Student Challenges with the University Access Program  in South Africa

Lerato Sekonyela

doi:10.29333/ejecs/592

Authors

Lerato Sekonyela University of the Free State

DOI:

https://doi.org/10.29333/ejecs/592

Keywords:

academic support, university access programme, South Africa.

Abstract

This paper reflects on experienced challenges by registered University Access Programme (UAP) students in South Africa. South African learners continue to face challenges in accessing institutions of higher education due to school performance. Therefore, to address this issue, the University of the Free State (UFS) in South Africa introduced UAP in 1993 to assist deserving students who did not meet university admission requirements due to underperformance at the school level. The UAP seemed to address the issue of access to higher education institution(s). However, once students gained access, they have faced several challenges. A Free-Attitude Interview (FAI) technique was used to identify the challenges that students experienced in UAP. Students indicated the need to improve academic support.

Downloads

Download data is not yet available.

Author Biography

Lerato Sekonyela, University of the Free State

Department of Psychology

Academic Facilitator

References

Aguilar, S., Lonn, S., & Teasley, S.D. (2014). March. Perceptions and use of an early warning system during a higher education transition program. In Proceedings of the Fourth International Conference on Learning Analytics and Knowledge (pp. 113-117). ACM. DOI: https://doi.org/10.1145/2567574.2567625

Akoojee, S., & Nkomo, M. (2007). Access and quality in South Africa higher education: The twin challenges of transformation. SAJHE, 21(3), 385-399. DOI: https://doi.org/10.4314/sajhe.v21i3.25712

Arendale, D. R. (2010). Access at the Crossroads: Learning assistance in higher education. Jossey-Bass.

Arnold, J., & Clarke, D.J. (2014). What is ‘agency’? Perspectives in science education research. International Journal of Science Education, 36(5), 735-754. https://doi.org/10.1080/09500693.2013.825066 DOI: https://doi.org/10.1080/09500693.2013.825066

Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction to research in education (8th ed.). Cengage Learning.

Babbie, E. (2010). The practice of social research (12th ed.). Wadsworth.

Babbie, E., & Mouton, J. (2005). The practice of social research. Oxford University Press.

Bathmaker, A. (2016). Higher education in further education: The challenges of providing a distinctive contribution that contributes to widening participation. Research in Post-Compulsory Education, 21(1-2), 20-32. https://doi.org/10.1080/13596748.2015. 1125667 DOI: https://doi.org/10.1080/13596748.2015.1125667

Benokraitis, N. V. (2016). SOC: Introduction to Sociology (Student Edition 4th ed.). Cengage Learning.

Bicer, A., Lee, Y., & Perihan, C. (2020). Inclusive STEM High school factors influencing ethnic minority students' STEM preparation. Journal of Ethnic and Cultural Studies, 7(2), 147-172. http://dx.doi.org/10.29333/ejecs/384 DOI: https://doi.org/10.29333/ejecs/384

Briggs, A. R., Clark, J., & Hall, I. (2012). Building bridges: Understanding student transition to university. Quality in Higher Education, 18(1), 3-21. https://doi.org/10.1080/ 13538322.2011.614468 DOI: https://doi.org/10.1080/13538322.2011.614468

Camarero-Figuerola, M., Dueñas, J.-M., & Renta-Davids, A.-I. (2020). The relationship between family involvement and academic variables. Research in Social Sciences and Technology, 5(2), 57-71. https://doi.org/10.46303/ressat.05.02.4 DOI: https://doi.org/10.46303/ressat.05.02.4

Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.). Pearson.

Darling, R. (2015). The academic adviser. The Journal of General Education, 64(2), 90-98. https://www.jstor.org/stable/10.5325/jgeneeduc.64.2.0090 DOI: https://doi.org/10.1353/jge.2015.0007

Egan, K. (2015). Academic advising in individualized major programs promoting the three I's of general education. The Journal of General Education, 64(2), 75-89. https://www.jstor.org/stable/10.5325/jgeneeduc.64.2.0075 DOI: https://doi.org/10.1353/jge.2015.0015

Essack, Z. & Quayle, M. (2007). Students' perceptions of a university access (bridging) programme for social science, commerce and humanities. Perspectives in Education, 25(1), pp. 71-84.

Ferrante, J. (2016). Sociology: A global perspective. Cengage Learning.

Franklin, D., & Blankenberger, B. (2016). Program evaluation of community college learning assistance centers: What do LAC directors think? Community College Review, 44(1), 3-25. https://doi.org/10.1177/0091552115609998 DOI: https://doi.org/10.1177/0091552115609998

Gale, T., & Parker, S. (2014). Navigating change: A typology of student transition in higher education. Studies in Higher Education, 39(5), 734-753. https://doi.org/10.1080/ 03075079.2012.721351 DOI: https://doi.org/10.1080/03075079.2012.721351

Garbe, A., Ogurlu, U., Logan, N., & Cook, P. (2020). Parents’ Experiences with Remote Education during COVID-19 School Closures. American Journal of Qualitative Research, 4(3), 45-65. https://doi.org/10.29333/ajqr/8471 DOI: https://doi.org/10.29333/ajqr/8471

Glassman, M., & Erdem, G. (2014). Participatory action research and its meaning: Vivencia, praxis, conscientization. Adult Education Quarterly, 64(3), 206-221. https://doi.org/10.1177/0741713614523667 DOI: https://doi.org/10.1177/0741713614523667

Guerra, M., Lopez, M., & Benavides, A. (2020). Funds of Identity and Education: The Journey of a Latina Educator from Linguistic Erasure to Linguistic Empowerment. Journal of Culture and Values in Education, 3(2), 100-119. https://doi.org/10.46303/jcve.2020.15 DOI: https://doi.org/10.46303/jcve.2020.15

Gyamera, G. O. (2018). I just want to be somebody: exploring students’ Motivations and experiences in universities. South African Journal of Higher Education, 32(3), 154‒171. http://dx.doi.org/10.20853/32-3-2544 DOI: https://doi.org/10.20853/32-3-2544

Hakizimana, S. & Jürgens, A. (2013). The Peer Teaching/Learning Experience Programme: An Analysis of Students' Feedback. Volume 9, pp. 99-127.

Hansen, J. D., & Reich, J. (2015). Democratizing education? Examining access and usage patterns in massive open online courses. Science, 350(6265), 1245-1248. doi:: 10.1126/science.aab3782 DOI: https://doi.org/10.1126/science.aab3782

Harwood, V., McMahon, S., O’Shea, S., Bodkin-Andrews, G. & Priestly, A. (2015). Recognising aspiration: The AIME program’s effectiveness in inspiring Indigenous young people’s participation in schooling and opportunities for further education and employment. The Australian Educational Researcher, 42(2), pp.217-236. DOI: https://doi.org/10.1007/s13384-015-0174-3

Henslin, J. M. (2008). Sociology: A down-to-earth approach (9th ed.). Pearson.

Hlalele, D. L. (2010). Do learning skills acquired in the university access programme enhance participation in academic practice? Faculty of Education, 24(1), 98-110. DOI: https://doi.org/10.4314/sajhe.v24i1.63431

Hlalele, D., & Alexander, G. (2012). University access, inclusion and social justice. SAJHE, 26(3), 487-502.

Houdyshell, M., & Ziegler, N. (2020). Graduate students share their experiences of building helping skills: A case study. Journal of Curriculum Studies Research. https://doi.org/10.46303/jcsr.2020.4 DOI: https://doi.org/10.46303/jcsr.2020.4

Hubackova, S. & Semradova, I. (2016). Evaluation of Blended Learning. Procedia - Social and Behavioral Sciences, Volume 217, pp. 551-557. DOI: https://doi.org/10.1016/j.sbspro.2016.02.044

Im, J. & Kim, J. (2015). Use of Blended Learning for Effective Implementation of English-Medium Instruction in a Non-English Higher Education. International Education Studies, Vol. 8(11), pp. 1-15. DOI: https://doi.org/10.5539/ies.v8n11p1

Jacobs, L. 2014. Research Matters. In Du Plooy-Cilliers, F., Davis, C & Bezuidenhout, R. Eds. Claremont, Juta.

Jones, N., & Lau, A. M. (2008). Blending learning: Widening participation in higher education. Innovations in Education and Teaching International, 47(4), 405-416. https://doi.org/10.1080/14703297.2010.518424 DOI: https://doi.org/10.1080/14703297.2010.518424

Kaldi, S., & Griffiths, V. (2013). Mature student experiences in teacher education: Widening participation in Greece and England. Journal of Further and Higher Education, 37(4), 552-573. https://doi.org/10.1080/0309877X.2011.645468 DOI: https://doi.org/10.1080/0309877X.2011.645468

Karp, M. M., O'Gara, L., & Hughes, K. l. (2008). Do support services at community colleges encourage success or reproduce disadvantage? An exploratory study of students in two community colleges. CCRC Working Paper No. 10. Columbia University. ED499920 DOI: https://doi.org/10.1002/cc.347

Kirk-Kuwaye, M., & Sano-Franchini, D. (2015). "Why do I have to take this course?" How academic advisers can help students find personal meaning and purpose in general education. The Journal of General Education, 64(2), 99-105. https://www.jstor.org/ stable/10.5325/jgeneeduc.64.2.0099 DOI: https://doi.org/10.1353/jge.2015.0008

Lazar, M. M. (Ed.) (2005). Feminist critical discourse analysis: Gender, power and ideology in discourse (2nd ed.). Palgrave Macmillan. DOI: https://doi.org/10.1057/9780230599901

Loh, R. C.-Y., & Ang, C.-S. (2020). Unravelling Cooperative Learning in Higher Education. Research in Social Sciences and Technology, 5(2), 22-39. https://doi.org/10.46303/ressat.05.02.2 DOI: https://doi.org/10.46303/ressat.05.02.2

Lowenstein, M. (2015). General education, advising, and integrative learning. The Journal of General Education, 64(2), 117-130. doi:10.1353/jge.2015.0010 DOI: https://doi.org/10.1353/jge.2015.0010

Mabila, T. E., Malatje, S. E., Addo-Bediako, A., Kazeni, M. M., & Mathabatha, S. S. (2006). The role of foundation programmes in science education: The UNIFY programme at the University of Limpopo, South Africa. International Journal of Education Development, 26(3), 295-304. https://doi.org/10.1016/j.ijedudev.2005.08.004 DOI: https://doi.org/10.1016/j.ijedudev.2005.08.004

Mahlomaholo, S. (2009). Critical emancipatory research and academic identity. Africa Education Review, 6(2), 224-237. https://doi.org/10.1080/18146620903274555 DOI: https://doi.org/10.1080/18146620903274555

Malthus, C. (2015). Changing spaces: writing centres and access to higher education. Higher education Research & Development, 34(2), pp. 441-444. DOI: https://doi.org/10.1080/07294360.2015.1008119

Marais, F.C., & Hanekom, G. (2014). Innovation in access: 25 years of experience in access programmes. In Annual Teaching and Learning Report 2014: Moving the needle towards success (pp. 10-12). University of the Free State: Centre for Teaching and Learning.

Marincowitz, G.J. (2003). How to use participatory action research in primary care. Family practice, 20(5), 595-600. https://doi.org/10.1093/fampra/cmg518 DOI: https://doi.org/10.1093/fampra/cmg518

McFarlane, K. J. (2016). Tutoring the tutors: Supporting effective personal tutoring. Active Learning in Higher Education, 17(1), 77-88. https://doi.org/10.1177/ 1469787415616720 DOI: https://doi.org/10.1177/1469787415616720

Mitchell, L. D., Parlamis, J. D. & Claiborne, S. A., 2015. Overcoming Faculty Avoidance of Online Education: From Resistance to Support to Active Participation. Journal of Management Education, Vol. 39(3), pp. 350-371. DOI: https://doi.org/10.1177/1052562914547964

Monkeviciene, O., Vildziuniene, J., & Valinciene, G. (2020). The Impact of Teacher-Initiated Activities on Identifying and Verbalizing Ways of Metacognitive Monitoring and Control in Six-Year-Old Children. Research in Social Sciences and Technology, 5(2), 72-92. https://doi.org/10.46303/ressat.05.02.5 DOI: https://doi.org/10.46303/ressat.05.02.5

Mountford-Zimdars, A., Sanders, J., Moore, J., Sabri, D., Jones, S., & Higham, L. (2017). What can universities do to support all their students to progress successfully throughout their time at university? Perspectives: Policy and Practice in Higher Education, 21(2-3), 101-110. https://doi.org/10.1080/13603108.2016.1203368 DOI: https://doi.org/10.1080/13603108.2016.1203368

Nel, C., Kistner, L., & van der Merwe, E. (2013). Using enrolment trends to facilitate access. Journal of Higher Education Policy and Management, 35(1), 85-94. https://doi.org/10.1080/1360080X.2013.748480 DOI: https://doi.org/10.1080/1360080X.2013.748480

Nelson, K. J., & Creagh, T. A. (2013). A good practice guide: Safeguarding student learning engagement. The Queensland University of Technology. Retrieved October 22, 2020, from https://eprints.qut.edu.au/59189/

Nkonyane, V. (2014). Power knowledge contestations at a transforming Free State higher education institution: Learning guide as a metaphor. Higher Education of Social Science, 7(1), 14-21.

Northall, T., Ramjan, L. M., Everett, B., & Salamonson, Y. (2016). Retention and academic performance of undergraduate nursing students with advanced standing: A mixed-method study. Nurse Education Today, 39, 26-31. https://doi.org/doi:10.1016/ j.nedt.2016.01.010 DOI: https://doi.org/10.1016/j.nedt.2016.01.010

Olga, K., Tarman, B. & Stepanova, I. (2021). Education in the Context of Digitalization and Culture: Evolution of the Teacher's Role, Pre-pandemic Overview. Journal of Ethnic and Cultural Studies, 8(1), 226-238. http://dx.doi.org/10.29333/ejecs/347 DOI: https://doi.org/10.29333/ejecs/629

O'Shea, S., Lysaght, P., Roberts, J., & Harwood, V. (2016). Shifting the blame in higher education — Social inclusion and deficit discourses. Higher Education Research & Development, 35(2), 322-336. https://doi.org/10.1080/07294360.2015.1087388 DOI: https://doi.org/10.1080/07294360.2015.1087388

Palmer, D., & Witanapatirana, K. (2020). Exposing Bias through a Deficit Thinking Lens Using Content-Analysis of Macro Level Policies. Research in Educational Policy and Management, 2(1), 23-39. https://doi.org/10.46303/repam.01.02.2 DOI: https://doi.org/10.46303/repam.01.02.2

Pascoe, G., 2014. Research Matters. In: F. du Plooy-Calliers & C. Davis, eds. Research Matters. South Africa: Juta.

Peck, J., Chilvers, L. & Lincoln, Y. (2010). Learning support: Student perceptions and preferences. Art, Design & Communication in Higher Education, 9(2), 135-149. https://doi.org/10.1386/adch.9.2.135_1 DOI: https://doi.org/10.1386/adch.9.2.135_1

Radulovic, L. M. & Krstic, S. M., 2017. Social inequality in education analyzed within various theoretical frameworks. Philosopgy, Sociology, Psychology and History, 16(1), pp. 25-36.

Rawlinson, C., & Willimott, M. (2016). Social justice, learning centredness and a first year experience peer mentoring program: How might they connect? Journal of Peer Learning, 9, 41-48. https://ro.uow.edu.au/ajpl/vol9/iss1/5

Smith, J. A., Trinidad, S., & Larkin, S. (2015). Participation in higher education in Australia among under-represented groups: What can we learn from the Higher Education Participation Program to better support indigenous learners? Learning Communities: Internal Journal of Learning in Social Contexts: Special Edition: Indigenous Pathways and Transitions into Higher Education, 17, 12-29. doi: 10.18793/LCJ2015.17.02 DOI: https://doi.org/10.18793/LCJ2015.17.02

Speirs, N. M., Riley, S. C., & McCabe, G. (2017). Student-led, individually-created courses: Using structured reflection within experiential learning to enable widening participation students' transition through and beyond higher education. Journal of Perspectives in Applied Academic Practice, 5(2), 50-57. https://doi.org/10.14297/ jpaap.v5i2.274 DOI: https://doi.org/10.14297/jpaap.v5i2.274

Stewart, P. & Zaaiman, J. (2015). Sociology: A South African introduction. Stewart, P; Zaaiman, J (Eds) ed. Cape Town: Juta.

Strayhorn, T. L. (2014). Reframing academic advising for students success: From advisor to cultural navigator. NACADA Journal, 35(1), 56-63. https://doi.org/10.12930/ NACADA-14-199 DOI: https://doi.org/10.12930/NACADA-14-199

Strydom, J. F., Du Plessis, M., & Henn, M. E. (2016). Using evidence to develop high impact transition programmes. Journal for New Generation Sciences, 14(3), 233-246.

Strydom, H., Fouche, C.B., & Delport, C.S.L. (2004). Research at grass roots: for the social sciences and human service professions.

Tarman, B., & Dev, S. (2018). Editorial: Learning Transformation through Innovation and Sustainability in Educational Practices. Research in Social Sciences and Technology, 3(1), i-ii. https://doi.org/10.46303/ressat.03.01.ed DOI: https://doi.org/10.46303/ressat.03.01.ed

Tronto, Joan C. 2013. Caring democracy: Markets, equality, and justice. NYU Press

University of the Free State. (2018). Skills and competencies for lifelong learning. Compiled by L Rossouw, Department of Psycholoy. University of the Free State, Bloemfontein.

Van den Berg, C. L., Verster, B., & Collett, K. S. (2018). Flipped out in the blended classroom, the good, the bad and the ugly: When academics become students. South African Journal of Higher Education, 32(6), 440‒459. http://dx.doi.org/10.20853/32-6-2984 DOI: https://doi.org/10.20853/32-6-2984

Van Rensburg, G. H., Botma, Y., Heyns, T., & Coetzee, I. M. (2018). Creative strategies to support student learning through reflection. South African Journal of Higher Education, 32(6), 604‒618. http://dx.doi.org/10.20853/32-6-2888 DOI: https://doi.org/10.20853/32-6-2888

Waller, R., Mathers, A., Savidge, P., Flook, G., & Hamm, D. (2017). Engaging sociologists: An A-Level tutoring and mentoring outreach project with 2nd year undergraduate students. The Sociology Teacher, 6(2), 4-11. https://www.britsoc.co.uk/media/ 24364/spring_2017_tst_vol_6_2.pdf

Wanner, T. & Palmer, E. (2015). Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. Computers & Education, Volume 88, pp. 354-369. DOI: https://doi.org/10.1016/j.compedu.2015.07.008

Weninger, C. (2012). Codes as process. In L. S. Given (Ed.), The SAGE encyclopedia of qualitative research methods. SAGE Publications. Retrieved October 22, 2020, from https://edge.sagepub.com/system/files/Ch10CodesandCoding.pd

Wildemuth, B. M. (2009). Applications of social research methods to questions in information and library science. Westport, CT: Libraries Unlimited.

Wilson-Strydom, M. (2015). University access and theories of social justice: Contributions of the capabilities approach. Higher Education, 69, 143-155. https://doi.org/10.1007/ s10734-014-9766-5 DOI: https://doi.org/10.1007/s10734-014-9766-5