Outline
• Higher Education in South Africa: in perspective
• Purpose of study
• Rationale
• UJ and Faculty of Management in perspective
• First time entering students
• What are the problems?
• Support for First years
• Surveys
• Factors relevant to academic success and retention rates
• Research methodology
• Results-summary
• Discussions and Conclusions
Higher Education in South Africa:
in perspective
•
Increase in first time entering students
•
Low retention rates- 30% drop out at the end of 1st year
•
Tight budgets
•
Massification
•
Diverse student population
•
Different cultures
•
11 official languages
•
Large gap from school to university
•
Underprepared
•
Freedom
•
50% graduate after more than the minimum time of 3 years
Purpose of the study
To identify “at-risk” students in the Faculty of Management as early as
three weeks if possible, and then to introduce interventions and support
•
Identify at-risk students using the national bench mark tests and the
Grade 12 results and the first test results
•
Plan the First year extended programme for the first semester
•
Carry out the student survey in the Faculty at the end of the first
semester for feedback on experiences and interventions
University of Johannesburg & Faculty of
Management: in Perspective
University of Johannesburg
•
•
•
•
•
•
Merger of three Higher Education institutions ten years ago
50000 registered students
9 Faculties
Diplomas and degrees (Comprehensive)
Under graduate and post graduate
12557 first time students 2014
Faculty of Management
• 9000 students
• 5 hubs housing 8 departments
• 2174 First time entering students 2014
Campuses
Auckland Park Bunting Campus
Auckland Park Kingsway Campus
Soweto Campus
Auckland Park Kingsway Campus
First time entering students
•
Face numerous challenges and adjustments
•
Many from rural areas
•
Sub standard schooling in many cases
•
First generation students – FoM 64%
•
Lectures may be in their 2nd language
•
Limited finance
•
Transport and accommodation
•
Settling into academic lifestyle
•
Qualification choice
What are the problems?
•
What motivates a student to succeed?
•
What indicators suggest success (or lack of success)?
•
Are there correlations between school leaving results and passing at
university?
•
What help are the national placement tests (NBTs)?
•
Class attendance and class size?
•
First generation students?
•
Cultural differences?
•
Financial security?
•
Disadvantaged students?
SCHOOLS
IN SANDTON
IN ALEXANDRA
National Context (2006 cohort) of graduates
Graduated in 5 years (%)
Estimated % that will never
graduate
3 - Year degrees
53
41
4 - Year degrees
49
41
All 3 and 4 Year degrees
52
41
3 Year diplomas
42
50
All 3 and 4 year
qualifications
48
45
First Year attrition at UJ (2006 Cohort)
First Year attrition Overall and by population group (%) 2006
first entering cohort
African
Coloured Indian
White
ALL
Contact 3-year degrees
24
34
26
22
24
Contact 4 year degrees
22
23
27
19
21
Contact 3 year diplomas 24
29
23
23
25
All 3 & 4 year
qualification including
UNISA
39
34
29
33
34
Factors relevant to academic success and
retention rates
•
Early and frequent interaction with faculty, staff and peers
•
Clearly communicated academic expectations and requirements
•
Learning opportunities that increase involvement with other students
•
Academic, social and personal support
•
(Cox, Schmidt, Bobrowski and Graham, 2005)
FACULTY OF MANAGEMENT DROP OUT
RATES 2014
Qualification Type by Department
Enrolment
Drop-outs
Dropout (%)
Extended Diploma
219
98
44%
UG Degree
1703
410
25%
UG Diploma
819
203
27%
Grand Total
2741
711
28%
Methodology: Surveys and interventions in the
Faculty of Management
1 “ Can you see it “ Campaign-the Dean’s welcome
2 Early warning system : Compare NBTs and NSC and first test
results - problems incurred
3 All Departments planned a special purpose FYE weekly timetable
for the first semester - Includes support units and Academic
Development and Support (ADS)
-
4 Survey at the end of the semester to obtain thoughts, ideas and
experiences concerning the interventions from the students
“Can you see it” Campaign—Dean’s welcome
NATIONAL BENCH MARK TESTS and
NATIONAL SENIOR CERTIFICATE
National Senior Certificate
National Bench Mark Tests
•Indicates the students’ ability to
•Indicates the students’ ability
to enter Higher Education
exit school
• University entrance!
•School exit!
NBTs
THREE SUBTESTS
• Academic Literacy
• Quantitative Literacy
• Mathematics
CRITERION REFERENCED
(not norm-referenced as school examinations)
The Components of the NBT
(Adapted from Yeld: 2009)
Test component The aim of the test is to determine the: Duration of test
Academic literacy
Students’ capacity to engage
One 3-hour
test successfully with the demands
of academic study in the medium of instruction.
Quantitative literacy
Students’ ability to manage situations or solve
problems of a quantitative nature in real contexts
relevant to higher education
Mathematics
Students’ manifest ability related to mathematical
concepts formally part of the NSC Mathematics
curriculum.
One 3-hour
NBT cont....
Proficient
100% Performance in domain areas suggests that academic performance
will not be adversely affected. If admitted, students should be placed on
regular programmes of study.
Intermediate
Challenges in domain areas identified such that it is predicted that academic
progress will be affected. If admitted, students’ educational needs should
be met in a way deemed appropriate by the institution (e.g. extended or
augmented programmes, special skills provision).
Basic
Serious learning challenges identified: it is predicted that students will not
cope with degree level study without extensive & long-term support,
perhaps best provided through bridging programmes or FET colleges.
Institutions registering students performing at this level would need to
provide such support.
Support for First years – topics for FYE
programmes
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Institutional awareness in order to engage students and
make them feel “at home”
•
Using academic language and writing effectively
•
How to use tutor sessions effectively
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Computer proficiency
•
Use of the library
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Skills such as time management, study skills, memory strategies, stress management, note
taking and exam skills
•
Personal development and psycho-educational workshops which include conflict
management, effective leadership, understanding diversity, adjusting to university life
•
Plagiarism and academic dishonesty
•
Support units are e.g. study support, personal psychological assistance,
career guidance
Other initiatives
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Introduction to a typical lesson
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How to take study notes
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A semester plan for departments to use
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Faculty FYE committee meets 4 x year, students attend
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Seminars for lecturers
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Faculty acknowledgement of lecturers, tutors, top student achievers
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Early warning tracking system
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Engaging with students after the first assessment
Overview of the surveys
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1202 Students completed the survey.
•
The survey was mainly to assess the first year students’ experience
after the first semester to learn more about their thoughts, ideas and
experiences as a first year student at the Faculty of Management at
the University of Johannesburg.
62% are First generation university entrants
70
66.2
57.9
60
50
52.4
47.7
61.8
58.6
48.8
42.1 51.2
53.8
51.8
45.3
42.8
48.2
41.3
49
40
38.1
33.8
First gen
Non first gen
30
20
10
0
2006
2007
2008
2009
2010
2011
2012
2013
2014
First generation status
60
52.4
50
41.9
40
33.8
30
35.7
34.8
33.8
27.6
25.9
29.5
28
31
27.5
23.4
22.2
20
18.6
13.9
10
7.9
41.3
One parent
11.8
6.9
6.8
2007
2008
13.3
16.9
8.9
14.3
16
Both parents
25.5
22.1
16.8
15
First in fam
16.7
13.9
17.9
13.8
10.7
17
14.4
20.5
17.6
14.8
8.3
5.5
5.3
5.2
2010
2011
2012
5.7
0
2006
2009
2013
2014
Sibling
Many fam
Reasons for studying : 61% are studying to
improve their job opportunities:
70
65.2
64.6
61.6
60
60.9
60.8
58.5
57.7
53.5
54.7
50
40
Want to
33.4
30
30.3
37.6
26.5
24.2
22.1
19
20
19
14.2
10
6.9
Interest
17.3
13.8
16.7
9.7
12.5
8.1
8.3
2012
2013
0
2006
2007
2008
2009
2010
2011
2014
Job opportunities
Money Worries: 62 % are worried about money
80
70
67.4
62.5
63.6
63.6
58.5
60
53.2
46.8
50
40
62
37.5
32.6
36.4
38.4
55.7
57.7
44.3
42.3
38
36.4
No
30
20
10
0
2006
Yes
2007
2008
2009
2010
2011
2012
2013
2014
60% are financed by their parents or with the
use of loans (22%)
80
66.9
70
60
56.8
59.5
57.5
56.1
57.9
59.1
57
Parents
50
Loan
40
33
21.3
20
10
27.3
26
30
13.3
27.1
22.3
10.5
Mix
20.8
12.5
18.9
8.9
3.8
10
22
8.3
0
2007
2008
2009
2010
2011
2012
2013
2014
63% Non-English first language speakers
English Rating
70
65.9
63.2
59.5
60
55.3
52.7
50
58.2
47.3
44.7
41.8
57.2
53.1
53.7
46.9
46.3
42.8
40.5
40
36.8
34.1
First lang
Non first lang
30
20
10
0
2006
2007
2008
2009
2010
2011
2012
2013
2014
Study hours in Grade 12
80
68.5
70
60
52.8
50
49
55.9
67.8
55.3
49.7
45.3
40.3
40
43.3
38.1
43.3
< 10
43.9
30
11 to 20
33.6
26.4
More than 20
27.3
20
10.8
11.5
10
6.5
6.3
7.8
2009
2010
2011
11
10.4
2013
2014
4.2
0
2007
2008
2012
Have you ever considered changing your
course?
70
62.6
60
51.3
48.7
50
40
51.8
53.5
44.2
44.8
56.5
57.2
43.5
42.8
55.2
44.8
37.3
Yes
30
No
20
10
0
2006
2007
2008
2009
2010
2013
2014
In summary: A “typical” Faculty of
Management Student
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62% are First generation university entrants
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61% are studying to improve their job opportunities
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62 % are worried about money
•
60% are financed by their parents or with the use of loans (22%)
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63% Non-English first language speakers
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68% studied for less than 10 hours in grade 12, only 10% >20 hours
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55% have not considered changing courses--dropouts
Summary of survey
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Students underperform because they don’t study their chosen field.
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Students are overwhelmed with the amount of work, notes provided,
online assignments, using learning guides and textbooks.
•
The transitions between lecturers from Term1 to Term 2 during the first
semester are also difficult things for them to adjust to.
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Some tutorials are very big and unruly. Students complain of small
venues, big groups and undisciplined tutorial lessons.
Summary of survey cont.....
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Too few prescribed textbooks on the reserved shelves at the Library.
There are many students that can’t afford buying textbooks and want
to make use of the ones in the Library.
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Students complain about textbooks that are difficult to make sense of
or textbooks that aren’t made use of enough during the semester to
justify the money spend on them (R1000+).
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Students do not utilise their time well. All students agreed that time
management plays a big role in their academic underperformance.
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Acknowledgement of my assistant. Mardia Siertsema