendations are espoused to eliminate the situation.
- Full Text:
- Date Issued: 2014
- Authors: Shwababa, Fundiswa
- Date: 2014
- Subjects: Universities and colleges -- Mergers -- South Africa -- Eastern Cape , Employee morale -- South Africa -- Eastern Cape , Employees -- Attitudes -- Evaluation , Education, Higher -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:8360 , http://hdl.handle.net/10948/d1021091
- Description: The merger has consequently brought about a lot of challenges on Walter Sisulu University (WSU) employees. While the amalgamation of the three historically disadvantaged institutions remains a noble initiative, on the other hand, it has brought about inequalities, such as disproportionate salaries among employees of the three campuses, poor work performance, which can only be attributed to lack of motivation and reluctance amongst the staff members to accept new conditions of service under WSU. A substantial number of those employees, some of whom were employed before the amalgamation, have terminated their service long before the merger even took place. The aim of this study was to explore the implications of the merger on the morale of employees at WSU. The objective of this study aimed firstly, to provide an understanding of those inherent factors, which adversely affected the morale of staff at Walter Sisulu University (WSU) and secondly, to reflect on the impact of the restructuring process on employees. This study employed a quantitative descriptive research design to analyse the data, using statistical procedures. Target population for this study was fifty academic and fifty non-academic staff members from the three sites of Walter Sisulu University, namely East London, Ibika and Umtata. There were, therefore, 100 questionnaires distributed electronically (e-mail), and also a few hand-delivered to the offices of the respondents, in order for them to complete at a time convenient to them. This study used purposive sampling because it is based entirely on the judgment of the researcher. The study established that indeed the merger had negative implications on WSU employees, even though these implications varied from category to category. Through the findings that emerged in this research, conclusions could be drawn that the merger brought about many challenges on WSU employees, namely staff development, human resource and management issues, job security and work environment. Suggestions and recommendations are espoused to eliminate the situation.
- Full Text:
- Date Issued: 2014
A system review of higher education admissions testing practices in Israel: implications for South Africa
- Authors: Cronje, Johan Herman
- Date: 2009
- Subjects: Universities and colleges -- South Africa -- Admissions , Universities and colleges -- Israel -- Admissions , Universities and colleges -- Entrance requirements , Educational tests and measurements -- South Africa -- Validity , Education, Higher -- South Africa , Education, Higher -- Israel
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9910 , http://hdl.handle.net/10948/937 , Universities and colleges -- South Africa -- Admissions , Universities and colleges -- Israel -- Admissions , Universities and colleges -- Entrance requirements , Educational tests and measurements -- South Africa -- Validity , Education, Higher -- South Africa , Education, Higher -- Israel
- Description: Internationally, the practice of admissions entry testing in Higher Education (HE) has gained momentum over the past few decades, sparking ongoing research on its effectiveness. On a national level, three factors have signalled a timeous evaluation of admissions practices at HE institutions. Firstly, changes in the school curriculum and the new format of the National Senior Certificate (NSC) have impacted on the admissions criteria of HE institutions. Secondly, with the merging of HE institutions an alignment in admissions practices between the institutions involved were necessitated. Thirdly, South Africa has embarked on the development of National Benchmark Tests (NBTs). The primary aim of this research study was to develop a set of recommendations to guide admissions testing practices in the South African HE context. These recommendations had to place special emphasis on the multicultural and multilingual context of this country. To achieve this aim a systematic review was conducted on HE admissions testing in Israel, as it was identified as a multicultural and multilingual country that had successfully implemented national HE admissions testing. More specifically, a retrospective systematic review was performed on research regarding the national HE admissions test, the Psychometric Entrance Test (PET), used in Israel. The systematic review also contained a narrative overview on the educational landscape in Israel and the specifications of the PET, from which themes were also extracted. Eight broad themes emerged through the systematic review and narrative overview as being of critical importance to an effective national HE admissions test. These were the components of the test, the implementation of the testing programme, the method in which the test results are used to make HE admission decisions, the reliability xi of the test, the validity of the test, bias inherent in the test, other psychometric aspects related to the admissions test, and the effect of coaching or specialized preparation on test results. These themes, together with their sub-components, were used to develop eight recommendations that can guide the development and implementation of the National Benchmark Test (NBTs) in South Africa. Both the themes that emerged during the systematic review and narrative overview as well as the recommendations that were made to guide the development and implementation of a national admission test, represent an important contribution to the field of admission testing and decision-making in South Africa.
- Full Text:
- Date Issued: 2009
- Authors: Cronje, Johan Herman
- Date: 2009
- Subjects: Universities and colleges -- South Africa -- Admissions , Universities and colleges -- Israel -- Admissions , Universities and colleges -- Entrance requirements , Educational tests and measurements -- South Africa -- Validity , Education, Higher -- South Africa , Education, Higher -- Israel
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9910 , http://hdl.handle.net/10948/937 , Universities and colleges -- South Africa -- Admissions , Universities and colleges -- Israel -- Admissions , Universities and colleges -- Entrance requirements , Educational tests and measurements -- South Africa -- Validity , Education, Higher -- South Africa , Education, Higher -- Israel
- Description: Internationally, the practice of admissions entry testing in Higher Education (HE) has gained momentum over the past few decades, sparking ongoing research on its effectiveness. On a national level, three factors have signalled a timeous evaluation of admissions practices at HE institutions. Firstly, changes in the school curriculum and the new format of the National Senior Certificate (NSC) have impacted on the admissions criteria of HE institutions. Secondly, with the merging of HE institutions an alignment in admissions practices between the institutions involved were necessitated. Thirdly, South Africa has embarked on the development of National Benchmark Tests (NBTs). The primary aim of this research study was to develop a set of recommendations to guide admissions testing practices in the South African HE context. These recommendations had to place special emphasis on the multicultural and multilingual context of this country. To achieve this aim a systematic review was conducted on HE admissions testing in Israel, as it was identified as a multicultural and multilingual country that had successfully implemented national HE admissions testing. More specifically, a retrospective systematic review was performed on research regarding the national HE admissions test, the Psychometric Entrance Test (PET), used in Israel. The systematic review also contained a narrative overview on the educational landscape in Israel and the specifications of the PET, from which themes were also extracted. Eight broad themes emerged through the systematic review and narrative overview as being of critical importance to an effective national HE admissions test. These were the components of the test, the implementation of the testing programme, the method in which the test results are used to make HE admission decisions, the reliability xi of the test, the validity of the test, bias inherent in the test, other psychometric aspects related to the admissions test, and the effect of coaching or specialized preparation on test results. These themes, together with their sub-components, were used to develop eight recommendations that can guide the development and implementation of the National Benchmark Test (NBTs) in South Africa. Both the themes that emerged during the systematic review and narrative overview as well as the recommendations that were made to guide the development and implementation of a national admission test, represent an important contribution to the field of admission testing and decision-making in South Africa.
- Full Text:
- Date Issued: 2009
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