Exploring the need for Academic Support Programmes (ASPs) for returning undergraduates at Rhodes University
- Matabane, Ramathetse Belinda
- Authors: Matabane, Ramathetse Belinda
- Date: 2017
- Subjects: Compensatory education -- South Africa -- Makhanda , Rhodes University. Department of Sociology
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/35094 , vital:24326
- Description: The overarching purpose of this thesis is to explore the need for Academic Support Programmes (ASPs) in higher education with specific reference to returning undergraduates in the Sociology Department at Rhodes University. The transformational agenda in higher education in post-apartheid South Africa in terms of expanding access to education, the promotion of accountability and efficiency in higher education, massification, the articulation gap between school and university, institutional culture, unpreparedness of universities and underpreparedness of students comprise the conceptual core of this study. I undertake to investigate the necessity and relevance of academic support offered to returning undergraduates at Rhodes University. I do this by exploring two main issues theoretically and in my fieldwork. The two main issues that form the basis of this research are students’ perceptions regarding availability and accessibility of academic support programmes in the Sociology Department and students’ perceived academic needs. Students’ perceptions and attitudes towards Academic Support Programmes have been uncovered through both quantitative and qualitative fieldwork to gauge the extent to which literature is applicable when it comes to the above-mentioned conceptual frameworks. The study illustrated that academic support is not exclusive to first year students. It is also clear that improved, systematic academic support gives rise to improved student academic performance. Throughout the study, students perceive availability and accessibility of ASPs as a challenge.
- Full Text:
- Date Issued: 2017
- Authors: Matabane, Ramathetse Belinda
- Date: 2017
- Subjects: Compensatory education -- South Africa -- Makhanda , Rhodes University. Department of Sociology
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/35094 , vital:24326
- Description: The overarching purpose of this thesis is to explore the need for Academic Support Programmes (ASPs) in higher education with specific reference to returning undergraduates in the Sociology Department at Rhodes University. The transformational agenda in higher education in post-apartheid South Africa in terms of expanding access to education, the promotion of accountability and efficiency in higher education, massification, the articulation gap between school and university, institutional culture, unpreparedness of universities and underpreparedness of students comprise the conceptual core of this study. I undertake to investigate the necessity and relevance of academic support offered to returning undergraduates at Rhodes University. I do this by exploring two main issues theoretically and in my fieldwork. The two main issues that form the basis of this research are students’ perceptions regarding availability and accessibility of academic support programmes in the Sociology Department and students’ perceived academic needs. Students’ perceptions and attitudes towards Academic Support Programmes have been uncovered through both quantitative and qualitative fieldwork to gauge the extent to which literature is applicable when it comes to the above-mentioned conceptual frameworks. The study illustrated that academic support is not exclusive to first year students. It is also clear that improved, systematic academic support gives rise to improved student academic performance. Throughout the study, students perceive availability and accessibility of ASPs as a challenge.
- Full Text:
- Date Issued: 2017
Representing the unrepresentable: an exploration of gendered experiences of mental disorder
- Authors: Futcher, Charis Catheryn
- Date: 2017
- Subjects: Mental illness in art , Women -- Mental health , Art, South African -- 21st century -- Exhibitions , Sculpture, South African -- 21st century -- Exhibitions , Women in art
- Language: English
- Type: Thesis , Masters , MFA
- Identifier: http://hdl.handle.net/10962/42957 , vital:25252
- Description: Inspired by personal lived experiences of mental disorder; this thesis attempts to explore the representation of these complex conditions as they are deeply embedded in trauma, guilt, and stigma. The accompanying exhibition, The Inheritance, figures my own tendencies to contain and conceal my disorder, through the assembling of sculptural containers and their disordered contents. The work, presented as something surreal, comments on the complexities of being a woman with a disorder, as well as on the disease I experience in relation to a history of patriarchal ideologies and psychiatric containment that has informed understandings of ‘female madness’. Grounded in my interests in abjection and containment, the artistic processes of trying to express deeply personal experiences of distress allow for the resurfacing of underlying trauma, in regards to the memory of my mother’s struggle with Bipolar disorder and her subsequent estrangement. Instead of catharsis, the exhibition represents an inevitable failure to represent the unrepresentable, an experience inextricably bound to the history of gendered oppression and the repression of subjectivity by dominant powers of belief and control. Through my practice as research, I have ultimately grappled with my reluctance to represent my experience, precisely because the topic of mental disorder, though pervasive, is lived and felt by varying groups of people in different ways. As such, my intention is to avoid a reductive and narrow framing of what mental disorder entails. Similarly, I aim to avoid restrictive and presumptuous definitions of gender – recognizing that, historically, femininity is a contested category that has silenced many individuals who are not white, heterosexual or gender conforming. My literary research has been limited by these norms and silences, in that most texts detailing the historical visual treatment of disordered subjects fail to recognise the possibility of gender categories that transcend the binary masculinity and femininity. With these limitations in mind, my practice has allowed me to reflect upon the distress of generations of people who have been pathologised based on gender.
- Full Text:
- Date Issued: 2017
- Authors: Futcher, Charis Catheryn
- Date: 2017
- Subjects: Mental illness in art , Women -- Mental health , Art, South African -- 21st century -- Exhibitions , Sculpture, South African -- 21st century -- Exhibitions , Women in art
- Language: English
- Type: Thesis , Masters , MFA
- Identifier: http://hdl.handle.net/10962/42957 , vital:25252
- Description: Inspired by personal lived experiences of mental disorder; this thesis attempts to explore the representation of these complex conditions as they are deeply embedded in trauma, guilt, and stigma. The accompanying exhibition, The Inheritance, figures my own tendencies to contain and conceal my disorder, through the assembling of sculptural containers and their disordered contents. The work, presented as something surreal, comments on the complexities of being a woman with a disorder, as well as on the disease I experience in relation to a history of patriarchal ideologies and psychiatric containment that has informed understandings of ‘female madness’. Grounded in my interests in abjection and containment, the artistic processes of trying to express deeply personal experiences of distress allow for the resurfacing of underlying trauma, in regards to the memory of my mother’s struggle with Bipolar disorder and her subsequent estrangement. Instead of catharsis, the exhibition represents an inevitable failure to represent the unrepresentable, an experience inextricably bound to the history of gendered oppression and the repression of subjectivity by dominant powers of belief and control. Through my practice as research, I have ultimately grappled with my reluctance to represent my experience, precisely because the topic of mental disorder, though pervasive, is lived and felt by varying groups of people in different ways. As such, my intention is to avoid a reductive and narrow framing of what mental disorder entails. Similarly, I aim to avoid restrictive and presumptuous definitions of gender – recognizing that, historically, femininity is a contested category that has silenced many individuals who are not white, heterosexual or gender conforming. My literary research has been limited by these norms and silences, in that most texts detailing the historical visual treatment of disordered subjects fail to recognise the possibility of gender categories that transcend the binary masculinity and femininity. With these limitations in mind, my practice has allowed me to reflect upon the distress of generations of people who have been pathologised based on gender.
- Full Text:
- Date Issued: 2017
The role of psychosocial factors in academic performance of first year psychology students at a historically white university
- Authors: Dlamini, Sipho Solomon
- Date: 2017
- Subjects: Rhodes University -- Students , Academic achievement , Undergraduates -- South Africa , Dropouts -- South Africa , College students -- South Africa , Psychology students -- South Africa , Minorities -- Education -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/5150 , vital:20781
- Description: The success rate of students in higher education has been a cause for concern in South Africa (Letseka & Maile, 2008; Department of Higher Education and Training, 2015). This has been particularly concerning for first-year students, where the rate of attrition is especially high (Letseka, Cosser, Breier, and Visser, 2010). A number of factors have been identified in past research as having an effect on academic performance, which influences attrition and graduation. These factors include age (Justice, & Dornan, 2001), gender (Buchmann, & DiPrete, 2006), socio-economic status which is confounded by race (Letseka & Breier, 2008), type of educational background (Spreen, & Vally, 2006), and whether a student is a domestic or international student (Li, Chen, Duanmu, 2009), social capital (Young & Strelitz, 2014), whether the student is a first language speaker of the language of instruction at the university (Snowball, and Boughey, 2012), student wellbeing (Quinn, & Duckworth, 2007), locus of control (Findley, & Cooper, 1983), and frequency of lecture attendance (van Wallbeek, 2004). The study was conducted at Rhodes University, a small historically white South African institution. For this study, academic performance was measured using the participant’s midyear exam results for an introductory psychology cause, a course that straddles faculties. Of the 690 students registered for the course, 361 (52%) completed an electronic survey that explored the various factors associated with academic performance. A hierarchical regression analysis indicates that pre-university factors (age, gender, race, nationality, language, type of school, and socio-economic status) were the only significant predictors of academic performance, contributing 11% of the effect. Race and nationality, when all the other factors were controlled for, were the only predictors of academic performance. The implications of these findings pose troubling questions of the institutional culture at the university.
- Full Text:
- Date Issued: 2017
- Authors: Dlamini, Sipho Solomon
- Date: 2017
- Subjects: Rhodes University -- Students , Academic achievement , Undergraduates -- South Africa , Dropouts -- South Africa , College students -- South Africa , Psychology students -- South Africa , Minorities -- Education -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/5150 , vital:20781
- Description: The success rate of students in higher education has been a cause for concern in South Africa (Letseka & Maile, 2008; Department of Higher Education and Training, 2015). This has been particularly concerning for first-year students, where the rate of attrition is especially high (Letseka, Cosser, Breier, and Visser, 2010). A number of factors have been identified in past research as having an effect on academic performance, which influences attrition and graduation. These factors include age (Justice, & Dornan, 2001), gender (Buchmann, & DiPrete, 2006), socio-economic status which is confounded by race (Letseka & Breier, 2008), type of educational background (Spreen, & Vally, 2006), and whether a student is a domestic or international student (Li, Chen, Duanmu, 2009), social capital (Young & Strelitz, 2014), whether the student is a first language speaker of the language of instruction at the university (Snowball, and Boughey, 2012), student wellbeing (Quinn, & Duckworth, 2007), locus of control (Findley, & Cooper, 1983), and frequency of lecture attendance (van Wallbeek, 2004). The study was conducted at Rhodes University, a small historically white South African institution. For this study, academic performance was measured using the participant’s midyear exam results for an introductory psychology cause, a course that straddles faculties. Of the 690 students registered for the course, 361 (52%) completed an electronic survey that explored the various factors associated with academic performance. A hierarchical regression analysis indicates that pre-university factors (age, gender, race, nationality, language, type of school, and socio-economic status) were the only significant predictors of academic performance, contributing 11% of the effect. Race and nationality, when all the other factors were controlled for, were the only predictors of academic performance. The implications of these findings pose troubling questions of the institutional culture at the university.
- Full Text:
- Date Issued: 2017
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